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Independent project

Parental Participation The influence of parents within the Swedish and Northern Irish education systems.

Author: Matthew Mairs Supervisor: Karina Adbo Examiner: Elisabeth Elmeroth Date: Spring 2015 Subject: Education Level: First Course code: 2UV01E

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Linnaeus University Department of Education Independent project, 15 ects Title: Parental Participation – The influence of parents within the Swedish and Northern Irish education systems. Author: Matthew Mairs Tutor: Karina Adbo Abstract The involvement of parents in a child’s learning process has an overwhelming

significance in regards to long-term achievements in the development of the child. This

comparative research study investigates the current parental participation within

Northern Ireland and Sweden, highlighting the potential influential factors and how

involvement can be enhanced. A pragmatic approach was taken, obtaining qualitative

and quantitative data through questionnaires and semi-structured interviews from

teachers and parents. The data collected is discussed and analysed within the context of

the relevant literature included. The results obtained reveal that in order to establish and

maintain harmony within a Parent-Teacher relationship, a ‘two way communication’

approach must be adopted in the form of an ‘open door policy’ to inaugurate a sense of

transparency for both parties.

Keywords Brofenbrenner’s Ecological Systems Model, Enhancement Strategies, Influential

Factors, Parental Involvement, Socio-economic Background.

Thanks Firstly I would like to thank the participants for their hospitiality and willingness to

participate in this comparative research study. Furthermore I would like to acknowledge

Karina for her guidance and support throughout the research process. I would like to

take this opportunity finally to thank my family and friends for their assistance

throughout my time of study.

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Table  of  Contents  

1  INTRODUCTION   3  

1.1  PARENTAL  INVOLVEMENT  IN  SWEDEN   4  1.2  PARENTAL  INVOLVEMENT  IN  NORTHERN  IRELAND   5  1.3  RESEARCH  QUESTIONS   6  

2  BACKGROUND   7  

2.1  DEFINING  PARENTAL  INVOLVEMENT   7  2.2  RATIONALE  FOR  THE  INVOLVEMENT  OF  PARENTS  IN  EDUCATION   7  2.3  BENEFITS  OF  PARENTAL  INVOLVEMENT   8  2.4  LIMITING  FACTORS  OF  PARENTAL  INVOLVEMENT   10  2.5  APPROACHES  FOR  THE  ENHANCEMENT  OF  PARENTAL  INVOLVEMENT   11  

3  METHODOLOGY   14  

3.1  DESIGN   14  3.2  SETTING   14  3.3  PARTICIPANTS   14  3.4  RESEARCH  TOOLS   15  3.4.1  QUESTIONNAIRES   15  3.4.2  SEMI-­‐STRUCTURED  INTERVIEWS   16  3.5  DATA  COLLECTION   17  3.6  ETHICAL  CONSIDERATIONS   18  3.7  METHODOLOGY  ANALYSIS   19  

4  RESULTS   20  

4.1  NORTHERN  IRELAND   20  4.1.1  WHAT  IS  THE  ESTABLISHED  RELATIONSHIP  BETWEEN  PARENTS  AND  TEACHERS?   20  4.1.2  WHAT  IMPACTS  THE  RELATIONSHIP  BETWEEN  PARENTS  AND  TEACHERS?   22  4.1.3  HOW  CAN  THE  RELATIONSHIP  BETWEEN  PARENTS  AND  TEACHERS  BE  IMPROVED?   24  4.2  SWEDEN   27  4.2.1  WHAT  IS  THE  ESTABLISHED  RELATIONSHIP  BETWEEN  PARENTS  AND  TEACHERS?   27  4.2.2  WHAT  IMPACTS  THE  RELATIONSHIP  BETWEEN  PARENTS  AND  TEACHERS?   28  4.2.3  HOW  CAN  THE  RELATIONSHIP  BETWEEN  PARENTS  AND  TEACHERS  BE  IMPROVED?   29  

5  ANALYSIS   31  

5.1  WHAT  IS  THE  ESTABLISHED  RELATIONSHIP  BETWEEN  PARENTS  AND  TEACHERS?   31  5.2  WHAT  IMPACTS  THE  RELATIONSHIP  BETWEEN  PARENTS  AND  TEACHERS?   32  5.3  HOW  CAN  THE  RELATIONSHIP  BETWEEN  PARENTS  AND  TEACHERS  BE  IMPROVED?   35  

6  BIBLIOGRAPHY   38  

7  APPENDICES   I  

7.1  APPENDIX  1  –  CONSENT  LETTER  TO  SCHOOLS   I  7.2  APPENDIX  2  –  PARENTAL  PERSECTIVE  QUESTIONNAIRE   IV  7.3  APPENDIX  3  –  TEACHER  PERSPECTIVE  QUESTIONNAIRE   V  7.4  APPENDIX  4  –  INTERVIEW  QUESTIONS  RESEARCH  STUDY  1   VI  7.5  APPENDIX  5  –  INTERVIEW  QUESTIONS  RESEARCH  STUDY  2   VII  

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1 Introduction Parental participation is an area of education that has been in the spotlight for many

years, with questions over what role it has the potential to fulfil in a child’s

development. DCSF (2008) and Draper and Duffy (2010) outline that this concept still

remains an unknown quantity, with several impugnments resulting in an universal

compromise not being achieved. The National Quality Improvement Network (2010)

state that the perception of the terminology has altered from a professional dictated

relationship to a relationship structured on the foundations of trust, respect, integrity and

empathy. This is denounced by Miller, Cable and Devereux (2013), who outline that

parents still believe that participation is minimal with the partnership being dominated

by the professional, with views and opinions being limited as a result.

