Cooperation, conflict and control: parent–teacher relationships in an English secondary school

Abstract

Coo p e r a tio n, c o nflic t a n d c o n t r ol: p a r e n t-t e a c h e r r el a tio n s hi p s in a n E n glis h s e c o n d a ry s c h o ol. E d u c a tio n al R evi ew, 7 0 (4). p p. 5 1 0-5 2 6. Do w nlo a d e d fro m: h t t p://i n si g h t. c u m b ri a. a c. u k/i d/ e p ri n t/ 3 5 0 1/ U s a g e o f a n y i t e m s f r o m t h e U n i v e r s i t y o f C u m b r i a' s i n s t i t u t i o n a l r e p o s i t o r y 'I n s i g h t' m u s t c o n f o r m t o t h e f o l l o w i n g f a i r u s a g e g u i d e l i n e s .

Parents’, Teachers’ and Principals’ Views on Parental Involvement in Secondary Education Schools in Greece

“…The enhanced willingness of Principals to encourage parental involvement may reflect their leadership vision in engaging school-family collaboration, implementing at the same time the legislative guidelines on parental involvement. In fact, diversity within in each group and between each group, on the issue of PI have been reported in other countries [2,4,10,11,28,35].…”

“…Teachers may be reluctant to engage in parental involvement when it comes to their professional work. Teachers' workload, school culture, school leadership can also inhibit teachers' willingness to share their professional autonomy [19,20] and this is what teachers and principals argue when they suggest that parents should not be greatly involved on educational aspects [6,10,21].…”

“…2020, 10, 69 2 of 12 students' education, sociability and personality but parents may be focused on their own children whereas teachers should also consider their classroom/school unit. Furthermore, differences are expected within each group, i.e., cultural diversity, sociability, social background and other personal and demographic parameters may have an effect on what parents and teachers view as parental involvement and their share in the responsibly for school-family collaboration [10,11].…”

“…For example, teachers can be less willing to involve parents in curriculum issues and decision making of their school [6]. Parents, on the other hand, feel that their involvement is limited in issues like financing events and school expenses and that they seldom have the opportunity to participate fully in important educational issues and the decision-making of their children's school, such as curriculum, school and teachers' evaluation [8][9][10][11] Irrespective of any differences in the perception of stakeholders, all groups agree that parental involvement has a positive effect on students' academic success and behaviour [23]. Depending on several factors, parental involvement can take many forms.…”

Improving parent teacher meeting process through business process management life-cycle approach

“…The extant literature indicates that the parents who continuously attend PTM are better beneficiaries in regard of academic progress of their children (Graves and Brown Wright, 2011; Green et al , 2007; Jeynes, 2005; Hill et al , 2007). Research has highlighted the importance of parents’ involvement (Muller, 2018; Anderson and Minke, 2007; Grolnick, 2015), and the role of teacher (Bastiani, 2018; Epstein, 2018; Khasnabis et al , 2018) in effectiveness of PTM (Krothand Edge, 2017; Gerich et al , 2017; Bilton et al , 2018). However, gap still exists in understanding the process through which effective PTM takes place and the detailed investigation of step-wise process involved in PTM (Aich et al , 2017; Kroth and Edge, 2017; Markstrom, 2009).…”