Keyword: «family-school interaction»

The article examines the phenomenon of parental expectations, which acts as a system-forming factor in the complex system of interaction between the family and the educational organization. In addition, the article analyzes the essential characteristics of this phenomenon, its structural components, and typological features. Special attention is paid to the determinants that shape the expectations of parents, as well as the mechanisms of their influence on the effectiveness of professional communication with teachers. The paper shows that the mismatch between the expectations of the participants in the educational process has a high conflict-generating potential, acting as a trigger for destructive relationships and a negative environment in the educational space. In this regard, the article substantiates pedagogical strategies and technologies for managing parental expectations, which allow for building effective partnerships in a modern polyvariate educational environment.