Tatar M, Horenczyk G
School of Education, The Hebrew University of Jerusalem, Mount Scopus, Jerusalem, Israel.
J Adolesc. 2000 Aug;23(4):487-95. doi: 10.1006/jado.2000.0333.
In spite of increasing parental participation in their children's education, and the growing research interest in this trend, the study of one of the central components of parental involvement, namely, parental expectations of teachers, has been scarce. The present research focuses on this important, albeit neglected, topic. We examined the effects of the sex of the parent and the sex and grade level of the specific child on parental expectations of teachers. Seven hundred and sixty-five Israeli parents of students attending 31 educational institutions participated in the study. They completed the Expectations of Teachers questionnaire, consisting of 12 items describing behavioural characteristics of teachers subsumed under three broad categories: Help and Assistance, Teaching Competence, and Fairness. Greater expectations for Help and Assistance were reported by the parents, followed by Teaching Competence and Fairness on the part of the teacher. Mothers hold higher Fairness and Help and Assistance expectations as compared with fathers. Help and competence expectations were higher for parents of female students as compared with parents of boys. Conclusions from our study call for increasing efforts geared toward the building of a sustainable and beneficial partnership between teachers and parents for the best interest of the students and for the further elucidation of teachers' expectations of parents.
尽管家长对子女教育的参与度不断提高，且对这一趋势的研究兴趣日益浓厚，但对家长参与的核心组成部分之一，即家长对教师的期望的研究却很少。本研究聚焦于这个重要却被忽视的主题。我们考察了家长性别、特定孩子的性别和年级对家长对教师期望的影响。来自31所教育机构的765名以色列学生家长参与了该研究。他们完成了《教师期望问卷》，该问卷由12个项目组成，描述了教师的行为特征，这些特征归为三大类：帮助与协助、教学能力和公平性。家长对帮助与协助的期望更高，其次是对教师教学能力和公平性的期望。与父亲相比，母亲对公平性、帮助与协助的期望更高。与男生家长相比，女生家长对帮助与能力的期望更高。我们研究的结论呼吁加大努力，为了学生的最大利益，在教师和家长之间建立可持续且有益的伙伴关系，并进一步阐明教师对家长的期望。
