علی اکبر قاسمی

The aim of this study was to identify the challenges and expectations of parents and elementary school teachers.The research was applied in terms of its purpose and qualitative in terms of its data collection method and descriptive phenomenology. Participants included two groups—teachers and parents of elementary school students in Rudsar during the academic year (2024–2025). Purposeful sampling with maximum variation was employed to ensure the inclusion of diverse individuals.The data collection tool was semi-structured interviews. The questions were developed based on the research problem and focused on four key areas: teachers’ expectations, parents’ expectations, challenges, and solutions.To analyze the collected data, Colaizzi’s (1987) coding method was used. Content analysis was coded using MAXQDA software. In total, after data analysis, teachers’ expectations of parents were presented under five main categories: educational, developmental, behavioral, health-related, and administrative and the identified challenges were grouped into three categories: school structure, conflicting perspectives between teachers and parents, and lack of mutual trust. In conclusion, the study found that teachers' most significant expectations were related to parents’ behavioral roles; parents’ key expectations from teachers were administrative. The critical challenge was the lack of mutual trust, and the solution was strengthening communication channels between teachers and parents