為了解苗栗縣國民中學家長與教師間的親師溝通品質，與家長背景變項、教師背景變項間的關係，乃以苗栗縣國民中學學生家長584人為研究對象，採用國民中學親師溝通量表為研究工具，獲取所需資料，再以描述統計、獨立樣本t考驗、單因子變異數分析、雙因子變異數分析、單純主要效果考驗等統計方法進行分析。結果發現： 1.苗栗縣國民中學的家長，與教師間的親師溝通品質，積極溝通呈中間偏上程度，而消極溝通呈中間偏下的程度。 2.家長對女性教師採用的積極溝通較多於男性教師；而對男性教師採用的消極溝通則較多於女性教師。 3.家長對學校規模13-24班教師採用的消極溝通，較多於對12班以下及25班以上的兩組教師。 4.家長對任教11年以上的教師，採用之消極溝通較多於任教6-10年的教師。 5.家長對教育背景為師範大學教師採用的消極溝通，較多於教育背景為研究所以上的教師。 6.不同性別家長與教師溝通時，採用之積極溝通與消極溝通方式，並沒有顯著差異存在。 7.職業類別不同的家長與教師溝通時，採用之積極溝通方式，有顯著的差異存在；而採用之消極溝通方式則沒有顯著差異存在。 8.年齡不同的家長與教師溝通時，採用之親師溝通方式，無論是積極溝通抑或消極溝通，均未見顯著差異存在。 9.教育程度不同的家長與教師溝通時，採用之親師溝通方式，無論是積極溝通抑或消極溝通，均未見顯著差異存在。 10.家庭結構不同的家長與教師溝通時，採用之親師溝通方式，無論是積極溝通抑或消極溝通，均未見顯著差異存在。 11.性別不同的家長與性別不同的教師進行溝通時，家長採用之親師溝通方式，無論是積極溝通抑或消極溝通，均未見顯著差異存在。 12.年齡40歲以下家長對任教年資「1-5年」及「11年以上」的教師間，有較多的消極溝通；至於年齡41歲以上的家長，較不會因教師任教年資的不同，而採用不同的消極溝通。 13.家長年齡「40歲以下」及「41歲以上」對年資11年以上教師採用較多的消極溝通；至於對年資「1-5年」及「6-10年」的教師，則較不會因家長本身年齡的差異，而採用明顯不同的消極溝通。 / The purpose of this study is to investigate the relations between the quality of parent-teacher communication and the background variables of teachers and parents,respectively.The research objects are 584 parents of junior high school students in Miaoli County. This study applied The Communication Scale for Junior High School Parents and Teachers as the main research tool. And the data were futher analyzed by descriptive statistics, t test, one-way ANOVA, two-way ANOVA, and simple main effect. The major findings were as follows: 1.Concerning the quality of parent-teacher communication in Miaoli County junior high schools, the score of positive communication is 3.88 out of 5, and the score of negative communication is 2.54 out of 5. 2.Parents are more likely to adopt positive communication toward female teachers and negative communication toward male teachers. 3.Parents are more likely to adopt negative communication toward teachers in schools with 13-24 classes than toward teachers in schools with under 12 or over 25 classes. 4.Parents are likely to adopt more negative communication toward teachers with over 11-year teaching experiences than toward teachers with 6-10 year teaching experiences. 5.Parents are more likely to adopt negative communication toward teachers from normal schools than teachers with educational backgrounds in graduates or above. 6.Among parents of different genders, there is no significant difference in adopting positive or negative communication. 7.Among parents of different careers, there exits a significant difference in the ways of positive communication; there exits, however, no significant difference in the ways of negative communication. 8.Among parents of different ages, there is no significant difference in the ways of parent-teacher communication, either in positive or negative communication. 9.Among parents of different educational backgrounds, there is no significant difference in the ways of parent-teacher communication, either in positive or negative communication. 10.Among parents of different family structures, there is no significant difference in the ways of parent-teacher communication, either in positive or negative communication. 11.Between parents and teachers of opposite gender, there is no significant difference in the ways of parent-teacher communication, either in positive or negative communication. 12.Parents under age 40 are more likely to adpot negative communication toward teachers with 1-5 year and over 11-year teaching experiences; however, parents over age 41 are less likely to adopt different ways of negative communication with teachers of different teaching experiences. 13.Parents under age 40 and over age 41 are more likely to adopt negative communiction toward teachers with over 11-year teaching experiences; as toward teachers with 1-5 year and 6-10 year teaching experiences, there is no significnt difference shown in these two groups of different ages.