Through extensive international research, Desforges and Abouchaar

(2003), reinforced that parental participation improves academic achievement and social

outcomes for children of all ages. Furthermore, Grant and Ray (2010) inform us that

schools that encourage and support the involvement of parents and/or other family

members in the education of their children, are widely considered as effective schools.

However without encouraging schools to adopt new policies to promote parental

involvement and establishing effective partnerships as outlined above, the negative

concept of professional dictated relationships as identified previously by Miller et al

(2013) can still remain.

As a key player of the renowned Scandinavian education system, Sweden offers

an education like no other with its democratic policies, complimentary resources

including meals and positive academic outcomes. As the author of this research study is

based in Northern Ireland, this study will focus on a comparison between the two

countries with the aim of researching the influence parents have within the Swedish and

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Northern Irish education systems. To reduce any bias approaches, it is important to

highlight that the following was conducted from the perspective of a Bachelor of

Education student.

In this practice-based research paper, the author has interviewed teachers and parents to

make an approach of how they conceive the responsibilities that professionals of

education, and families have got in the upbringing of the children and what kind of

relationship is created between them.

1.1 Parental involvement in Sweden It is important to highlight before gaining an insight into the Swedish curriculum

document, LGR11, that Sweden is a country that contains a lot of immigration that has a

direct impact on the classroom. The Organisation for Economic Co-operation and

Development (2011) informs us that the difference in results between those with a high

socio-economic and low socio-economic background is 84 points; 12 points below the

OECD average of 96. This highlights the equality implemented in the school system in

providing high quality education for all, reducing the underlying query into whether or

not the family background affects the education of students.

The Swedish Curriculum, LGR11, claims that,

‘The school should make it clear to pupils and parents what the goals of the education

are, what requirements the school imposes, and what rights and obligations pupils,

parents and guardians have. A prerequisite for pupils, parents and their guardians to be

able to use their right to exercise influence is that the individual school is clear in

specifying its goals, content and working forms.’ (LGR11, 2011, pg.10)

This outlines the importance of the co-operation between families and school, focusing

on the active role parents have with their child and the teacher.

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In Sweden it is believed that it is ‘The joint responsibility of the school, parents

and guardians for the pupils’ schooling should create the best possible conditions for

the development and learning of children and youth.’ (LGR11, 2011, pg.17)

This relationship formed amongst parents, does not only influence the school life of the

students, but also the entire learning process. This highlights the important role played

by Swedish parents in the education of their children.

1.2 Parental involvement in Northern Ireland For many years it was believed that parental involvement in education was the key

determinant in the success of a child’s education (Albon, 2007). The Twentieth Century

brought a lot of changes to the education system in Northern Ireland, with the

relationship with parents evolving from a ‘no parents beyond this point’ (Edwards and

Redfern, 1988, cited in McMillan, 2005, pp.120) to a governmental promoted approach

of parents being partners in their child’s learning (CCEA, 2006). Since the Plowden

Report in 1967 (DES, 1967) the valuable role of parents within education has been

recognised considerably in Northern Ireland, with the publication of several documents

outlining the importance of parents such as ‘Every School a Good School’ (DENI,

2008) and the ‘Get Involved’ initiative (DENI, 2012). In promoting this initiative, the

education minister John O’Dowd stated:

‘Parents don’t necessarily have to get involved in the life of the school to help their

child, however they must realise that education does not start and stop at the school

gates. […]Parents and family members can get involved by taking an interest in a

child’s education to help them do better at school. Activities that really help include

reading a book with the child every day. These things take little time, but will help the

child do better for years to come.’(DENI, 2012).

In relation to direct parental involvement, the Department of Education

introduced into schools a Board of Governors and Parent-Teacher Associations (PTA),

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to help enhance the parental involvement in schools. These parent-influenced groups

monitor the day to day running of schools, determining what occurs or is implemented,

for example the purchasing of classroom resources. The inclusion of these parent-

influenced groups coincides with the previous material mentioned above by several

theorists, with the most notable and recognisable being the ‘Parent Partnership Policy’.

