Teachers' Attitudes towards Parental Involvement in Israel: Comparing Teachers in General Education and in Special Education

Autor/inn/en	Agam Ben Artzi, Galit; Greenbank, Alicia
Titel	Teachers' Attitudes towards Parental Involvement in Israel: Comparing Teachers in General Education and in Special Education
Quelle	In: School Community Journal, 33 (2023) 1, S.141-163 (23 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1059-308X
Schlagwörter	Foreign Countries; Teacher Attitudes; Parent Participation; Parent School Relationship; School Policy; Special Education Teachers; General Education; Teacher Characteristics; Parent Teacher Cooperation; Elementary Secondary Education; Israel + Suchen Sie Ihr Suchwort? Ausland; Lehrerverhalten; Elternmitwirkung; Parent-school relationship; Parent school relationships; Parent-school relationships; Parent-school relation; Parent school relation; Eltern-Schule-Beziehung; Schulpolitik; Special education; Teacher; Teachers; Sonderpädagoge; Sonderpädagogik; Sonderschulwesen; Lehrer; Lehrerin; Lehrende; Allgemein bildendes Schulwesen; Allgemeinbildung; Parent teacher relation; Parent-teacher cooperation; Parent-teacher relation; Parent-teacher relationship; Parent teacher relationship; Eltern-Lehrer-Beziehung
Abstract	This study examines teachers' attitudes towards parental involvement in five areas: general attitudes, passive involvement in the educational process, active involvement in the educational process, giving and receiving services, and school policy. The study mainly aimed to establish what the differences are, if any, between the attitudes of special education teachers and those of general education teachers towards these parental involvement areas. It also examined the correlation between spheres of involvement and teachers' background variables (age, seniority, academic level). The sample consisted of 157 teachers: 71 special education teachers, and 86 general education teachers. Teachers were asked to complete a questionnaire and to indicate desired areas of involvement as well as positive and negative experiences of parental involvement. Significant differences were found between the two research groups in all five areas of involvement. General education teachers had more positive attitudes towards parental involvement than special education teachers. The study highlights the importance of enhancing communication between teachers and parents, especially between special education teachers and parents. (As Provided).
Anmerkungen	Academic Development Institute. 121 North Kickapoo Street, Lincoln, IL 62656. Tel: 1-800-759-1495; Web site: http://www.schoolcommunitynetwork.org/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01