„Żebyśmy byli partnerami” – analiza tematyczna wokół wzajemnych oczekiwań rodziców i nauczycieli w publicznych szkołach podstawowych

Aleksandra Alberska; Karolina Małek

doi:10.71358/pw.1848

Published: 2024-12-01

Vol. 72 No. 30 (2024)

‟For Us to Be Partners” ‒ a thematic analysis of mutual expectations between parents and teachers in public primary schools

Aleksandra Alberska

, Karolina Małek

Section: Articles

https://doi.org/10.71358/pw.1848

Abstract

: Introduction: Parents and teachers are crucial figures that play a key role in the child's socio-emotional and educational development. Home environment and school setting are the main two areas that create a child’s reality for socialization (primary and secondary). The child observes and imitates the behavior of caregivers and acquires knowledge about social norms and values, which can then be internalized and implemented in the child’s behavior. Since the parental and teacher’s influences on a child’s development happen in parallel, they must align harmoniously, reinforcing each other rather than conflicting. Establishing a relationship between these two parties through effective communication and collaboration facilitates the development of optimal solutions that promote the child’s development. A pivotal initiative in this process involves acknowledging and integrating the expectations of both parents and teachers concerning the dynamics of this partnership and its impact on the child. However, the exploration of mutual expectations remains relatively underexplored within scholarly discourse. Method: Hence, this qualitative inquiry aimed to elucidate three key domains: (1) parental expectations of educators, (2) educator expectations of parents, and (3) perceptions of the expectations placed on them by the counterpart. Semi-structured interviews were conducted with seven parents of students in grades 5‒8 attending public primary schools, along with seven educators teaching grades 4‒8. Results: The thematic analysis of the collected data allowed for the identification of the following thematic clusters: “boundaries of the educational process,” ‟parental involvement in school life,” “the role of the teacher,” “the nature of mutual contact,” and ‟the child as the center of parent-teacher relationship”. Conclusions: The results indicate both similarities and discrepancies in the expectations that parents and teachers have of each other, underscoring the significance of these expectations for understanding the perceptions and needs within the context of their relationship. The findings also suggest areas worth addressing when planning initiatives aimed at parents and teachers, including communication, division of responsibilities, and the role of the teacher.

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Alberska, A., & Małek, K. (2024). ‟For Us to Be Partners” ‒ a thematic analysis of mutual expectations between parents and teachers in public primary schools. Psychology of Family and Education, 72(30), 19–36. https://doi.org/10.71358/pw.1848

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