1.3 Research Questions The focus of the research study is to examine and compare the parental involvement

within the Swedish and Northern Irish education systems. To achieve this, a series of

questions were drafted to help exploration within the investigation.

i. What is the established relationship between Parents and Teachers?

ii. What impacts the relationship between Parents and Teachers?

iii. How can the relationship between Parents and Teachers be improved?

These questions helped structure the foundations of the research methods, helping to

collect key data and information. Forming an informative outcome to the overall

research question, the influence of parents within the Swedish and Northern Irish

education systems.

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2 Background 2.1 Defining parental involvement Jeynes (2005, pp.245) describes parental involvement as ‘parental participation in the

educational processes and experiences of their children’. This consists of home-based

parental involvement such as guided reading at home, or supervision of homework.

School based parental involvement can also be achieved through attending parent-

teacher meetings and also parent education workshops. Ward (2009) states that this type

of parental participation can help compose a partnership between the teacher and parent.

The Association of Teachers and Lecturers (2003, pp.3) define the term

‘partnership’ as ‘sharing knowledge and understanding of children, both from the

parents’ point of view and from the teachers’. When forming a partnership it is essential

that both parties, according to Fitzgerald (2004) have a common understanding of the

term ‘partnership’. However literature outlines that there is an ongoing difference of

opinion in regards to the exact definition from both parents and teachers (Cooper,

Hedges and Dixon; 2013, cited in Hornby; 2011).

2.2 Rationale for the involvement of parents in education In 1977 theorist Brofenbrenner established an ecological systems theory that provided a

theoretical rationale for parental involvement in education. Lindon (2005) outlines that

this ecological systems theory is structured on a model of layers revolving around the

child, with each layer representing environmental aspects that directly influence the

child. An alteration to a single layer of the model will have a rippling effect,

unintentionally disrupting the other layers.

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Figure 1 Bronfenbrenner’s ecological system model (1977), cited in Dunlop; Lee;

Fee; Hughes; Grieve and Marwick, 2008.

Shields (2009) analysed Brofenbrenner’s model stating that it demonstrates the

importance of an effective partnership between the family and settling in achieving an

ideal environment for human development.

2.3 Benefits of parental involvement Crowley and Wheeler (2014), Fitzgerald (2012) and Hornby (2011) state that the

involvement of parents in the education of their children not only directly benefit the

child, but also positively impact families and school settings. Research conducted by

Feuerstein (2000), Epstein (2001), Eldridge (2001), Moriarty (2002), Desforges et al

(2003) and the Department of Education (2006) identified that children who are raised

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by actively involved parents benefit in many ways, including increased achievements

in: literacy (Epstein, Simon and Salinas, 1997, cited in Anderson and Minke, 2007) and

numeracy (Izzo, Weissberg, Kasprow and Fendrich, 1999).

Not only does it impact academic achievement, but it also has a positive

influence on behavior (Kratochwill, McDonald, Levin and Bear-Tibbelts, 2004, cited in

Moriarity, 2002). Bandura (1989) and Rogoff (1998) reinforce this ideology by

outlining that parents perform a fundamental role in teaching children how to construct

positive relationships and abide to the normality’s of society. O’Connor (2013) and

Fitzgerald (2004) claim that actively involved parents provide their children with a

sense of security and well being, which according to May (2011); Goleman (1996);

Nutbrown, Clough and Selbie (2008) and Dowling (2005) helps them to flourish as

learners.

The involvement of parents within education is not only beneficial for

children but also for the parents themselves according to Fitzgerald (2012). The theorist

along with Daly et al (2009) outline that is a partnership with the school helps enhance

the self-esteem and confidence of the parents. By achieving this participation ‘reduces

parental isolation’ as the social circles influencing them is increased according to

Draper and Wheeler (2010, pp.182). The duo continues by explaining that the inclusion

‘empowers’ the parents, providing an opportunity for development and the sharing of

skills and expertise. Whalley (2001) focuses on the setting and how it provides an

insight into the curriculum for the parents, highlighting how their child’s education is

being delivered. By achieving this insight into the classroom, the parents are provided

with an opportunity to enhance their confidence in their ability to help progress their

child’s education in a home learning environment. Crozier and Reay (2005) believe that

this helps to construct a strong bond between parent and child reinforcing the

importance of Brofenbrenner’s ecological system model.

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Constructing an effective partnership according to Fitzgerald (2012)

enables the parent to generate a positive attitude towards the school setting. Hornby

(2011) outlines that as an outcome of a positive relationship between parent and teacher,

enables the school to establish a greater knowledge about the child’s socio-economic

background, learning styles and personalities. This is beneficial and necessary for

teachers when planning to support the child’s needs and holistic development.

2.4 Limiting factors of parental involvement Despite being numerous benefits of parental involvement, there is still a lack of

communication between parents and schools for a range of reasons. Bermúdez and

Márquez (1996) state that factors such as negative past experiences with schools,

language barriers, lack of confidence, time restrictions, family circumstances and the

setting’s attitude towards parents all influence the level of communication and the

effectiveness of the partnership between both parties.

