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

Autor/inn/en	Anastasiou, Sophia; Papagianni, Aggeliki
Titel	Parents', Teachers' and Principals' Views on Parental Involvement in Secondary Education Schools in Greece
Quelle	In: Education Sciences, 10 (2020), Artikel 69 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2227-7102
Schlagwörter	Parent Attitudes; Teacher Attitudes; Administrator Attitudes; Participation; Secondary School Teachers; Secondary School Students; Foreign Countries; Principals; Professionalism; Barriers; Teacher Education; School Administration; Academic Achievement; Parent Teacher Cooperation; Decision Making; Faculty Workload; School Community Relationship; Greece + Suchen Sie Ihr Suchwort? Elternverhalten; Lehrerverhalten; Teilnahme; Sekundarschüler; Ausland; Principal; Schulleiter; Professionalität; Lehrerausbildung; Lehrerbildung; Schulleistung; Parent teacher relation; Parent-teacher cooperation; Parent-teacher relation; Parent-teacher relationship; Parent teacher relationship; Eltern-Lehrer-Beziehung; Decision-making; Entscheidungsfindung; Griechenland
Abstract	The objective of the present study was to investigate parents', teachers' and principals' views on "parental involvement" ("PI") in Secondary Education Schools in Greece. The research was based on a survey among parents (n = 54), teachers (n = 84) and principals (n = 12) in twelve Secondary Education Schools in Magnesia Region in central East Greece. Different views between each group were exhibited on "PI" in educational issues, decision making or creating links and communication between the school and the local community. Teachers expressed the view that workload and parental attitudes are factors which discourage parental involvement in their school units. Parents felt that teachers' professionalism, lack of teachers' training on parental involvement and parents who hesitate talking to teachers were significant barriers for "PI" in their school units. School principals agreed with parents and teachers on the barriers established due to teachers' professionalism and parents' hesitation in talking to teachers as significant factors which discourage "PI" in their school units. Contrarily to teachers' views, school principals expressed their willingness to increase "PI" in "teachers'" and "school evaluation." School leaders should explore the possibility of organising meetings with teachers and parents to reduce barriers and misconceptions, paving the way for communication between the school unit and parents, increasing the positive outcomes of "PI" in school management and students' success. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01