Correlation of parental involvement in their children education with children achievement and teacher's work evaluation

Straipsnyje, remiantis Nacionalinės mokyklų vertinimo agentūros (toliau – NMVA) duomenimis (tėvų apklausa), analizuojamos tėvų įsitraukimo į mokyklos gyvenimą stabilumo ir jų vaikų pasiekimų sąsajos. Siekiant užsibrėžto tikslo, keliami klausimai: kokios tėvų nuostatos dėl įsitraukimo į mokyklos gyvenimą, ar yra sąsajų tarp nuostatų pobūdžio ir mokinių pasiekimų ir kokio pobūdžio tos sąsajos, ar vaiko mokymosi sunkumai susiję su glaudesniu tėvų ir mokytojų bendradarbiavimu. Šiame tyrime į mokinių pasiekimus žvelgiama dichotominiu aspektu. Viena vertus, jie laikomi teigiamą įsitraukimo įtaką iliustruojančiu veiksniu, kita vertus, jie gali būti interpretuojami kaip bendradarbiavimą trikdantis veiksnys, t. y. prasti mokinių pasiekimai gali tapti psichologine tėvų bendradarbiavimo su mokykla kliūtimi. Problema buvo tiriama naudojantis NMVA turima mokyklų veiklos išorės vertinimų duomenų bazė: analizuoti 2010-2011 m. atliktų tėvų apklausų duomenys. Tais metais išoriniai vertinimai atlikti 175 mokyklose. Apklausose dalyvavo 29 358 tėvai. Buvo nagrinėjami 7 klausimų, susijusių su tėvų įsitraukimo į mokyklos gyvenimą nuostatomis, jų vaikų pasiekimais ir mokytojų darbu, vertinimai. Remiantis duomenimis, rečiau įsitraukiantys į mokyklos gyvenimą tėvai dažniau būna nepatenkinti vaiko mokykla ir teigia, kad jų vaikui toje mokykloje nepatinka mokytis. Jie labiau linkę dėl vaiko mokymosi nesėkmių kaltinti mokytojus neobjektyvumu, nepakankamu geranoriškumu jų vaikams, per maža pagalba patiriant mokymosi sunkumų. Tokie tėvai taip pat dažniau teigia, kad mokykloje trūksta informacijos apie vaiko pasiekimus ir elgesį, skundžiasi nepagarbiu santykiu savo atžvilgiu.Parent’s involvement in school’s life has become the objective of many researches for several decades. Unfortunately, there is a big lack of researches in this field in Lithuania. In this article, the results of the analysis of the data base of National Agency of School Evaluation are presented. Data of parent survey were analyzed. The aim of this analysis was to find out how parents’ attitude towards involvement in their children’s school life relates with children (students) academic achievement and teachers work evaluation by parents. The main theoretical assumption of this analysis was that correlation of students achievements can be of dual character: students’ high achievements can be valuated as the illustration of positive influence of parent’s positive attitude towards cooperation with school and involvement into their children school life. From the other point of view, students’ low achievement can become an obstacle in the way of collaboration with school’s staff. In this survey, 29358 parents of 175 schools participated. The survey was organized in years 2010-2011. 7 questions about parent’s attitude towards involvement in school’s life, their children achievement and evaluation of teachers work were selected from the questionnaire. Three types of parents’ attitude towards involvement into life of their children’s school were identified: parents with a positive attitude – constantly interested in school’s activities and participate in school’s life, neutral (variable) – interested in school’s activities and participate in school’s life only from time to time, negative – not interested in school’s activities and do not participate in school’s life. According to the results of this analysis, several conclusions were formulated: parents’ attitudes towards involvement into their children life correlate with student’s achievements. Parents of students with high achievements more often demonstrate a positive attitude towards involvement into school’s life and more often participate in school’s activities. Parents with a neutral or negative attitude towards involvement in their children’s life are more often dissatisfied with the school’s performance. They state that their children do not like their school, more often blame schools for their children’s failure, think that teachers are not objective in their assessment of student’s academic performance. This group of parents more often thinks that their children are lacking teacher’s support and that teachers do not respect parent’s opinion. Only for parents with the neutral or negative attitude towards involvement in their children’s school it is characteristic to be less interested to participate in school’s life as their children grow