Teacher-parent Collaboration Research Articles

Teacher perceptions of parent collaboration in multi-ethnic ECEC settings

IntroductionFor teachers working in multi-ethnic early childhood education and care settings, a strong collaboration with parents may be an important mechanism for supporting young children's language development. However, little research has investigated how teachers perceive their communication with parents from diverse backgrounds and what centre-level factors predict the quality of teacher-parent collaboration.MethodsThis study sought to explore teacher-parent collaboration within early childhood education and care in urban multi-ethnic areas of Norway, using survey data from 266 teachers across 56 centres and 198 classrooms. We examined whether teacher characteristics (education, experience and self-efficacy) and centre linguistic diversity were related to teacher perceived communication with parents regarding ways of supporting children's dual language development and teacher experienced challenges in parent collaboration.ResultsResults revealed that teachers with higher self-efficacy communicated more with parents and experienced less challenges in collaboration with them. Furthermore, more experienced teachers working in more linguistically diverse centres identified more challenges in parent collaboration, while these characteristics were not related to communication. Teacher education was not associated with communication nor challenges in parent collaboration.DiscussionOur results indicate that professional development measures targeted at strengthening teacher self-efficacy might be an important mechanism to promote parent collaboration, particularly in multi-ethnic education settings.

FAMILY INVOLVEMENT IN EDUCATION OF SPECIAL NEEDS STUDENTS: A SYSTEMATIC LITERATURE REVIEW

Family involvement is an essential element in the education concerning special needs students, and this systematic literature review is focused on investigating its significance and impact. It investigates the factors and elements that influence family involvement, its impact on student outcomes, and strategies for bolstering collaboration between families and educational institutions. While the importance of family involvement is widely recognized, challenges and knowledge gaps remain regarding its best practices and effects. The study utilized the PRISMA approach, conducting a systematic review by scouring academic databases and journals for pertinent articles published within the last five years. The systematic search employed academic databases like Scopus and Web Of Science. After rigorous searching, the final dataset comprised (n=24) studies. Three core themes emerged from this approach: Teacher-Parent Collaboration, Barriers and Challenges, and Effects on the Achievement of Students. The review underscores essential components of family involvement, including communication, collaboration, shared decision-making, and parent-teacher partnerships. It provides an in-depth exploration of how family engagement positively affects students' academic and socio-emotional development while also shedding light on the obstacles and hindrances that can disrupt productive family-school collaborations. In conclusion, family involvement plays a pivotal role in the education of special needs students, significantly contributing to their holistic development. This review offers valuable insights for policymakers, educators, and researchers to further fortify family involvement in special education.

Israeli teachers' attitudes toward parental involvement in school: A qualitative study

The aim of this qualitative study is to gain in-depth understanding of teachers' views and attitudes toward parental involvement in school. Twenty seven Israeli elementary-school and secondary-school teachers were interviewed and asked to define parental involvement, their feelings toward it, and its challenges and benefits. Our findings revealed relatively high level of inconsistency between declared positive attitudes and perceived challenges and threat. This inconsistency manifests a need for significant progress in teacher-parent relationship in Israel. The practical implications of this study are that training programs should be constructed to improve teacher-parent collaboration, focusing on ways of reducing teachers’ tension and enhancing their understanding of the possibilities and potential outcomes of parents’ involvement.

Collaboration between School and Parents for Students’ Better Future by Parenting: An Ethnographic Approach

Parenting programs have been shown to improve children's behavior. Therefore, the implementation of parenting programs in schools needs to be revealed as a reference for schools to more easily implement them in the school environment. This research uses an ethnographic approach. A sample of one school in Bandar Lampung City was determined using purposive sampling techniques with the criteria that the school had implemented a parenting program. Research data were collected using interviews, observation, and documentation techniques. Data analysis is carried out using thematic analysis, which includes seven phases. Triangulation techniques are used as data validity tests. The findings of this study show that the parenting program was implemented through seminars, teacher-parent collaboration through contact books, guest teachers by parents, sharing short videos through social media, and the presence of BK teachers at school. Thus, it can be concluded that the parenting program is getting optimal by realizing collaborative activities between schools and parents in student learning activities.Keywords: Parenting, elementary school

Teachers as a Source of Support: Perceptions of Parents of Children With ADHD During COVID-19 Distance Learning