Bermúdez et al (1996) and Desforges et al(2003) discuss that a parent’s

negative past experiences with school can become a limiting factor in their involvement

in their child’s education. However research conducted by Räty (2010) outlined that

there was no connection between past experiences and involvement in education; it in

fact motivated parents to participate to ensure educational success. Research and

literature conducted and published after 2010 provide mixed results therefore the

outcome is inconclusive for this factor.

Curtis and O’Hagan (2003), inform us that parents who do not speak the

native language fluently, and/or have poor communication skills find it difficult to be

involved in their child’s learning. Draper et al (2010) states that the teacher’s use of

technical vocabulary may result in the parent being confused regarding their child’s

learning along with feeling intimidated. As a result, it is unlikely that an effective

relationship will be established. Hornby et al (2011) reinforce this by identifying that a

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parent’s lack of confidence in their own ability will lead to a reduction in contact with

the school. This occurs as the parents believe their involvement will not provide a

positive and beneficial outcome for their child’s education.

In the current economic climate with parents operating with higher stress

levels, less money and more working hours, Hornby (2011) and Rodd (2013) identify

the lack of time as a major limiting factor on parental involvement in schools. In todays

society it is normality that both parents have full time jobs, as a result of this it makes it

difficult for parents to establish a relationship with the school through attending parent-

teacher meetings or general school activities. In 2008 the Department for Children,

Schools and Families conducted research that highlighted that 44% of participating

parents stated that the most common limiting factor for parental involvement were work

commitments. Work commitments may be time consuming for some parents, but for

others family circumstances may be the reason behind a lack of involvement in their

child’s education (Hornby et al, 2011). In some families, parents may have to care for

elderly family members or even siblings, therefore preventing them or reducing the

potential for parental involvement. All of the above limiting factors despite not

intentional make it difficult for parents to develop optimal participation in their child’s

education.

2.5 Approaches for the enhancement of parental involvement Fitzgerald (2012) states that to establish an effective relationship with parents, time and

effort must be invested to acquire new skills, develop their practice and to explore new

approaches to working together. He continues by informing the reader that the success

of a partnership is dependent on the qualities, skills and enthusiasm of the teacher.

Epstein (2001) reinforces this ideology through research that concluded that parents

were more actively engaged in their child’s education when encouraged by the teacher.

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To achieve these necessary attributes, there are a range of strategies and approaches that

can be implemented into the school.

Firstly a warm and welcoming environment should be established within the

school to ensure the parents feel welcome every time they attend the school. Hobart and

Franklin (2003), cited in Knowles (2013) discuss how the inclusion of a parents’ room

can provide the parents with a sense of belonging and a place to meet and discuss views

with other parents. When present at the school parents should be engaged in informal

chat with the teacher, addressing any concerns or ideas either party may have. Draper

and Duffy (2006) state that the use of informal chat helps build a successful

relationship, whilst Ward (2009) discusses how it helps develop mutual trust and

understanding.

As outlined previously in the research by the Department for Children, Schools

and Families (2008), work commitments was highlighted as the major limiting factor of

parental involvement in children’s education. Reardon (2013) discusses the importance

of teachers establishing a method of communication between both parties, ensuring that

there is a teacher-parent relationship present no matter how limited it may be. These

methods may entail emailing information and/or publishing information on a school

website (Fitzgerald, 2012), and also using homework diaries that provide opportunities

for the exchange of teacher parent comments (Ward, 2009).

To aid the establishment of an effective relationship with parents, Jones et al

(2005) discusses how teachers should perform a ‘transforming’ approach, an approach

that acknowledges the work of Vygotsky and his sociocultural theory (Vygotsky, 1978).

An approach such as this would require the teacher working alongside parents in a

learning environment. To ensure a success, technical language must be avoided and the

views of parents must be listened to and respected (Jones et al, 2005).

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One final approach to enhancing parental involvement in education is advocated

by Daly et al (2009) who state that each school should incorporate a ‘Parental

Partnership Policy’. This policy would ensure that all staff have a consistent approach

to working with parents and not irregular (Daly et al, 2009). Despite being a good

approach for enhancing involvement, Olley et al (2012) discuss that it is worthless

unless implemented fully throughout the school. Ward (2009) outlines that it is

important to reflect and update this policy on a regular basis, taking into consideration

the current approach used and how it can be adjusted to enhance further the parental

participation in children’s learning.

This literature review has analysed the enhancement of parental involvement in

education within the past century, highlighting research that provides explanations for

the change in approach. Numerous benefits of parental involvement in education have

been outlined along with the number of limiting factors present in today’s society. The

literature also touches upon a range of approaches and strategies that can be

implemented by the school to enhance parental participation further to aid in the

establishment of more effective parent-teacher relationships and the development of the

child.

