Forms of Capital and Teachers’ Views of Collaboration and Threat Relations With Parents in Israeli Schools

Addi‐Raccah, Audrey; Grinshtain, Yael

doi:10.1177/0013124516644052

Cited by 12 publications

(6 citation statements)

References 79 publications

(108 reference statements)

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“…Parent–teacher relations were measured by the following three categories (Addi-Raccah & Grinshtain, 2016, 2017):…”

Section: Methodsmentioning

confidence: 99%

“…Teachers and parents relations may be viewed on one hand as negative relations reflected in two distinct groups with opposed goals, that can reveal conflict or threat patterns (Addi-Raccah & Grinshtain, 2017) alongside disengagement patterns (Baker et al, 2016). On the other hand, they can be viewed as positive relations, in which parents and teachers try to achieve common goals, usually for the child’s benefit.…”

Section: Literature Backgroundmentioning

confidence: 99%

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

Harpaz

Grinshtain

2020

Education and Urban Society

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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.

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“…Parent–teacher relations were measured by the following three categories (Addi-Raccah & Grinshtain, 2016, 2017):…”

Section: Methodsmentioning

confidence: 99%

Section: Literature Backgroundmentioning

confidence: 99%

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

Harpaz

Grinshtain

2020

Education and Urban Society

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“…The interaction of educators with parents is not uniform. Rather, it depends on several social characteristics, such as the age of the teacher, her perceived professional authority, the parents' educational capital, and the teacher's cultural capital and socioeconomic background versus that of parents (Addi-Raccah and Grinshtain, 2017, 2018).…”

Section: Conceptual Frameworkmentioning

confidence: 99%

Riding the tiger: professional capital and the engagement of Israeli kindergarten teachers with parents' WhatsApp groups

Turin¹,

Davidson²

2022

JPCC

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PurposeThe current study examines the ways preschool teachers handle parents' WhatsApp groups. The study explores the associations between professional capital, perception of the application, and communication patterns with the parents utilizing WhatsApp, an instant message application.Design/methodology/approachA group of 214 Israeli preschool teachers were sampled using a survey questionnaire. The independent variables were two components of professional capital: (1) human capital, measured by tenure and income and (2) social capital, measured by the type of locality and the teacher's place of residence, in or outside the kindergarten's neighborhood. The dependent variable was the general perception of the app and the decisional capital manifested in the pattern of engagement with the pupils' parents.FindingsIn general, preschool teachers welcome the app, especially its ability to send pictures, while they disapprove of the constant intrusion it causes. Tenured and high-income teachers tended to restrict sharing a WhatsApp group with parents. Joining a group with parents was common among private, low-income, and non-tenured young teachers. In terms of social capital, teachers who lived and worked in a communal settlement differed from their city colleagues. Teachers in such communities expressed a much more positive perception of the WhatsApp application, in comparison with teachers from urban areas.Originality/valueThe results demonstrate the importance of professional capital in monitoring daily routine, communication, and emotions. The findings support the social constructivist approach, holding that technology affords a variety of uses and are integrated into the existing social structure.

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“…How should they act when students and their parents disagree with the educational agenda? (Addi-Raccah and Grinshtain, 2017; Norberg and Johansson, 2014). Another type of ethical dilemma stems from the recurring tension between the ethical principle of caring for the other (students, teachers) on the one hand, and the need to follow formal rules such as school regulations and professional standards on the other (Shapiro and Stefkovich, 2016).…”

Section: Theoretical Backgroundmentioning

confidence: 99%

“…For example, interaction with students’ parents and parental intervention. The ethical aspect may become relevant when mid-level school leaders experience conflicts between their expectations and the expectations of others in the school community, which may evoke a sense of professional failure in them, thereby reducing their effectiveness (Addi-Raccah and Grinshtain, 2017; Fisherman, 2016). Public policy – refers to the laws and principles defined by the public policy (such as the director general’s circular).…”

Section: Theoretical Backgroundmentioning

confidence: 99%

Ethical dilemmas among mid-level school leaders through role-play simulations: Developing a social-ecological approach

Iftach¹,

Shapira‐Lishchinsky²

2021

Educational Management Administration & Leadership

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The purpose of the study is to examine the ethical dilemmas among mid-level school leaders in the social-ecological context through role-play simulations. We examined simulations involving role-played ethical scenarios and group debriefings among 30 mid-level school leaders from different Israeli high schools and districts during the MA course in the educational leadership program. A qualitative analysis generated an expanded social-ecological model for mid-level school leaders. The model consists of six main layers: individual, interpersonal, organizational, community, public policy, and technology. Each of the layers is divided into sub-categories. The study’s findings reveal the concurrent appearance of the different layers. These findings emphasize the complexity of the role of mid-level school leaders, as they cope simultaneously with a variety of ethical dilemmas characterized by multiple conflicting values. Moreover, the study findings indicated the interpersonal layer to be the most dominant layer, demonstrating mid-level leaders’ dual role as both classroom teachers and as team leaders. This study may contribute toward the development and modification of professional training programs for mid-level school leaders. It may also be helpful when designing strategies to deal with ethical challenges and to strengthen the school’s ethical leadership.

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Forms of Capital and Teachers’ Views of Collaboration and Threat Relations With Parents in Israeli Schools

Cited by 12 publications

References 79 publications

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

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

Riding the tiger: professional capital and the engagement of Israeli kindergarten teachers with parents' WhatsApp groups

Ethical dilemmas among mid-level school leaders through role-play simulations: Developing a social-ecological approach

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