Role of parental educational status in family-school collaboration: perspective of school pedagogue

Tema ovoga diplomskoga rada jest uloga obrazovnoga statusa roditelja u suradnji obitelji i škole iz perspektive školskoga pedagoga. U teorijskome se dijelu rada pružaju polazišta razumijevanju suradnje obitelji i škole kroz terminološko i legislativno određenje te objašnjavanje iste unutar teorije socijalne reprodukcije, nakon čega se nabrajaju i objašnjavaju faktori koji moderiraju suradnju obitelji i škole. Objašnjava se socioekonomski status roditelja, čiji je obrazovni status dio. Implikacije obrazovnoga statusa roditelja za suradnju obitelji i škole se razrađuju kroz Epsteinin model roditeljskoga uključivanja. Istraživanje predstavljeno u empirijskome dijelu rada nastojalo je saznati koliko obrazovni status roditelja školski pedagozi drže određujućim za dinamiku suradnje obitelji i škole i vlastito pozicioniranje u tome procesu, a provodilo se intervjuiranjem 11 pedagoga zaposlenih u zagrebačkim redovnim osnovnim školama. Dobiveni rezultati obradili su se tematskom analizom, koja pokazuje da pedagozi obrazovni status roditelja drže određujućim za dinamiku suradnje obitelji i škole, no teško ga izoliraju od ostalih komponenata socioekonomskoga statusa. U tom se procesu pozicioniraju na različite načine, ovisno o visini obrazovnoga statusa roditelja te prirodi izazova s kojom se susreću. Posljednji dio rada pruža zaključna razmišljanja o dobivenim rezultatima, objašnjavaju se ograničenja i doprinosi provedenoga istraživanja te ideje za ona u budućnosti.The topic of this thesis is the role the parental educational status in family-school collaboration from the perspective of the school pedagogue. The theoretical part of the paper provides starting points for understanding family-school collaboration through terminological and legislative definition and explaining it through the theory of social reproduction, after which the factors moderating family-school collaboration are listed and explained. The parental socioeconomic status, of which the educational status is a part, is explained. The implications of parental educational status for family-school collaboration are elaborated through Epstein’s model of parental involvement. The research presented in the empirical part of the paper strived to find out how much school pedagogues find parental educational status determining for family-school collaboration and their own positioning in the process, and was conducted by interviewing 11 pedagogues employed in Zagreb's regular primary schools. The obtained results were processed through thematic analysis, which shows that pedagogues consider the parental educational status to be decisive for family-school collaboration dynamic, but it is difficult for them to isolate it from other components of socioeconomic status. In this process, they position themselves in different ways, depending on the level of parental educational status and the nature of the challenges they face. The last part of the paper provides concluding thoughts on the obtained results, explains the limitations and contributions of the conducted research and ideas for those in the future