This study aims to investigate (1) the impact of parent-teacher communication difficulties perceived by elementary school teachers on their job satisfaction, and (2) the influence of teachers’ interpersonal communication competence on the parent-teacher communication difficulties. A total of 265 elementary school teachers participated in a survey, and the collected data were analyzed through hierarchical regression and multiple regression analyses. The findings revealed that teachers’ perception of communication difficulties with parents significantly influenced their job satisfaction, which was further influenced by factors such as resilience, school climate, and teachers’ gender. It was observed that teachers’ interpersonal communication competence played a role in reducing the parent-teacher communication difficulty due to teachers’ knowledge and skills, while increasing the one due to parents’ reactions. Based on the results, this study recommends the implementation of tailored teacher education programs that take into account the specific contexts and situations in which parents and teachers interact, and the constructs of teachers’ interpersonal communication competence.