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3 Methodology 3.1 Design This research study revolves around a pragmatic approach, as both qualitative and

quantitative research methods were conducted in the format of interviews and

questionnaires. This paradigm is expansive and provides an appropriate balance through

cross-validation. However there are issues that arise with this particular approach, with

concerns regarding the successful combination of data, both qualitative and quantitative.

Using questionnaires to collect data was effective as it enabled information to be

obtained from a large number of parents and teachers that interviews wouldn’t have

achieved in the given time frame. As suggested by Gillham (2000), the questionnaires

remained anonymous to provide an opportunity for a more critical and detailed

response, and were available to complete online for better convenience. The semi-

structured interviews enabled a more in-depth investigation as additional follow on

questions were asked to achieve a greater insight.

3.2 Setting The research was conducted during the period of April 2015 to May 2015 in Northern

Ireland and Sweden. The scope of the study was subject to two schools within the

southern region of Sweden, and one school in the County Antrim area. The participating

schools within the Swedish region offered insights into the independent and

municipality settings in Sweden. This insight allowed for comparisons between both

educational options and the identification of potential trends. The school situated on the

outskirts of a Country Antrim town is regarded as a middle class school, promoting

enrolment figures of slightly under 300 with pupils aged between 4 and 11.

3.3 Participants The primary intention of this study was to examine the influence of parental

participation within the Northern Irish and Swedish education systems. The focal point

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centred around 6 teachers with a variety of years teaching experience, and teaching in

schools of various pupil populations and socio-economic backgrounds. The 6 teachers

were selected through their availability for interview in the time frame allowed within

the school schedule. In regards to the questionnaires, 50 parents were approached to

complete the online questionnaire with 26 parents in total from Northern Ireland and

Sweden completing the online questionnaire providing their perspective on parental

participation. As interviews are time consuming, questionnaires were sent to 4 schools,

2 in the southern region of Sweden and 2 in the County Antrim area, to achieve a

greater insight into the views of teachers on the research topic. Unfortunately only 4

responses were received representing the views of teachers both female and male in

different age categories.

Figure 2: Table displaying participants from Northern Ireland and Sweden for both data collection strategies

3.4 Research Tools 3.4.1 Questionnaires Questionnaires are a versatile tool in research as they are structured in providing

quantitative data, which is renowned for its reliability (Tisdall et al, 2009) but also

Northern Ireland Sweden

Questionnaire: Participating Teachers 4 0

Questionnaire: Participating Parents 20 6

Interview: Participating Schools 1

(School I)

Research Study 1 Research Study 2

1

(School II)

1

(School III)

Interview: Participating Teachers 3

(Participants A, B & C)

Research Study 1 Research Study 2

1

(Participant D)

2

(Participants E & F)

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‘capture the full richness of experience’ of open ended and qualitative responses

according to Greene and Hogan (2005). The questions were a mixture of dichotomous

responses and opportunities for comment. Some questions aimed to find out the feelings

and opinions of parents; primarily their opinion on parental involvement, if they feel

welcome within their child’s setting and how they would like to be involved in the

future. The questionnaire was short with the presence of simple questions featuring no

technical language, therefore taking into account the varying literacy levels of parents to

encourage a high response rate. Milne (1999) outlines that a negative aspect of

questionnaires is that they are standardised and could be misinterpreted by participants.

These negative aspects occurred few times during the gathering of data, however was

present in some parental responses. An example of the questionnaire used for this study

can be found in Appendices 2 and 3.

3.4.2 Semi-structured Interviews Conducting semi structured interviews provided the author with the opportunity to

collect the data directly from the source. Cohen et al (2004) describe this approach as

being ‘used as a mean of obtaining information which in turn has a direct influence on

the research objectives’ (Cohen et al, 2004, p.268). An open ended approach was taken

to questioning, enabling the author to achieve greater flexibility in the wording and

sequencing of the questions. This semi structured approach was selected in the light of

research from Kerlinger (1970) who believed a structured approach removed all

freedom to make alterations to the interview.

Another reason for selecting interviews, as well as the use of

questionnaires, was that the author was able to answer any queries the source may have

had regarding the purpose of the interview or any misunderstandings. One major

positive of conducting interviews as a method of data collection, is that it allowed for

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greater depth of understanding and insight than any other potential collection method.

Oppenheim (1992) reinforces this view by stating:

‘Interviews have a higher response rate than questionnaires because respondents

become more involved and hence, motivated. They enable more to be said about the

research than is usually mentioned in a covering letter to questionnaire, and they are

better than questionnaires for handling more difficult open ended questions’

(Oppenheim, 1992, p.269)

An example of the interview questions used for this study can be found in Appendix 4

and 5, as the questions listed in Appendix 4 are from previous research in this field of

study.

3.5 Data Collection Questionnaire Distribution

The online questionnaires were distributed to 50 parents within the southern region of

Sweden and County Antrim area. Each parent submitted the questionnaire and the data

was added to the database for analysis. The online questionnaires did not ask for a name

to ensure anonymity of the respondents was achieved. The Parental questionnaires

produced a response rate of 52%, with 80% of parents responding in Northern Ireland

and 24% in Sweden. In regards to the teacher prospective, 30 questionnaires were

distributed with a disappointing response of 13% from teachers in Northern Ireland, and

unfortunately no respondents in Sweden.

