La participación de las familias en la escuela: factores clave

Abstract

The existence of concordant relationships between family and school has a positive effect on the socioeducational integration and the academic achievement of children at school, apart from the proper functioning of the educational establishment. But, in practice, there are several resistances between families and schools. This study examines the existing relationship between families and teachers from Public Primary schools in Catalonia, analysing the factors that intervene in the process of participation of the families. The empirical work has been carried out in two phases, combining quantitative and qualitative methodology. In the first one, a telephonic survey was realized to Board of Directors, and the sample was formed by 353 public schools of Catalonia. And in the second, twenty-two teachers and seventeen parents from different profile schools were in-depth interviewed. This paper ends proposing some strategies to favour the construction of positive relationship dynamics and the implication of families.