The issues faced by children with ADHD and their parents in COVID-19 distance learning, and the parents’ perceptions of teachers’ role are examined in this qualitative phenomenological study. Teacher-parent collaboration is essential to implementing behavior-management programs at home and in school consistently. The instant transition to distance learning during the pandemic, which challenged teachers and families, underscored the difficulties of the students with learning disabilities. Participants were 18 mothers of elementary-school children with ADHD from mid- upper-middle social class. The research tool was semi-structured, in-depth, non-directive interview. The interviews revealed parents' descriptions of withdrawal along with opportunity, parents' response to child's difficulties, parents' initiatives, and parents' feelings of support and lack of relevant support from the educational staff. Results emphasize the importance of parent-teacher cooperation, especially in times of crisis, and of teachers’ supportive role. Practical implications are sought for guiding teachers to promote communication with parents in future crisis situations.

Teacher-parent collaboration for developing student character in online learning

<span lang="EN-US">Teachers, parents, and students have had difficulty with character development exercises in online learning programs. Students’ character quality has suffered as a result of these issues. This study described the essence of reading fondness, learning discipline, and social care in developing the students’ character development. In addition, this study also aimed to analyze the role of teachers and parents in character development during the online learning process. Students, teachers, and parents provided information via online questionnaires and interviews. Descriptive quantitative analysis, thematic analysis, and reflective thinking were used to analyze the data. The findings revealed that teachers and parents faced challenges that impacted student character quality. Teachers and parents have limited opportunities to shape a students’ character. Instead, they must collaborate to develop it. The limitation of this study lies in the online data collection process, thus suggesting the need to use a more in-depth method to gain a more comprehensive understanding of the case.</span>

Harmonizing Fiqh Education with Local Wisdom: Enhancing Students' Religious Awareness via Teacher-Parent Collaboration

This research aims to determine the collaboration between fiqh teachers and parents in increasing students' awareness of worship at MTs Istiqlal Deli Tua. This research is qualitative research with a descriptive approach. This research was carried out at MTs Istiqlal Deli Tua with research subjects namely fiqh teachers, parents and students. Data collection techniques in this research were carried out using interviews, observation and documentation. Meanwhile, the data analysis used is qualitative which is carried out through several stages, namely data collection, data reduction and drawing conclusions. The results of this research are the collaboration between fiqh teachers and parents in increasing students' awareness of worship at MTs Istiqlal Deli Tua, namely teacher interaction with students, advising children, providing good role models, inviting and practicing, giving gifts as a form of appreciation and giving punishment. From the research results, it appears that fiqh teachers have a big role in guiding students in worship and providing good role models. The implication is the need to strengthen the role of fiqh teachers as models and spiritual guides for students.

Teacher-Parent Communications to Foster Learners’ Performance in English

Purpose: This action research aimed to determine the effectiveness of Teacher-Parent Communications in fostering the learners' performance in English of Francisco L. Adlaon High School, Carmen 2 District. It particularly examined the learners' performance in English before and after the intervention.
 Approach/Methodology/Design: The study is quantitative and utilized a descriptive research design. A self-made summative test was utilized in the study. Eight (8) learners underperforming in English were subjected to the intervention through a pretest and post-test research design. With the help of their parents, learners were exposed to contextualized modules suited to their grade level. 
 Findings: The findings revealed that there was an increase of 5.25 points from 80.88 which is “Satisfactory” to 86.13 which is “Very Satisfactory” on the learners’ performance in English.
 Practical Implications: This study provides valuable insights for educators, schools, and policymakers, emphasizing the need for fostering effective communication channels between teachers and parents to support students’ language learning and overall academic success.
 Originality/value: The findings contribute to the existing body of knowledge by emphasizing the role of teacher-parent collaboration as a solution to academic problems and highlighting its significance in enhancing students' performance.

Parental Engagement in Emotional Regulation: A Case Study of Kindergarten Children in Yogyakarta

This research aimed to investigate the role of parents in managing their kindergarten-aged children's negative emotions. Utilizing a descriptive, qualitative case study approach, the study was conducted in Yogyakarta, involving six parents, six teachers, and three children. Data collection comprised in-depth interviews and non-participant observation, analyzed using an interactive model by Miles et al. (2014). The results revealed that parents act as supporters, teachers, students, counselors, and guardians in their children's emotional development. Case studies of children, namely AD, NK, and AT, highlighted strategies like modeling positive behavior, teaching problem-solving and dynamic management, and providing comfort. Parents should enhance their knowledge and expertise and motivate their children to learn practical negative emotion management skills. Negative emotion management enhances kindergarten children’s well-being and aids in their adjustment to their surroundings. The implications of these findings emphasize the importance of a supportive, responsive, and involved parenting approach, particularly in emotional development during early childhood. This aligns with Bandura's observational learning theory and resonates with findings from Hornby and Epstein on parental education and involvement. However, the study acknowledges limitations, including its small sample size and qualitative focus, suggesting the need for further research with broader, more diverse samples and quantitative methods. Overall, this study underscores the significant impact of parental involvement on children's emotional resilience and intelligence, highlighting the need for effective parental guidance programs and enhanced teacher-parent collaboration in early childhood education settings.

