ABSTRACT
The participation of families in schools where their children study is a recurring research topic. This field tends to address the perception of parents or teaching staff. This work is novel in that it considers what teachers, and not families, do to facilitate this participation. The purpose of this work has been to contrast a theoretical model with a multidimensional questionnaire designed to obtain information on the assistance provided by teachers to improve parental involvement in schools. It will allow us to lay the foundations for the content necessary for the initial and permanent training of teachers. Then, an initial questionnaire was created and, after being subjected to expert judgment, it was applied to 225 Spanish teachers, using a quantitative and a non-experimental methodology. After calculating the exploratory and confirmatory factor analysis and applying the structural equation model, a questionnaire (QFIS-TP) was obtained that had satisfactory construct validity and reliability.
ABSTRACT
Se analiza la percepción de las familias españolas sobre su participación en los centros escolares de secundaria, identificando perfiles de participación familiar basados en los rasgos sociodemográficos (titularidad del centro, nacionalidad, etc.) y las distintas vías de participación (comunicación, actividades del centro, sentimiento de pertenencia, implicación en AMPA, Consejo escolar y desde el hogar). Se realiza análisis cluster en dos fases con los datos recogidos de 5022 familias de estudiantes de secundaria de España, mediante la aplicación de un cuestionario. Se aprecian tres modelos diferentes de participación familiar en los centros escolares: familias españolas con moderada participación y bajo sentimiento de pertenencia; familias inmigrantes con baja participación y moderado sentimiento de pertenencia; y por último, familias españolas con alta participación y elevado sentimiento de pertenencia
The participation of families in the education of children who attend Compulsory Secondary Education (ESO) through the application of a questionnaire is analyzed. The initial sample consisted of 5022 families residing in 16 autonomous communities of Spain, although the actual sample consisted of 3982 parents whose children attended ESO in 96 schools. After identifying the characteristics of these fathers and mothers, considering a series of sociodemographic variables and family participation, the parental participation profiles are described through a two-stage cluster analysis that makes up three different models of family participation: Spanish families with moderate participation and low sentiment of belonging; families of non-Spanish origin with low participation and moderate feeling of belonging; and finally, Spanish families with high participation and a high feeling of belonging. The interest of the research lies fundamentally in two realities: firstly, the choice of ESO, since it is the stage least treated in studies of family participation within compulsory schooling in Spain. And secondly because it breaks with the existence of a single bipolar bifurcation that is reduced to the existence or not of participation. There are multiple variables that affect the ways of participating in the educational process of the children and that involve the configuration of the profiles obtained in this study
