Event Title

School – parent partnership as a pathway to students’ resilience – Kosovo case

Session

Education and Development

Description

A growing body of research suggests that parent-school partnership plays a crucial role in helping students achieve academic success. Moreover, research has demonstrated that collaboration between educational institutions, teacher and families can influence students’ social development in making them resilient citizens. However, despite evidence of the positive effects of family involvement, its potential is largely ignored in schools. Schools lack adequate strategies on how to involve parents, and parents do not always participate when they are encouraged to do so. This paper looks at this relationship in Kosovo study case and it investigates three major factors which affect effective school-parent partnership: a) the degree of compatibility between teachers and parent’s cultures and values, b) societal forces at work, on family and school, and c) how teachers and parents view their roles. Data collection of this study was collected in focus groups including teachers, school principals and parents in three different cities of Kosovo. Results indicated that although all parties have positive attitude towards parent’s engagement in school, they differ in how they perceive their roles in this relationship. Furthermore, results of this study imply that another major barrier in developing this partnership is the societal forces at work, in families and in school. The implications for future research and interventions are discussed.

Keywords:

parents, teachers, partnership, students, resilience, academic achievement.

Session Chair

Alma Lama

Session Co-Chair

Feride Lohaj

Proceedings Editor

Edmond Hajrizi

ISBN

978-9951-550-19-2

Location

Pristina, Kosovo

Start Date

26-10-2019 11:00 AM

End Date

26-10-2019 12:30 PM

DOI

10.33107/ubt-ic.2019.44

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Oct 26th, 11:00 AM Oct 26th, 12:30 PM

School – parent partnership as a pathway to students’ resilience – Kosovo case

Pristina, Kosovo

A growing body of research suggests that parent-school partnership plays a crucial role in helping students achieve academic success. Moreover, research has demonstrated that collaboration between educational institutions, teacher and families can influence students’ social development in making them resilient citizens. However, despite evidence of the positive effects of family involvement, its potential is largely ignored in schools. Schools lack adequate strategies on how to involve parents, and parents do not always participate when they are encouraged to do so. This paper looks at this relationship in Kosovo study case and it investigates three major factors which affect effective school-parent partnership: a) the degree of compatibility between teachers and parent’s cultures and values, b) societal forces at work, on family and school, and c) how teachers and parents view their roles. Data collection of this study was collected in focus groups including teachers, school principals and parents in three different cities of Kosovo. Results indicated that although all parties have positive attitude towards parent’s engagement in school, they differ in how they perceive their roles in this relationship. Furthermore, results of this study imply that another major barrier in developing this partnership is the societal forces at work, in families and in school. The implications for future research and interventions are discussed.