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Open Access Houdingen van leerkrachten ten aanzien van ouders en hun emoties, reacties en gevoelens van competentie bij verschillende uitingen van ouderbetrokkenheid

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Abstract

Attitudes of teachers regarding parents and their emotions, reactions and feelings of competence in diverse ways of parental involvement: A case specific analysis

Parental involvement has become salient in the educational policy agenda. To successfully implement parental involvement policy in the school teachers are of major importance. In their daily contact with parents, teacher attitudes, their emotions and their competences play a significant role. Teachers are expected to deal with a variety of ways in which parents show their involvement with their child’s education; with assertive ways of involvement, like overprotective or unsatisfied parents, but also with parents who do not respond to school’s invitations. In this study, it is investigated how primary school teachers respond to diverse ways in which parents are involved and how these responses can be explained by teachers’ attitudes towards parental involvement. The study involved a survey among 127 teachers. They were asked about their attitudes towards parental involvement and they were presented with three hypothetical cases in which ways of involvement were depicted (overprotective, unsatisfied, non-responsive to invitations). Teachers were asked about their emotional and behavioural responses in these cases. Analyses showed that teachers in general have positive attitudes towards parental involvement, that they feel competent and that they intend to respond with understanding and empathy to various ways of involvement and that they put effort in building constructive relationships with these parents. Teachers with positive parental involvement attitudes were most sympathetic to parents who do not meet the ideal-typical standards of parental involvement.
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Keywords: non responsive parents; overprotective parents; parental involvement; teacher attitudes towards parental involvement; teacher competences; teacher emotions; unsatisfied parents

Document Type: Research Article

Affiliations: 1: Eddie Denessen is als bijzonder hoogleraar Sociaal-culturele achtergronden en differentiatie in het onderwijs verbonden aan het instituut Pedagogische Wetenschappen van Universiteit Leiden. Als Universitair hoofddocent is hij verbonden aan het Behavioural Science Institute van de Radboud Universiteit, Nijmegen. Correspondentieadres:, Email: [email protected] 2: Luc Raket studeerde Onderwijskunde aan de Radboud Universiteit, Nijmegen. Zijn masteropleiding rondde hij af met een onderzoek naar houdingen van leerkrachten ten aanzien van ouders. Momenteel werkt hij als leraar in het basisonderwijs.

Publication date: December 21, 2016

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  • Het tijdschrift Pedagogiek stelt zich ten doel de wetenschappelijke discussie over opvoeding, onderwijs en vorming binnen het Nederlands taalgebied (Nederland en Vlaanderen) te stimuleren en te ondersteunen. Pedagogiek beoogt naast een bijdrage aan het wetenschappelijke debat ook de maatschappelijke discussie op de terreinen van opvoeding, onderwijs en vorming te bevorderen. Bijdragen zullen dan ook uitdrukkelijk worden beoordeeld op zowel hun wetenschappelijke als maatschappelijke relevantie. Pedagogiek biedt: (1) wetenschappelijke verslagen van empirisch, theoretisch en historisch onderzoek op het gebied van opvoeding, onderwijs en vorming, alsmede review studies op onderhavige terreinen; (2) opiniërende bijdragen van wetenschappelijk niveau (Forumbijdragen); (3) boekbesprekingen.

    The journal Pedagogiek (Pedagogy) aims to stimulate and support the scholarly discourse on child rearing, education and training within the Dutch language area (The Netherlands and the Flemish region). Pedagogiek strives to contribute to the scholarly debate, but also desires to boost the public debate on the subject of child rearing, education and training. Therefore, contributions will be judged explicitly on both their scholarly merit and their social relevance. Pedagogiek offers: (1) scholarly articles reporting on empirical, theoretical and historical research in the field of child rearing, education and training, and review studies in the same field; (2) opinion pieces on a scholarly level (panel discussions); (3) book reviews.

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