Interviews

Prior to conducting interviews a permission letter was sent to the participating schools

to inform them of the terms of the agreement. This can be found in Appendix 1. Once

agreed, data was recorded using a digital device and transferred to a computer. After

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being transferred the interviews were transcribed and analysed thematically. The

transcripts can be located in Appendices 6-11.

3.6 Ethical Considerations As research was conducted in separate countries, the choice was made to abide by each

country’s respective ethical guidelines. The British Educational Research Association

(BERA, 2011) state the importance that,

‘Participants in the research understand the process in which they are to be engaged.

Researchers must recognise the right of any participant to withdraw from the research

for any or no reason, and at any time, and they must inform them of this right’ (BERA,

2011, pp.5-6).

Therefore it was made clear to the participating schools that any data gathered, would

be stored securely whilst the research study was being conducted. Confidentiality and

anonymity was maintained throughout the study, with names of teachers, pupils and

schools not appearing in any published documents. Upon completion of the research, all

data gathered was destroyed.

In line with Swedish ethical considerations, the Swedish Research Council

(2011) in Vetenskapsrådet state that they recommend the researcher to follow the

following four ethical principles: ‘Informant requirement’, ‘Consent principle’,

‘Confidentiality requirement’ and ‘Use requirement’. To abide by these a consent form

was sent to the schools to identify the aim and purpose of the research, and also to

receive a response from the participant to identify whether or not they wanted to be

involved in the study. The consent not only clarified the above aspects of the ethical

principles, but it also outlined that all data gathered would remain confidential and

participants would be anonymous therefore meeting the ‘Confidentiality requirement’.

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3.7 Methodology Analysis Due to time restrictions the scope of the study was impacted as there wasn’t an

appropriate amount of time allocated to form a partnership with schools to participate in

the research study. Not only was time an influencing factor in the reduction of the

research scope, but also the presence of a language barrier as many teachers did not

want to participate due to the lack of and/or uncertainty of English. As previously

mentioned the response rate for the teacher questionnaire was considerably lower than

expected, therefore having a direct influence on the reliability of the research outcomes.

If in future to overcome this issue, a larger time frame will be allocated allowing more

schools to be approached to participate in the study. Another method of data collection

that could be implemented is the use of a focus group. A focus group could be arranged

for a number of parents to voice their opinions on their involvement in education,

presenting the opportunity for a greater insight.

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4 Results This section presents data obtained from questionnaires and interviews presented to

parents and teachers. The results have been categorised into Northern Ireland and

Sweden to aid in analysing the findings. Within these categories, there are subsections

that reflect on the overall research questions outlined at the beginning of the research

study. To help with the identification of schools and participants refer to Figure 2 on

page 14.

4.1 Northern Ireland 4.1.1 What is the established relationship between Parents and Teachers? All participants from School I regarded the established relationship between themselves

and the parents as a ‘very open relationship’, with the ‘open door policy’ implemented

in the school. The policy presented parents with an opportunity to ‘come in and talk to

us whenever they wish’ or are encouraged to phone and/or email. Participant A

describes the relationship as a ‘two way communication that’s on a needs basis’ with

regular information being exchanged between the school and parents through

‘newsletters, parent mail, text service and the school website’.

In regards to communication with parents it is the general consensus that

the communication is constant as stated by Participant A. However Participant B

outlines that they meet with parents ‘on a formal basis three or four times’ a year in the

form of parent group meetings and individual interviews. This alters throughout the

school as Participant C who focuses on the younger spectrum of the school has two

interviews a year. Despite having only two formal meetings with parents the Participant

concludes by stating that, ‘parents would be in and out most days dropping their

children off and would often come in and talk to me about different things, whether it be

behaviour or work or different things about how they are getting on’. Therefore

reinforcing the ‘open door policy’ within this educational institute.

21

The responses gathered from the questionnaire reinforced the above data,

as one participant when asked if they made parental participation welcoming responded

with ‘Yes, education should not only be in school. For a child to reach their full

potential parental support and contribution is vital’. In regards to being approachable

by parents, all participants had the same attitude with the following response

summarising their views:

‘The door is always open. Parents are told at meetings that I can be

contacted by person, phone, email and notes. If there are any problems it is necessary

that they let me know asap’.

Figure 3 – Parental communication response graph

The questionnaire distributed, to obtain the parental perspective on

participation in education in Northern Ireland, had a response rate of 80% enabling a

representative perspective. When asked to discuss the relationship between themselves

and the teacher, there was an overwhelming consensus of ‘very good’ responses. One

22

parent described their relationship as ‘very positive as I feel I can go to her about any

concerns or questions I have which shows great communication.’ Another significant

trend in the responses was the inclusion of the words ‘Informative’ and ‘Comfortable’.

