Galián Begoña, Hernández-Prados Mª Ángeles, Álvarez-Muñoz José Santiago
Institute of Educational Sciences, Polytechnic University of Madrid, 28040 Madrid, Spain.
Department of Theory and History of Education, University of Murcia, 30120 Murcia, Spain.
J Intell. 2023 Mar 8;11(3):51. doi: 10.3390/jintelligence11030051.
Smart schools prioritise work in the educational community, identifying the participation of families as an opportunity, rather than a form of intrusiveness. There are currently a multitude of ways of sharing education with families, ranging from communication to training, with teachers being the driving force in promoting the different roles that families can assume. In this respect, the aim of this cross-sectional, evaluative, non-experimental and quantitative study is to establish the family participation facilitation profiles of 542 teachers working in schools in a multicultural municipality in the autonomous community of the Region of Murcia, in south-eastern Spain. They completed a validated questionnaire with 91 items regarding the different dimensions of family participation, carrying out a cluster analysis to determine the teacher facilitation profiles. The results obtained from the application of the questionnaire show two statistically differentiated teaching profiles. The first of these, with a smaller number of teachers, with fewer years of experience and linked to the pre-primary and secondary stages in public schools, shows less participation in all the modalities considered. In contrast, the profile with the greatest commitment to promoting participation is characterised by having a greater number of teachers, predominantly from state-subsidised centres, that are experienced and linked to the primary stage. In relation to the previous literature, it was possible to confirm the presence of a differentiated profile, finding, on the one hand, teachers interested in the involvement of families and, on the other hand, teachers who do not identify the family-school relationship as a priority. This highlights the need to improve the prior and ongoing training of teachers to raise awareness and sensitise them to the inclusion of families in the educational community.
智能学校将教育社区中的工作置于优先地位，将家庭的参与视为一种机遇，而非一种侵扰形式。目前，与家庭共享教育的方式多种多样，从沟通到培训，教师是推动家庭承担不同角色的驱动力。在这方面，这项横断面、评估性、非实验性的定量研究旨在确定在西班牙东南部穆尔西亚自治区一个多元文化城市的学校工作的542名教师的家庭参与促进概况。他们完成了一份经过验证的问卷，其中包含91个关于家庭参与不同维度的问题，并进行了聚类分析以确定教师促进概况。问卷应用所获得的结果显示出两种在统计学上有差异的教学概况。第一种概况的教师数量较少，经验较少，与公立学校的学前和中学阶段相关，在所有考虑的模式中参与度较低。相比之下，对促进参与最投入的概况的特点是教师数量较多，主要来自受国家补贴的中心，经验丰富且与小学阶段相关。与先前的文献相比，可以确认存在一种差异化的概况，一方面发现有对家庭参与感兴趣的教师，另一方面也有不将家校关系视为优先事项的教师。这凸显了改进教师的前期和持续培训的必要性，以提高他们的认识并使他们对将家庭纳入教育社区敏感起来。
