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Analysis of effective components in parental involvement: A qualitative approach with content analysis method | ||
| School Administration | ||
| مقاله 11، دوره 9، شماره 2، شهریور 2021، صفحه 269-300 اصل مقاله (790.32 K) | ||
| نوع مقاله: Qualitative Research Paper | ||
| شناسه دیجیتال (DOI): https://doi.org/10.34785/J010.2021.021 | ||
| نویسندگان | ||
| Fariba Agah1؛ Mohammad Ali Nadi* 2؛ Fariba Karimi3 | ||
| 1PhD student in Educational Management, Isfahan (Khorasgan) branch, Islamic Azad University, Isfahan, Iran | ||
| 2Associate Professor, Department of Educational Sciences, Isfahan (Khorasgan) branch, Islamic Azad University, Isfahan, Iran | ||
| 3Associate Professor, Department of Educationa Sciences l, Isfahan (Khorasgan) branch, Islamic Azad University, Isfahan, Iran | ||
| چکیده | ||
| Parental involvement in school is very important. Today, society's expectations of the education system have increased. Therefore, the educational system is not only responsible for teaching and transferring educational materials in the minds of learners, and for the success of educational programs, policymakers in the education system must provide the grounds for parental participation to promote student growth. If there is no logical, participatory and two-way communication between the three institutions of home, school and society, their function will be separate from each other. This is a problem that affects many families today. The current situation of any society is the result of yesterday's learning of people at home and school, and the future situation of any society is the result of investments that are made today on the knowledge of people at home, school and society. The important principle of wisdom is that the future cannot be found, it can be made. If you are looking to build the future of the community, build a bridge between home and school and allow this bridge to cross the community. One of the main problems of our country is the lack of close and intimate communication between school and families. Due to the weakness in the structures and system of communication between the school and the family and the lack of awareness of parents about their decisive role and destiny in the scientific and spiritual development of their children and lack of knowledge of legal capacities created to interact with the school is located. The aim of this study was to investigate the effective components in parental participation in a qualitative manner and with a content analysis method based on inductive approach (Atrid-Sterling). Sampling of all library documents and scientific resources that have been published in reputable scientific-research journals was selected by reviewing the relevant contents. In the present study, 120 sources were examined. Data analysis was performed based on thematic analysis. To validate the data, the method of reviewing and taking a position of the researcher and aligning with scientific sources and key documents of education were used. The findings were also validated using the opinions of a group of technical experts and the steering committee. Based on the results of this study, the effective components in parental participation at the level of content analysis based on the research conducted included the following classification: 1 general theme (parent participation approach), 16 basic themes (structural changes, the birth of a new concept of association, attitude alignment, focus on parent-centeredness, systematic perspective, application of technological knowledge, responsibility, knowledge enhancement in the field of interaction, contextual factors. Adaptive process, capable managers, compliance with norms, implementation of effective programs, human behavior, parental engagement mechanism, trust building) and 4 organizational themes (dominant challenges, partnership building, basic assumptions of interaction and interaction engineering). The research findings indicate that, first of all, confrontations with the existing challenges in the relationship between parents and educators should be considered, which includes all activities and programs that have shortcomings due to current macro-administrative policies, education and current laws and regulations. Reconsiders in order to accept parents in the educational system and their interaction with the school. Another factor is functional and structural limitations, so removing these barriers helps to establish a continuous teacher-parent relationship. The Parent-Teacher Association, as the custodian of parental involvement in school, establishes a school-to-home connection and a two-way relationship by legitimizing parental involvement and a modernized structure and focus on parent-centeredness. The next effective component in parental involvement is the creation of a platform for participation, which includes all activities and practices that encourage parents to be more involved and involved in their children's activities. Therefore, participatory strategies must be promoted and shown to them. Since interaction is a two-way approach, the potential of both approaches is significant, and the implementation of workshops and in-service courses helps to develop home-school relationships. In this regard, the systematic view states that for the participation of parents, formulating a strategy based on organizing and adopting policies and guidelines that can lead to maximum parental participation is of particular importance and necessity. A systemic view of the school and the recognition of its culture by parents provides insight into the educational role of the family and facilitates interaction with the school. The basic assumptions of interaction are all necessary and fundamental activities and are supported by the officials and executors of interaction. The cultural, educational and training needs of the current society have made the acquisition of more scientific, professional and professional competencies necessary and inevitable for managers. Underlying factors are the preconditions for parental involvement in school and include economic, social, and cultural capital, each of which alone provides opportunities for parental participation. Social capital indicates the psychological readiness of individuals in society to engage in collective action. The economic capital of the family causes the parents to provide better and more opportunities for their children with more income and facilities. But cultural capital has the greatest impact on parents' thoughts and behavior. The thinking, empathy and empathy of school staff with parents is very effective in their interaction. Using parents in education and school decisions and their participation in group trips and participation in social networking while instilling a sense of empowerment in parents strengthens their motivation to participate. Communication and interaction engineering is another approach in establishing purposeful and constructive communication and deepening and facilitating the home-school relationship. Paying attention to human issues and the relationships between them, establishing effective communication and parental participation in children's affairs, purposeful and two-way discourse need a precise engineering and providing conditions that play a significant role in deepening and strengthening parent-teacher interaction. Feasibility study, establishing desirable human relationships, creating a happy environment are also effective in motivating and attracting parents to school. Perhaps the most important strategy for parent interaction is to build trust, and that is what leads to a high level of participation and is done in the form of social and cooperative cooperation. By building trust in parents, while strengthening their sense of trust, collective self-efficacy also increases. | ||
| کلیدواژه‌ها | ||
| effective components؛ participation؛ parents؛ content analysis method؛ qualitative approach | ||
| مراجع | ||
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