Teacher–Parent Relationship in the Implementation of Supportive Activities
Teacher–Parent Relationship in the Implementation of Supportive Activities

Summary/Abstract: A person is defined as a social, relational being. According to Sławomir Chrost, “a human being is not a product, but, as a person, he/she is, in a way, immersed in social structures” (Chrost 2020: 155). Numerous definitions in the fields of theology, philosophy, psychology, and sociology emphasize the value of relationship which is the basis of society and the driving force for human development and education. This article concerns the supportive relationship between the teacher and the parent, which is fulfilled in the educational space and focuses on varied educational and developmental needs of students. The characteristic features of the relationship result from its dualism: on the one hand, formal and legal provisions, and, on the other hand, the personal dimension of the relationship viewed from a humanistic perspective. The aim of the article is to analyse the teacher-parent relationship in terms of selected issues: the model of helping, the teacher’s attitude, as well as techniques and tools used at particular stages of the support process, using literature from the field of psychology, counselling and pedagogy.

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