{"title":"Cooperation Between Parents and Teachers in the Context of Applied Forms of Cooperation","authors":"Eleonóra Mendelová, Libuša Gužíková","doi":"10.15503/jecs2024.1.371.387","DOIUrl":null,"url":null,"abstract":"Aim. It is possible to carry out the development of family-school relations through various forms of cooperation, both traditional and innovative. This paper presents the results of research aimed at identifying the forms of family-school cooperation applied, with an emphasis on the primary level of education. The research aimed to find out the preferred forms of cooperation between parents and teachers and also to determine whether there is a statistically significant association between parents' education and the forms of cooperation used. \nMethods. The research instrument was a questionnaire of our construction designed for parents of children in primary education. We statistically evaluated the research findings using descriptive statistics methods and statistical method called Ordinal logistic regression analysis. Subsequently, we tested the reliability and validity (internal consistency) of the questionnaire by Cronbach's α (coefficient alpha).\nResults. Our research has shown that the most used form of cooperation between family and school is still the parents' meeting, as the most traditional form of cooperation. Parents do not often use innovative forms of cooperation (open classes, extracurricular activities organised by the school or suggestion boxes for parents). Communication between parents and teachers through digital technologies is widely used to the detriment of face-to-face communication. At the same time, we found that parents' education has not a statistically significant influence on the preferred and used forms of cooperation. \nConclusion. Regardless of the form of cooperation, any contact between parents and teachers helps to build and shape efficient cooperation. The family-school relationship determines the nature of this cooperation, as well as the expectations of both parties for the education of the pupil. We see active family-school cooperation in the active involvement of parents in school and extracurricular activities.","PeriodicalId":1,"journal":{"name":"Accounts of Chemical Research","volume":"8 11","pages":""},"PeriodicalIF":16.4000,"publicationDate":"2024-06-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Accounts of Chemical Research","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.15503/jecs2024.1.371.387","RegionNum":1,"RegionCategory":"化学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"CHEMISTRY, MULTIDISCIPLINARY","Score":null,"Total":0}
引用次数: 0
Abstract
Aim. It is possible to carry out the development of family-school relations through various forms of cooperation, both traditional and innovative. This paper presents the results of research aimed at identifying the forms of family-school cooperation applied, with an emphasis on the primary level of education. The research aimed to find out the preferred forms of cooperation between parents and teachers and also to determine whether there is a statistically significant association between parents' education and the forms of cooperation used.
Methods. The research instrument was a questionnaire of our construction designed for parents of children in primary education. We statistically evaluated the research findings using descriptive statistics methods and statistical method called Ordinal logistic regression analysis. Subsequently, we tested the reliability and validity (internal consistency) of the questionnaire by Cronbach's α (coefficient alpha).
Results. Our research has shown that the most used form of cooperation between family and school is still the parents' meeting, as the most traditional form of cooperation. Parents do not often use innovative forms of cooperation (open classes, extracurricular activities organised by the school or suggestion boxes for parents). Communication between parents and teachers through digital technologies is widely used to the detriment of face-to-face communication. At the same time, we found that parents' education has not a statistically significant influence on the preferred and used forms of cooperation.
Conclusion. Regardless of the form of cooperation, any contact between parents and teachers helps to build and shape efficient cooperation. The family-school relationship determines the nature of this cooperation, as well as the expectations of both parties for the education of the pupil. We see active family-school cooperation in the active involvement of parents in school and extracurricular activities.
期刊介绍:
Accounts of Chemical Research presents short, concise and critical articles offering easy-to-read overviews of basic research and applications in all areas of chemistry and biochemistry. These short reviews focus on research from the author’s own laboratory and are designed to teach the reader about a research project. In addition, Accounts of Chemical Research publishes commentaries that give an informed opinion on a current research problem. Special Issues online are devoted to a single topic of unusual activity and significance.
Accounts of Chemical Research replaces the traditional article abstract with an article "Conspectus." These entries synopsize the research affording the reader a closer look at the content and significance of an article. Through this provision of a more detailed description of the article contents, the Conspectus enhances the article's discoverability by search engines and the exposure for the research.