The Individualized Education Program: Do Teachers and Parents Collaborate?

BackgroundIn an Individual Educational Program (IEP), the objectives of children with special needs are defined, to help educators pinpoint these children’s educational goals. Noting the importance of teacher-parent collaboration, the current research was designed to deepen our understanding regarding the way teachers experience working with parents in planning the IEP. Method: Semi-structured interviews (18 teachers) using a three-question research protocol, later thematically analyzed. Findings: teachers value parents’ input, however acknowledge difficulties relating to parents’ potential under- or over-Involvement. DiscussionDifficulties mentioned by teachers, possibly explain the obstacles they experience in their collaboration with parents during the IEP planning and implementation.

The views of Dutch primary school principals on contributing to children's upbringing in education and collaborating with parents

ABSTRACT This study focuses on how professionals in primary education contribute to children's upbringing, and engage in upbringing-related collaboration with parents. Eleven Dutch principals are interviewed about views, practices, and leadership. All of them recognise upbringing in education, and describe interwovenness of care, teaching and upbringing. Contributions to upbringing strongly relate to learning. Especially children's school readiness and the establishment of conditions for learning require intensified upbringing support. Teachers’ empathy and attitude of equality support the collaboration with parents on upbringing. The narratives reveal the complexities of leadership on upbringing and teacher-parent collaboration, amid the differing upbringing contexts, interests and views.

Педагогическото взаимодействие родители – деца – учители – основа за пълноценно развитие на детската личност в предучилищна възраст

The article deals with the pedagogical interaction parents – children – teachers as a basis for the full development of children's personality in preschool age. The key to successful kindergarten-family cooperation is positivity in the teacher-child-parent relationship. Teamwork is the key to a successful partnership, so that the child can become a responsible person striving for intellectual, emotional and social development. In this context, emphasis is placed on the use of complementary forms of pedagogical interaction, innovative forms and methods, teacher-parent collaboration. Educators use their ideas, knowledge and professional experience and thus achieve a successful cooperation and efficiency in communication and joint work with parents. Involving parents in the activities of the group stimulates children to be more confident and to develop their creative potential.

School-Family Interagency to Enhance Students’ Active Participation

Partnership is considered the key to the education and school improvement. In Indonesia, Law no 3 of 2003 articulates that the school-family partnership is a priority program to improve the quality of education. This study examined a model of the teacher-parent collaboration to increase the students’ active participation in the learning process for schools situated in poor villages and parental low education (82%) in remote villages of Regency Keerom, Papua, Indonesia. The results of the multivariate analysis indicated that interactive monitoring has significant effect (.265) on students’ participation in the learning process in the classroom, while parenting or direnct accompaniment of the parents to their children during the learning at home has greater effect (.415) We conclude, therefore, school-family partnership, a combination of monitoring-accompaniment, is a boost for children to actively participate in the learning process in school. Keywords: partnership, interactive monitoring, parenting, active participation.

Teachers’ Perceived Efficacy in Parental Collaboration When Students Exhibit Internalizing or Externalizing Behaviour—Perspectives from a Norwegian Context

ABSTRACT This paper presents findings from a survey among Norwegian K-12 teachers (n = 771), addressing their perceived collaboration with parents when students exhibit internalizing or externalizing behaviour. Positive teacher-parent collaboration is important to enhance student learning. However, behaviour difficulties among students may put the teacher-parent relationship under strain and affect the teachers’ sense of self-efficacy. Through factor analysis, analysis of variance and multiple regression analysis, the paper identifies how individual teacher variables such as gender, years of experience and additional training in psychology or special needs, and school variables such as grade levels, the schools’ participation in mental health training programmes and collective teacher efficacy, may affect perceived quality of collaboration. The findings showed that collective teacher efficacy is significant for positive teacher-parent collaboration, and that teachers perceived the collaboration as more conflictual when students show externalizing behaviour. Female teachers and teachers at grade levels 11–13 also reported less negative collaboration.

