Parental involvement in remote learning during the COVID-19 pandemic-Dominant approaches and their diverse implications.

The aim of the study on which this article reports was to identify parents' approaches to their children's remote education during the COVID-19 pandemic in April and May 2020. Additionally, this investigation sought to determine the role of parent perceptions of the barriers and benefits of remote education. The research draws on a survey of 421 parents of primary school students, in which a 66-item questionnaire (4 subscales) was used. Analysis revealed three main clusters that represent approaches adopted by parents: (1) the committed teacher approach, (2) the autonomy-supporting coach, and (3) the committed teacher and intervener. The parents in cluster 3 emphasised perceived barriers to remote learning more than parents in clusters 1 and 2. Regarding perceptions of the benefits, statistically significant differences were found in perceptions of child development facilitated by remote education (the parents in cluster 2 rated it most positively). The results can be used to support parents and schools in the provision of optimal remote learning.