Fisher Yael, Baissberg Shiran
Educational Administration, Achva Academic College, Arugot, Israel.
Front Psychol. 2025 Jul 17;16:1539049. doi: 10.3389/fpsyg.2025.1539049. eCollection 2025.
This study explores perceptions of parental involvement among parents and teachers within the Israeli education system. The research focus is on presenting and comparing the perspectives of each group, to understand the dynamics between these two crucial stakeholders in children's education.
PURPOSE/HYPOTHESES: The aim of the study was to understand and compare parents' and teachers' perceptions of parental involvement in the Israeli education system. The hypothesis was that there would be differences in how these two groups view parental involvement. Examining these perceptions uncover potential areas of misalignment or conflict that might impact the effectiveness of parent-teacher collaboration.
The primary methodological approach employed in this study was Facet Theory, supplemented by conventional statistical analyses. The study participants comprised 215 teachers from various schools nationwide, teaching grades 1-12, and 215 parents with children in the same grade range. To collect data, participants were asked to complete an anonymous self-report parental involvement questionnaire in which they classified parental functions based on their degree of agreement, ranging from absolute disagreement to approval and desire for such activities. This approach allowed for a comprehensive examination of parents' and teachers' perspectives across various educational levels.
The findings of this study indicate that parents' and teachers' perceptions of parental involvement differ fundamentally. Teachers' current perceptions of parental involvement were consistent with views reported in the literature three decades ago or more. They do not desire parental involvement beyond what they deem "necessary" and are averse to interference in their professional practice. According to this study's results, teachers perceive parental involvement to include the following functions: controlling school processes, participating in "obligatory" activities inherent to the parental role, and "service provision" -when needed, and they prefer that parents do not exceed the boundaries of "service provider." Conversely, the parents' perceptions of parental involvement aligned with more recent research, which advocates for balanced parental engagement. Accordingly, parents are viewed as partners in the educational process at school, and it is believed that collaborative efforts between parents and school staff lead to improved student academic achievements. The research findings provide evidence that parents' perceptions of parental involvement consist of supporting and supplementing school resources, supervising school processes, partnership in extracurricular pedagogical processes, and maintaining awareness of internal pedagogical processes. Moreover, evidence suggests that these components relate to two loci of control: the school and its environment and the parent alone.
The comparison between teachers' and parents' perceptions revealed significant differences; observing them can serve as a solid foundation for fostering dialogue between the two parties. This dialogue can lead to a mutual understanding and a clear, agreed-upon definition of parental involvement, paving the way for a collaborative approach between parents and teachers in the Israeli education system and ultimately promoting student success.
This study has several limitations that should be considered when interpreting the findings, including a parent sample with higher educational attainment (83.3% holding academic degrees vs. 27.3% nationally) and predominantly female participants in both parent (86%) and teacher (93.5%) groups, which may reflect natural patterns of educational engagement but could limit broader generalizability. The online distribution method made it challenging to calculate precise response rates, and data collection during the COVID-19 pandemic may have influenced participants' perspectives on parental involvement. The findings are primarily applicable to the Israeli educational context and may require adaptation when considered in other cultural settings.
本研究探讨了以色列教育系统中家长和教师对家长参与的看法。研究重点在于呈现和比较每组的观点，以了解儿童教育中这两个关键利益相关者之间的动态关系。
目的/假设：本研究的目的是了解和比较家长与教师对以色列教育系统中家长参与的看法。假设是这两组人对家长参与的看法会存在差异。审视这些看法能发现可能影响家校合作有效性的潜在不一致或冲突领域。
本研究采用的主要方法是层面理论，并辅以传统统计分析。研究参与者包括全国各学校的215名教师，教授1至12年级，以及215名孩子在同一年级范围的家长。为收集数据，要求参与者完成一份匿名的自我报告家长参与问卷，他们根据同意程度对家长功能进行分类，范围从完全不同意到认可并希望参与此类活动。这种方法能全面考察不同教育层次的家长和教师观点。
本研究结果表明，家长和教师对家长参与的看法存在根本差异。教师当前对家长参与的看法与三十多年前文献中报道的观点一致。他们不希望家长参与超出他们认为“必要”的范围，并且反感对其专业实践的干涉。根据本研究结果，教师认为家长参与包括以下功能：控制学校流程、参与家长角色固有的“义务”活动以及在需要时“提供服务”，并且他们希望家长不要超出“服务提供者”的界限。相反，家长对家长参与的看法与近期倡导平衡家长参与的研究一致。因此，家长被视为学校教育过程中的合作伙伴，并且认为家长与学校工作人员的合作努力会提高学生的学业成绩。研究结果证明，家长对家长参与的看法包括支持和补充学校资源、监督学校流程、参与课外教学过程以及了解内部教学过程。此外，有证据表明这些组成部分与两个控制点相关：学校及其环境和家长自身。
教师和家长看法之间的比较揭示了显著差异；观察这些差异可为促进双方对话奠定坚实基础。这种对话可导致相互理解以及对家长参与的清晰、商定的定义，为以色列教育系统中家长与教师的合作方法铺平道路，并最终促进学生成功。
本研究有几个局限性，在解释研究结果时应予以考虑，包括家长样本中教育程度较高（83.3%拥有学位，而全国为27.3%），并且家长组（86%）和教师组（93.5%）中主要是女性参与者，这可能反映了教育参与的自然模式，但可能会限制更广泛的普遍性。在线分发方式使得计算精确的回复率具有挑战性，并且在新冠疫情期间收集数据可能影响了参与者对家长参与的看法。研究结果主要适用于以色列教育背景，在其他文化背景下考虑时可能需要调整。
