Teachers, parents, and family-school partnerships: emotions, experiences, and advocacy

Hannon, Laura; O'Donnell, G. M.

doi:10.1080/02607476.2021.1989981

Cited by 18 publications

(13 citation statements)

References 71 publications

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“…The conclusions of other works on initial teacher training and professional development in this area show that not only is it necessary to develop skills for collaborative work with families, but also to focus on cooperation, teacher confidence and cultural sensitivity (Alanko, 2018;Gomila et al, 2018;Mutton et al, 2018); that this be considered an essential component of the school organization and that more attention be focused on the Service-Learning Approach for participation of the family and community (Epstein et al, 2018) and a preventive systemic approach based on values of justice be adopted, social, equity, inclusion and cultural humility (Hannon & O'Donnell, 2021). In this regard, the assessment of communication skills between teachers and families is also advocated (De Coninck et al 2018), simulation pedagogy to support communication with families (Walker & Legg, 2018) and interprofessional work to foster familyschool collaboration (Miller et al 2018).…”

Section: Discussionmentioning

confidence: 99%

Family involvement and school effectiveness in primary education

2023

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The commonly accepted premise that collaboration among the educational community leads to school improvement and greater student achievement is not always fulfilled due to the diverse reality of schools and various initiatives to promote family participation. This work addresses the perception of teachers, school management teams and educational inspection of family-school-community relations in 23 primary schools in the Basque Autonomous Community, characterized by different criteria related to school effectiveness-ineffectiveness, aiming to identify good practice leading to school improvement. The study is descriptive-exploratory-exploratory-explanatory with mixed methodology, using questionnaires, in-depth interviews and discussion groups. Results show family involvement is mediated by teaching staff´s personal factors, that all schools try to promote family collaboration, though forms of participation vary, and those which work best are proactive, stressing different collaboration dimensions. Conclusions include adopting a systemic approach, review and updating of training modalities, and assessment of teaching competences for collaboration. La premisa ampliamente aceptada de que el trabajo colaborativo entre los diferentes agentes de la comunidad educativa redunda en la mejora escolar y en mayores logros alcanzados por el alumnado no siempre se cumple debido a la realidad diversa que presentan los centros y a las diferentes iniciativas para impulsar la participación familiar. El estudio aborda la percepción que docentes, equipos directivos e inspección educativa tienen de las relaciones familia-escuela-comunidad en 23 centros de primaria de la Comunidad Autónoma Vasca, caracterizados por diferentes criterios de eficacia-ineficacia escolar, con la finalidad de identificar buenas prácticas que contribuyan a la mejora escolar. Se trata de un estudio descriptivo-exploratorio-explicativo de metodología mixta, con empleo de cuestionarios, entrevistas en profundidad y grupos de discusión. Los resultados muestran que la implicación familiar está mediatizada por factores personales del profesorado, que todos los centros tratan de impulsar la colaboración familiar, aunque las formas y acciones de participación varían, y que aquellos que mejor funcionan tienen una actitud proactiva, con énfasis en dimensiones diferentes de colaboración. Entre las conclusiones cabe destacar la adopción de un enfoque sistémico, la revisión y actualización de las modalidades formativas, y la evaluación de las competencias docentes para la colaboración.

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Section: Discussionmentioning

confidence: 99%

Family involvement and school effectiveness in primary education

2023

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“…Unfavorable working conditions with high job demand and low social support are associated with poor mental health among teachers [ 7 , 11 , 14 , 15 , 18 , 19 ]. The repetitive aspect of the job, one feature of the work environment, is a component of job demand [ 14 ], which positively correlates with teacher anxiety.…”

Section: Discussionmentioning

confidence: 99%

“…Social support from colleagues, parents, and students plays a mediating role in teachers’ anxiety, and lack of social support at work is strongly associated with their mental health disorders [ 14 , 15 , 19 ]. In our study, about one thirds of primary school teachers had discomfort with their supervisor’s assessment (29.1%), but they had 3.6 times higher odds of developing anxiety in comparison with those who did not have such feelings.…”

