School-Family Cooperation in Perspective of Parental Expectations about Educational Objectives

Abstract

In the realm of primary education, the relationship between schools and families is fundamental to the holistic development and academic success of children. This research study investigates the perspectives of school-family cooperation and its significance in achieving education objectives while addressing parental expectations, which leads to answering the question of the study – What are the opportunities for school and family collaboration?
The objectives of this study encompass understanding parental expectations, evaluating the impact of cooperation on student outcomes, identifying barriers to cooperation, examining effective communication channels, and studying conflict resolution mechanisms. By conducting theoretical literature analysis, document analysis, and survey for parents, this research aims to shed light on the intricate dynamics at play in the collaboration between schools and families.
The theoretical framework of the study consists of theories describing the importance of cooperation between educational actors in a successful educational process (U. Brofenbrenner’s Ecological Systems Theory, 1979; L. Epstein’s Model for Parental Involvement, 1995, 2001, 2011; Hoover-Dempsey & Sandler’s theory of parental involvement, 1995, 1997, 2005; Christenson & Sheridan’s Families and Schools Partnership, 2011; and Garbacz et al.’s Family – School – Community Partnership Model, 2017), and describes parent-school partnerships by analyzing research by John Dewey and other authors on the crucial role of collaboration in a successful learning process.
The case study of mixed methods evaluates the philosophical assumptions and stances, guidelines for practice, and socio-political commitment of the study question: (1) data collection method – document, literature and source analysis and survey for parents, evaluating theory concerning practice using the mapping review strategy (Petticrew & Roberts, 2006); (2) data analysis method, survey analysis using the factor analysis system, analyzing parental expectations from predefined criteria; (3) data synthesis method merging and interacting results, learning for data contradictions, synthesis of documents, literature and source analysis, and factor analysis (McCloy, 2013).
This research contributes to the ongoing discourse on improving education by illuminating the importance of school-family cooperation, which, when effectively nurtured, creates a conducive environment for students to thrive academically, socially, and emotionally.
The results of the study reveal a significant contradiction between a parent’s scrutiny of educational goals, as well as a lack of school-parent collaboration and problems. This issue is important at the international level, as it is only through a single stream of collaboration between education actors that the objectives of education can be achieved in a changing modern world.