Educational Community-Based Teacher-Parent Collaboration: Focused on Parent Involvement

본 연구는 교육공동체 담론을 중심으로 핵심주체인 교사와 학부모가 능동적이며 적극적인 협력 관계를 발전시킬 수 있는 방안을 모색하였다. 이를 위해 바람직한 교육공동체의 4가지 특성-공유된 비전, 민주적 참여, 협력과 소통, 관계에서의 돌봄을 기반으로 우리 공교육에서의 교사-학부모 간 갈등의 원인과 실태를 분석했다. 그 결과, 교육공동체 가치를 실천하며 현재의 갈등을 상생의 협력관계로 변화시킬 수 있는 기제로 학부모의 교육관여(parent involvement) 활동의 중요성을 재확인하였다. 이어서, 교육관여의 개념과 영역, 참여 수준에 따른 학부모의 실태를 고찰했고 교육관여 동기에 영향을 미치는 요인들을 설명한 이론 및 선행연구 결과를 분석함으로써, 교사-학부모 관계에서 우리나라 학부모가 교육공동체의 주체로서 능동적이며 적극적으로 자녀 학교교육에의 관여를 실천할 수 있도록 돕는 다음 여섯 가지 개입 방안을 도출하였다. 구체적으로, 첫째, 교사-학부모간 쌍방향 의사소통의 증진, 둘째, 학교행정가의 중재 노력, 셋째, 학부모의 관여활동의 자율성 및 주도성 보강, 넷째, 교원양성기관에서부터 예비교사 대상 학부모와의 협력 시 경험하는 갈등과 대처에 대한 교육제공, 다섯째, 교사와 학부모 모두를 대상으로 한 교육공동체 기반 교육관여의 개념 및 중요성에 대한 교육, 여섯째, 지역사회와의 파트너십을 통한 자원의 공유와 확장 등이다.

The Influence of Teacher-parent Collaborative Monitoring of School Attendance on Pupils’ Academic Performance in Nyahururu Sub-county Kenya

Teacher-parent collaboration has been highly encouraged because of its strong associations with educational success. However, it has not been verified whether it influences pupils’ academic performance in the early years of education, hence continues to be a significant issue. The purpose of the study was to determine the influence of teacher-parent collaboration in monitoring school attendance on pupils’ academic performance in public pre-primary schools in Nyahururu Sub-County, Laikipia County. The study was anchored on Epstein’s theory of parental involvement and Bronfenbrenner’s ecological systems theory. The study approach was quantitative and therefore a descriptive survey research design was adopted. The accessible population of the study was 351 teachers and parents of the 8088 pupils in the176 public pre-primary schools. The sample was 69 teachers and 72 parents. Cluster random sampling, simple random sampling and purposive sampling techniques were used to obtain the study sample. Likert scale questionnaires were used for data collection. Piloting was done in five pre-primary schools to ascertain reliability of the instruments where split-half method was used. Experts from the university scrutinized the instruments to ensure validity. Data collected was coded and analyzed using statistical package for social sciences (SPSS) version 25. Results were presented using frequencies, ratings and mean scores in data tables. Research ethics was duly observed. The study found that teacher-parent collaboration in monitoring school attendance influenced pupils’ academic performance to a great extent. The significance of the study was to enlighten all the early years’ education stakeholders on the importance of teacher-parent collaboration on monitoring of school attendance. Teachers and parents should establish effective collaboration in monitoring school attendance to ensure consistence in attending school thus improving pupils’ academic performance.

Parent–Teacher Relations, Parental Self-Efficacy, and Parents’ Help-Seeking From Teachers About Children’s Learning and Socio-Emotional Problems

In light of the backdrop of change processes within the education system in recent years, including the enlarging of school boundaries and parents’ increasing involvement in school life, this study aspired to understand how parents perceive parent–teacher relations alongside their self-efficacy as influencing their help-seeking from teachers in two main dimensions: learning and socio-emotional. Using the quantitative method, 192 Israeli parents answered a questionnaire measuring parent–teacher relations, parental self-efficacy, help-seeking orientation from teachers, and socio-economic status. Regression analysis found that help-seeking in the socio-emotional dimension was mainly influenced by collaborative relations and by parents’ high self-efficacy. Help-seeking in the learning dimension was mainly (but not only) influenced by parents’ socio-economic status. In addition, positive significant correlations were found between parent–teacher collaborative relations and autonomic help-seeking from teachers by parents dealing with both learning and socio-emotional aspects. Negative significant correlation was found between collaborative parent–teacher relations and parents’ avoidance of help-seeking from teachers. The results highlight the importance of teacher–parent collaboration and illuminate the factors influencing parents to ask for help from teachers, in different dimensions.

