engleski

Parental Perception of Parent-Teacher Partnerships in Croatian Preschool Institutions

Despite considerable theoretical and policy promotion of parent-teacher partnerships in inclusive settings, pre-service teachers in Croatia generally receive little preparation for involving parents. The aims of this study were to examine parental perception of parent-teacher partnerships and to establish the relation between parents’ sociodemographic characteristics and length of their child’s attendance of preschool. A total of 271 parents of early childhood and preschool age children participated in this study. The Scale of parental perception of parent-teacher partnerships was designed for the purpose of this study. Three dimensions were obtained from the factor analysis. Those are: attitude toward reciprocity in partnerships (α = .93 ; N=14 ; M=5.48), experience of teachers’ support in parenthood (α = .92 ; N=6 ; M=3.84), and receptivity to taking advice in upbringing (α = .73 ; N=4 ; M=5.38). Parents perceived that partnerships with teachers are at a relatively high level. They differ in their capacity to develop and maintain partnerships with teachers because of their level of education, length of their child’s attendance of preschool, and frequency of attending parent-teacher meetings. Investing in high-quality communication and creating confidence between parents and teachers should be the main goals of preschool institutions

early childhood ; families ; inclusive education ; preschool teachers.

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