Abstract
This study explores Grade 1 educators’ perceptions of the effects of teacher–parent communication on their emotional well-being in an ex-Model C primary school in South Africa. Framed by Epstein’s Overlapping Spheres of Influence theory and the Screening, Identification, Assessment and Support policy, the research adopts a qualitative case study approach within a constructivist paradigm. Data were collected through semi-structured interviews and a focus group with five purposely selected educators. Thematic analysis revealed four interconnected themes: emotional strain resulting from parental disengagement, affirmation through positive parent engagement, the impact of communication barriers and inadequate training, and the buffering role of supportive leadership. Findings indicate that clear, reciprocal communication fosters teacher motivation and resilience, while misaligned or absent communication exacerbates stress, role overload and emotional exhaustion. The study underscores the need for systemic interventions, including teacher training, structured communication protocols and parent education, to promote sustainable school–home partnerships and protect educator well-being.