|
|
:
|
The general purpose of this research was to analyze the Families and Community’sInvolvement in the educational and managerial processes of schools using The “OverlappingSpheres of Influence” Theoretical Model. The study by purpose was applied and by collectingdata was Explanatory mixed one (quantitative-qualitative) implemented in 3 main stages.The first step was to survey and review the history of parents' and communityinvolvement in the educational and management process of students. Then, by examining theresearch background, the family, school and community intervention scale (Epstein et al.,2002) was identified. In the next step, the Epstein and et al questionnaire for schooladministrators, how parents and the local community are involved in the educational andmanagerial process of students, was carried out. The statistical population of this researchincluded all primary school teachers and principals of Kermanshah city in 98-97. Using multistagecluster sampling, 311 were selected as sample using Krejcie and Morgan table. Then, inthe second stage, a researcher-made questionnaire was designed based on Epstein et al. (2002)and Fantaso et al. (2000). The parents themselves were involved in the educational andmanagement process of their children, which was confirmed by exploratory factor analysisand Cronbach's alpha coefficient validity and reliability of the questionnaire. At this stage, thestatistical population consisted of all parents of elementary school students in Kermanshah.Using a multi-stage cluster sampling, 381 individuals were selected as sample. The results ofthe analysis showed that the data of the first questionnaire showed that the selected schoolswere interfering parents in terms of parenting, voluntary activities, home-based learning,participation in decision-making and communication, but in the aftermath of collaboratingwith the local community, intervention was low. The results of exploratory factor analysis ofthe second questionnaire showed that parents interfered in six types (parenting,communication, home learning, voluntary activities, participation in decision making andcommunity collaboration). T-test results showed that parents had high intervention in all typesof intervention, but had little involvement in voluntary activities and participation in decisionmaking. In the next step, in order to explain the results of the quantitative section of howschools interact with the parents and the local community in the educational and managerialprocess through an Follow-up Explanations Model based on the types of parents andcommunity involvement in the quantitative research section, interviews Semi-structuredimplementation was performed and the effects of this type of Involvements on the learningprocess of students were studied.. In the qualitative section, the selection of samples waspurposefully and theoretically, using a specialist network technique. Using this technique, 20managers and teachers and 20 parents were interviewed.In interviews with managers and teachers, contrary to the results of a quantitative sectionthat showed that the local community is less Involvement. Different dimensions of localcommunity Involvement were identified in the interviews. From the perspective of localcommunity Involvement the educational and management process, they intervened throughthree categories: citizenship education, safety education, healthy living, and cultural andreligious hegemony. Interviewees also discuss how parent and community involvement affectstudent learning. Stated that parent and local community Involvement is in line with teachers'expectations and education; it can help students to achieve academic achievement. Theinterviewees responded to four categories of institutionalization of social, educational andreligious values, self-efficacy, life skills training, and outreach activities.
|