چکیده:
مشارکت والدین در مدرسه از اهمیت بسزایی برخوردار است. امروزه انتظارات جامعه از دستگاه تعلیم و تربیت بهصورت روز افزون افزایش یافته است. لذا نظام آموزشی تنها مسئولیت تدریس و انتفال مواد آموزشی
در ذهن فراگیران را بر عهده ندارد و برای موفقیت برنامههای آموزشی وتربیتی بایستی سیاستگذاران نظام آموزشوپرورش زمینههای مشارکت والدین را برای ارتقاء رشد دانشآموزان فراهم آورند. پژوهش حاضر با هدف شناسایی مؤلفههای مؤثر در مشارکت والدین به شیوه کیفی و با روش تحلیل مضمون برمبنای رویکرد استقرایی (آتراید –استرلینگ) انجام شده است. نمونهگیری از مجموع اسناد کتابخانهای و منابع علمی که در مجلات معتبر علمی- پژوهشی چاپ گردیده است با بررسی محتواهای مرتبط انتخاب گردید. تجزیهوتحلیل دادهها بر اساس تحلیل مضمون انجام شد. برای اعتباریابی دادهها از روش بازبینی و موضعگیری پژوهشگر و همسوسازی با منابع علمی و اسناد کلیدی آموزشوپرورش استفاده گردید. بر اساس نتایج این پژوهش مؤلفههای مؤثر در مشارکت والدین در1مضمون کلی، 16 مضمون پایه و4 مضمون سازمان دهنده چالشهای غالب، بسترسازی مشارکت، مفروضههای بنیادی تعامل و مهندسی ارتباط و تعامل طبقهبندی گردید.
Parental involvement in school is very important. Today, society's expectations
of the education system have increased. Therefore, the educational system is
not only responsible for teaching and transferring educational materials in the
minds of learners, and for the success of educational programs, policymakers
in the education system must provide the grounds for parental participation to
promote student growth. If there is no logical, participatory and two-way
communication between the three institutions of home, school and society,
their function will be separate from each other. This is a problem that affects
many families today. The current situation of any society is the result of
yesterday's learning of people at home and school, and the future situation of
any society is the result of investments that are made today on the knowledge
of people at home, school and society. The important principle of wisdom is
that the future cannot be found, it can be made. If you are looking to build
the future of the community, build a bridge between home and school and
allow this bridge to cross the community. One of the main problems of our
country is the lack of close and intimate communication between school and
families. Due to the weakness in the structures and system of communication
between the school and the family and the lack of awareness of parents about
their decisive role and destiny in the scientific and spiritual development of
their children and lack of knowledge of legal capacities created to interact
with the school is located. The aim of this study was to investigate the
effective components in parental participation in a qualitative manner and
with a content analysis method based on inductive approach (Atrid-Sterling).
Sampling of all library documents and scientific resources that have been
published in reputable scientific-research journals was selected by reviewing
the relevant contents. In the present study, 120 sources were examined. Data
analysis was performed based on thematic analysis. To validate the data, the
method of reviewing and taking a position of the researcher and aligning with
scientific sources and key documents of education were used. The findings
were also validated using the opinions of a group of technical experts and the
steering committee. Based on the results of this study, the effective
components in parental participation at the level of content analysis based on
the research conducted included the following classification: 1 general theme
(parent participation approach), 16 basic themes (structural changes, the birth
of a new concept of association, attitude alignment, focus on parentcenteredness,
systematic perspective, application of technological
knowledge, responsibility, knowledge enhancement in the field of
interaction, contextual factors. Adaptive process, capable managers,
compliance with norms, implementation of effective programs, human
behavior, parental engagement mechanism, trust building) and 4
organizational themes (dominant challenges, partnership building, basic
assumptions of interaction and interaction engineering). The research
findings indicate that, first of all, confrontations with the existing challenges
in the relationship between parents and educators should be considered,
which includes all activities and programs that have shortcomings due to
current macro-administrative policies, education and current laws and
regulations. Reconsiders in order to accept parents in the educational system
and their interaction with the school. Another factor is functional and
structural limitations, so removing these barriers helps to establish a
continuous teacher-parent relationship. The Parent-Teacher Association, as
the custodian of parental involvement in school, establishes a school-to-home
connection and a two-way relationship by legitimizing parental involvement
and a modernized structure and focus on parent-centeredness. The next
effective component in parental involvement is the creation of a platform for
participation, which includes all activities and practices that encourage
parents to be more involved and involved in their children's activities.
Therefore, participatory strategies must be promoted and shown to them.
Since interaction is a two-way approach, the potential of both approaches is
significant, and the implementation of workshops and in-service courses
helps to develop home-school relationships. In this regard, the systematic
view states that for the participation of parents, formulating a strategy based
on organizing and adopting policies and guidelines that can lead to maximum
parental participation is of particular importance and necessity. A systemic
view of the school and the recognition of its culture by parents provides
insight into the educational role of the family and facilitates interaction with
the school. The basic assumptions of interaction are all necessary and
fundamental activities and are supported by the officials and executors of
interaction. The cultural, educational and training needs of the current society
have made the acquisition of more scientific, professional and professional
competencies necessary and inevitable for managers. Underlying factors are
the preconditions for parental involvement in school and include economic,
social, and cultural capital, each of which alone provides opportunities for
parental participation. Social capital indicates the psychological readiness of
individuals in society to engage in collective action. The economic capital of
the family causes the parents to provide better and more opportunities for
their children with more income and facilities. But cultural capital has the
greatest impact on parents' thoughts and behavior. The thinking, empathy and
empathy of school staff with parents is very effective in their interaction.
Using parents in education and school decisions and their participation in
group trips and participation in social networking while instilling a sense of
empowerment in parents strengthens their motivation to participate.
Communication and interaction engineering is another approach in
establishing purposeful and constructive communication and deepening and
facilitating the home-school relationship. Paying attention to human issues
and the relationships between them, establishing effective communication
and parental participation in children's affairs, purposeful and two-way
discourse need a precise engineering and providing conditions that play a
significant role in deepening and strengthening parent-teacher interaction.
Feasibility study, establishing desirable human relationships, creating a
happy environment are also effective in motivating and attracting parents to
school. Perhaps the most important strategy for parent interaction is to build
trust, and that is what leads to a high level of participation and is done in the
form of social and cooperative cooperation