When asked to discuss the communication with the teachers, there was a

number of responses with some parents communicating ‘once a week’, whilst others

may communicate ‘once a month’. The ‘open door policy’ outlined above was also

touched upon as a parent commented, ‘two formal interviews with an open door policy

if a need arises’. Communication is also dependent on the child as one parent stated that

she meets frequently with the teacher, approximately three times a week as the

participant’s child has Aspergers Syndrome. A mixed response was obtained when

asked to comment on whether or not parental involvement was dominant in a particular

age group. Parents that believed their involvement was dominant either gave the

reasoning that it was ‘to help their anxious child to settle into a new school’, or ‘to help

them progress in their learning for the transfer test in P7’. Whereas on the other hand

some parents believed that their involvement has been maintained throughout their

child’s school life for different reasons, one being special educational needs.

4.1.2 What impacts the relationship between Parents and Teachers? When the participants were provided with the question of ‘What makes a good parent-

teacher relationship?’, the predominant answer provided was ‘openness’ and

‘communication’. Participant A outlines that the above along with ‘transparency’

allows parents to totally understand what is going on in the school so that they can

confront any issues they may have. Participant C states that having this sort of

relationship is good as it presents an opportunity to talk to parents about problems

whether it’s work or behavior related.

With regards to potential factors that may effect the relationship presented

23

a vast array of responses from the participants in School A. Participant A believed that

their were no current barriers present in their classroom, however in the past there was a

language barrier however was overcome with the presence of an interpreter. Participant

B and Participant C on the other hand do experience influencing factors with parents.

Participant B outlines that

‘there are parents that can be difficult and there are parents that firmly believe that

there is more capable’. ‘Parents sometimes are very reluctant to hear it sometimes but

it’s your duty to tell them and inform them.’

Participant C discusses how parents sometimes just ‘cant be bothered or don’t make the

effort’, and then there are those who believe that what you are teaching isn’t what’s best

for their child. All of the above influence how successful a relationship is with the

teacher.

In relation to trends in socio-economic background and education,

Participant A divulged that as the school was middle class the parents were generally

very interested in their child’s education. Few families in the school are socially

deprived, however those that are the participant believed it is more difficult in getting

them involved and enthusiastic about learning. The explanation behind this was simply

due to ‘not placing any value in education and relying on the state to look after their

child’s education’. Participant A continues by discussing that on the other hand as a

school situated in a high socio-economic area, it is difficult to get parents to be involved

due to work. Although ‘we do have their support when it comes to the children’s

learning’

‘It’s a very sweeping statement’ suggests Participant B, who outlines that

there is a breakdown of family that effects education. ‘When I first started teaching, all

24

the children had a mum and a dad, but it is now the norm that the child comes from

single parent backgrounds’. As a result of this parents are now working longer hours, so

it’s grandparents that you communicate with, and that in itself provides its own

difficulties. Participant C however is uncertain as to whether or not socio-economic

backgrounds effect education as they state:

‘Sometimes it has an impact but not always. If as a parent you aren’t well educated then

you maybe cant help your child as much. However on the other extreme, if you have

parents who have big top jobs then they expect too much from their children.’

The parental response on what is involved in a good parent-teacher

relationship reinforced what was previously stated, with the dominant response either

being ‘Communication’ and/or ‘Openness’. When asked about potential influencing

factors that could affect their relationship, the majority of parents stated that there were

none. However others mentioned that work and different cultural backgrounds may or

already have had an effect on the relationship. The parents outline the importance of

having as little influencing factors as possible as it is crucial that they have a good

relationship with the teacher. One parent outlined that:

‘It is crucial that I have a good relationship with the teacher. Parents and teachers have

to work together for a child to be able to develop to his/her full potential, and get the

most out of the education system.’

4.1.3 How can the relationship between Parents and Teachers be improved? From the data obtained from the four teachers who completed the questionnaire, it is

evident that they would welcome more parental participation throughout the school with

one teacher stating, ‘Yes, children always need much support’. When asked what

methods the school could implement to improve parental involvement, the participants

25

from School I suggested the following. Participant A states that as a teacher they

encourage parents to help in school either reading in a classroom or assisting in the

computer suite. Homework diaries have already been implemented and require parents

to sign off homework and provide a comment, which according to the participant is

‘good’. Another approach that is being implemented currently is the input of links to

different websites on the school site. This inclusion will provide parents with guidelines

on homework, so it will become a ‘library of resources’. Participant A also discusses

how iPads are being used to create videos to help illustrate how to complete

mathematical problems. A final strategy that the school is looking to implement is the

use of social media as a ‘means of instant communication with parents’ through Twitter.

