Padres, tutores y directores ante la participación de la familia en la escuela. Un análisis comparado

Abstract

The principal aim of this paper is a comparative study of some aspects of parental involvement in school, from the perspective of parents, teachers and school heads. Specifically, we present a comparative analysis about: families school's communication; partnership in the center's activities and in the educational project; satisfaction and sense of belonging; parental expectations with children performance. The work presented in this article, it is made on a database from the study conducted by the Consejo esColar del estado, on the involvement of families in the school education system in Spain (MECD, 2014). To do this, a sample of 14,295 families, 758 tutors and 193 school heads from Spain was used. Some of the main results indicate that families, tutors and directors consider that there is good communication between families and schools, although in high school, as expected, the tutors feel that parents do not participate in class meetings. As regards educational activities for parents, the results tell us little involvement of families. Here are the directors who hold the worst vision of parent involvement. On the other hand, tutors report that parental involvement is not «always enough» nor is it «always constructive» and only a small percentage of tutors, 21 % said that parents «usually» support them.