The Back2School modular cognitive behavioral intervention for youths with problematic school absenteeism: study protocol for a randomized controlled trial

BackgroundSchool absenteeism (SA) is associated with anxiety, depression, and disruptive behavior. It is a risk factor for academic difficulties and school dropout, which predict problems in adulthood such as social, work-related, and health problems. The main goal of this study is to examine the initial effectiveness of a modular transdiagnostic cognitive behavioral therapy (CBT) intervention (Back2School) for increasing school attendance and decreasing psychological problems, relative to a comparator control arm (treatment as usual [TAU]).Methods/designOne hundred sixty children, aged 7 to 16 years, will be randomly assigned to either Back2School or TAU. The design is a two (Back2School and TAU) by four (preassessment [T1], postassessment [T2], and 3-month [T3] and 1-year [T4] assessments) mixed between-within design. The primary outcome is school attendance based on daily registration. Secondary outcomes pertain to youth psychosocial functioning, quality of life, bullying, self-efficacy, and teacher-parent collaboration. These secondary outcomes are measured via youth, parent, and teacher reports.DiscussionThis study will provide critically needed empirical evidence on the initial effectiveness of a manualized treatment program for youth with SA. If the intervention is found to be effective, the program can be further implemented and tested in a larger school health effectiveness trial.Trial registrationClinicalTrials.gov, NCT03459677. Retrospectively registered on 9 March 2018.

Activities in Team Work Among Head Teachers and Parents for The Improvement of Inclusive Education in Regular Public Primary Schools in Meru County

Through appropriate activities in teamwork among head teachers and parents, inclusive education is improved. The purpose of the study was to analyse activities in team work among head teachers and parents for the improvement of inclusive education in regular public primary schools, in Meru County, Kenya. The objective of the study was to examine activities in team work among head teachers and parents for the improvement of inclusive education. The significance of the study was to inform education policy makers, who need the study results to evaluate the current policies on inclusion and formulate appropriate ones for promoting head teacher-parent collaboration to improve the status of inclusive education for all learners. The study was guided by Bronfenbrenner’s bio-ecological systems theory and Peters’ input-process-outcome-context framework of Inclusive Education. Qualitative research approach method was predominantly used. The target population was 101,612. Through purposive sampling, 24 participants were selected. The study instruments used included; questionnaires, interview schedules, focus group discussion guide, observations and documents’ analysis schedules. Qualitative data analysis was done with the help of computer package, ATLAS. ti. The study findings were presented using narratives within themes generated from the collected data. It was found that, though, many head teachers carried out numerous activities, as a team with the parents, challenges contributed to minimal improvement of inclusive education. It was recommended that, the school stakeholders should be well sensitized on the collaboration for the improvement of inclusive education.
 Key words: Activities, head teacher-parent collaboration, inclusive education, Meru County.

Activities in Team Work Among Head Teachers and Parents for The Improvement of Inclusive Education in Regular Public Primary Schools in Meru County

Through appropriate activities in teamwork among head teachers and parents, inclusive education is improved. The purpose of the study was to analyse activities in team work among head teachers and parents for the improvement of inclusive education in regular public primary schools, in Meru County, Kenya. The objective of the study was to examine activities in team work among head teachers and parents for the improvement of inclusive education. The significance of the study was to inform education policy makers, who need the study results to evaluate the current policies on inclusion and formulate appropriate ones for promoting head teacher-parent collaboration to improve the status of inclusive education for all learners. The study was guided by Bronfenbrenner’s bio-ecological systems theory and Peters’ input-process-outcome-context framework of Inclusive Education. Qualitative research approach method was predominantly used. The target population was 101,612. Through purposive sampling, 24 participants were selected. The study instruments used included; questionnaires, interview schedules, focus group discussion guide, observations and documents’ analysis schedules. Qualitative data analysis was done with the help of computer package, ATLAS. ti. The study findings were presented using narratives within themes generated from the collected data. It was found that, though, many head teachers carried out numerous activities, as a team with the parents, challenges contributed to minimal improvement of inclusive education. It was recommended that, the school stakeholders should be well sensitized on the collaboration for the improvement of inclusive education.
 Key words: Activities, head teacher-parent collaboration, inclusive education, Meru County.