Section: Discussionmentioning

confidence: 99%

“…Several studies reported the factors associated with anxiety disorders among teachers, including demographic characteristics [ 7 ], years of experience and teaching job [ 12 , 13 ], lack of administrative support [ 11 , 13 ], job demand [ 14 , 15 ], job satisfaction/absenteeism [ 16 ], resilience/class size [ 17 ], interpersonal conflict and organizational constraints [ 18 ], social support [ 14 , 19 ], and communication [ 13 ]. More research is essential to understand what factors are vital in triggering anxiety symptoms among educators.…”

Section: Introductionmentioning

confidence: 99%

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The prevalence of anxiety and related factors among primary and secondary school teachers in Hanoi, Vietnam, during the COVID-19 pandemic in 2020

Tran,

Ta,

et al. 2024

PLOS Glob Public Health

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The working conditions for teachers in Vietnam were characterized by increased workload and pressure, burdening teachers’ well-being. The study aims to investigate anxiety prevalence and identify some related factors among primary and secondary school teachers in Hanoi after the first COVID-19 outbreak in 2020. This paper analyzed data of 481 teachers working at ten primary and secondary schools in Hanoi city. Anxiety was measured using the anxiety component of the Depression, Anxiety, and Stress scale 42 items. Multivariable logistics regression was performed to examine anxiety-related factors using SPSS 20.0 at a significant level p less than 0.05. The prevalence of anxiety symptoms was 42.4% and similar between primary and secondary school teachers. More secondary teachers reported moderate to severe anxiety symptoms than primary teachers did (31.6% and 27.7%). Primary school teachers who felt discomfort with their supervisor’s assessment, high responsibility for student safety, and ever thinking of leaving their current job were more likely to report anxiety symptoms (OR (95%CI) = 2.8 (1.2–6.5), 3.6 (1.0–12.8), and 2.6 (1.3–5.4), respectively). Meanwhile, the discomfort of caring for many students or problematic students, repetitive work, and disagreement with coworkers were risk factors of anxiety among secondary school teachers (OR (95%CI) = 2.6 (1.2–5.8), 3.2 (1.1–9.2), 3.4 (1.3–8.8), and 3.7 (1.1–12.6), respectively). In conclusion, the prevalence of teachers with anxiety symptoms is on the rise, caused by the characteristics of the job and professional relationships. Tailored support for teachers in different grades is necessary to improve and prevent teachers’ anxiety.

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“…Initial teacher education may be a privileged space for creating shared values: Recent scientific literature stressed the importance of addressing values in teacher education, including also conducting research on teacher educators' values (Hannon & O'Donnell, 2022). In addition, when teacher training programs focus on family engagement, teachers' family understanding of beliefs/values of families improve (Smith & Sheridan, 2019).…”

Section: Discussionmentioning

confidence: 99%

Toward Effective Family-School Partnerships for Implementing Character Education at School in Latvia: A Multifactorial Model

Surikova

González

2022

PED

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This article presents a qualitative interpretative study aimed at identifying factors and preconditions of effective family-school partnerships for implementing character education at school in Latvia. The empirical data contain viewpoints of 1116 participants (parents, teachers, and school leaders) collected through two questionnaires. Based on the main research findings, a multifactorial model for school-family collaboration is proposed as a concrete direction for futurepractice and research.

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Teachers, parents, and family-school partnerships: emotions, experiences, and advocacy

Cited by 18 publications

References 71 publications

Family involvement and school effectiveness in primary education

Family involvement and school effectiveness in primary education

The prevalence of anxiety and related factors among primary and secondary school teachers in Hanoi, Vietnam, during the COVID-19 pandemic in 2020

Toward Effective Family-School Partnerships for Implementing Character Education at School in Latvia: A Multifactorial Model

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