The ideologies of teachers and parents regarding family-school relationships in urban elementary schools

Abstract

Parental involvement is associated with students' educational achievement (Ahmad, 2010; Theodorou, 2008; Yanghee, 2009). Although parent involvement is linked to student success, schools frequently fail to establish a strong connection between home and school (Ahmad, 2010; Bourdieu, 1973; Brint, 2011), particularly in urban areas (Epstein & Sanders, 2006). Thus, a descriptive case study was used to examine the ideologies of both teachers and parents regarding the quality of their interrelationships with respect to how they both care for their children. Three varied data sets were used: (a) open-ended interviews, (b) field notes, and (c) a focus group. The data from the three sources were analyzed and coded using MAXQDA data analysis software. Results indicated that both teachers and parents prioritize communication and sharing information as two main strategies to improve engagement and optimize children's academic results. Additionally, results indicated that both groups expressed the hope that parental involvement in their children's educations would lead to better parent-teacher relationships and the children's continued motivation for learning. Further, results indicated four major social and cultural factors that influence the relationships between families and schools: attitudes and beliefs, unwelcome feelings due to a new school policy, gaps in home-school communication, and a lack of trust in special services. Moreover, creating a welcoming environment, improving home-school communication, and establishing early collaboration emerged as significant requirements for healthy parent-teacher relationships.