School and Student Families' Communication Techniques and Relevant Practices in a Social Pedagogical Context: Primary School Principals' Views in Greece during the Economic Crisis
The current paper researches and discusses primary school principals' views in Greece, regarding the school and student families' communication techniques and relevant practices during the economic crisis, based on the comparison of research findings with corresponding findings from international research. More specifically, it measures the extent to which the principals use communication techniques and practices to communicate with the students' parents, as well as the usage rate of ways to approach active parents, parents who avoid contact with the school, parents who would like more involvement with the school. Moreover, it contemplates how principals' views differentiate depending on their gender, their overall experience in their duties, their experience in their current position, as well as their school's level of communication with the students' parents. The study included 80 participating principals, who served in primary schools of Cyclades (an island group in the Aegean Sea) during the first semester of 2011. The results show that, apart from gender, all the above factors differentiate the principals' views regarding the usage rate of the school's communication techniques and practices with the parents. The findings also depict the frame and the communication limits, which the principals in Greece seek to achieve with the students' parents.
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Document Type: Research Article
Publication date: 01 January 2015
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- The International Journal of Social Pedagogy makes a substantial contribution to the cross-cultural discourse around social pedagogy. With emphasis on a theory-practice connection, articles in IJSP reflect a wide range of social pedagogical traditions and provide a greater understanding of social pedagogy in ways that are both relevant at a practice level and contribute to the body of theory and research. The interdisciplinary field of social pedagogy is constantly developing and evolving, and needs a strong foundational theory base, supported by well documented practice. IJSP is the only UK based English-language journal dedicated to social pedagogy and has so far attracted substantial international attention. Recently adopted by UCL Press, one of the peer reviewers praised IJSP for being ‘at the forefront of developing a scholarship in social pedagogy in an English language context, attracting a mix of local and well-known international contributors’.