Participant B, having worked with schools throughout Europe, is keen to

invite parents into the classroom to ‘provide a realistic overview of what teachers do in

the classroom’. The participant does state however that not all teachers will feel

comfortable as they would ‘feel under pressure’. When asked if a Parent Education

Club would be a suitable approach, Participant B revealed that they were ‘sceptic’ as it

was previously attempted but the uptake wasn’t great. A ‘Learning Book’ is a concept

Participant C has implemented into their classroom, that allows parents to comment

about what they believe their child is finding easy and what is difficult. The participant

concludes by suggesting that parents could participate in parental lessons to teach them

how to help their children at home. For example ‘games and ideas that they can play

with their child to help them’.

26

Figure 4 – Improvement of parental involvement graph

In relation to the questionnaire completed by the parents, 90% believed homework

diaries would be or are a good idea, with 57% outlining their interest in having a Parent

Teacher Association. One parent provided their views on a Parent Teacher Association

by stating:

‘Parent teacher association lets parents get in touch with each other and forms a better

relationship between parents and the school’.

Other potential approaches to improving involvement that are popular

amongst parents, are the inclusion of Parent-Student groups with or without the help of

teachers and also the production of class assemblies. The general consensus from

several parents is the inclusion of these will help them ‘grow more in the school

community’.

27

4.2 Sweden 4.2.1 What is the established relationship between Parents and Teachers? The established relationship with the parents amongst the participants portrays two

scenarios. One participant has almost no contact with parents. All communication is

ignited by the participant as they state ‘we call them to let them know if a student has

misbehaved or something’. However not all parents are like this as Participant D

continues by outlining that ‘I have maybe one or two parents that I keep in touch with,

email me and so on’.

Whereas Participant E describes their relationship as ‘quite good’ as the

‘parents are interested in school and want the best for the kids’. In regards to contacting

parents there are no problems, communication is normally conducted through email,

‘every month information is sent home about what is happening in the school’. When

asked if parental participation is dominant in a particular age group, the participant

explained that when the children are younger, parents would come into the school and

stay. However as the children get older they don’t want their parents doing this so

communication reduces. Participant B is similar to the above participant, as they have

constant communication with parents through email. The participant outlined that when

they receive a new class every year, they will obtain email addresses from the students

so information can be sent out to parents.

In regards to the questionnaire distributed to obtain the parental perspective on

participation in education in Sweden, when asked to discuss the relationship between

themselves and the teacher, there were mixed responses amongst the participating

parents. One parent described their relationship as ‘Professional and Informative’,

whereas another parent highlighted that their relationship was ‘Rather strained as they

didn’t have much communication with the teacher’. The general consensus from the

data obtained is that the majority of the parents communicate with the teachers

28

approximately four times a year, with some parents receiving notes on a monthly basis.

4.2.2 What impacts the relationship between Parents and Teachers? When the participants were provided with the question of ‘What makes a good parent-

teacher relationship?’, unlike the results from the Northern Irish participants, there was

no predominant response. Participant E outlined that ‘Open communication’ was

important ‘so we can talk about everything and if there is a problem they contact me’.

Whereas Participant F discussed how ‘Common sense’ was an impacting factor. The

participant states that ‘sometimes you have good parents and sometimes you have bad

parents, you need to tell the bad parents what’s correct’. Participant D summarises the

above by outlining the importance of having a good relationship with the parents to

ensure they gain confidence in his/her teaching.

With regards to potential factors that may effect the relationship presented

the responses received were featured similarities from the participants. Participant D

divulged that parents in the school are ‘not so common with computers’, which is a

factor as most information is on emails or blogs. A language barrier is also present, this

reduces parental involvement as parents ‘have their own school’ to learn Swedish. This

is reinforced by Participant E who states that a language barrier is also present in their

school, as parents from other countries ‘don’t speak Swedish for example, and they

don’t speak English either’. Unlike the above participants, Participant B believes that

there aren’t any factors that effect the relationship as their subject is practical, so the

participant simply emails parents reminding them about ‘homework, behavior or a

reminder to bring clothes’.

In relation to trends in socio-economic background and education there

was a mixed response from the participants. Participants E and F believe that there is a

noticeable trend in socio-economic background, as Participant D states ‘Yeah,

absolutely but I think they have more trust in teachers, they think we teach the kids here

29

what they need to know for life’. Parents work more ‘inconvenient hours’ than the

Swedish adults and some parents are ‘divorced’. Children from the big families have to

take care of themselves, and help out with ‘the cooking, cleaning, fetching the smaller

kids from kindergarten’. This is reinforced by the comments made by Participant F who

discusses how since 1999 a lot of children are forgetting clothes or are growing out of

their clothes. However the participant remains confused as to why this is, as Sweden

provides good welfare and believes ‘they could afford it’. Whereas Participant E

believes that there isn’t a trend by outlining ‘I can’t say there is a difference’. ‘Kids

with educated parents do better in school, however parents who are not on a ‘high social

scale’ are still interested in their child’s education. Although the participant does

highlight that the kids might not have the backup at home with homework.

The parental response regarding the question of what is involved in a good

parent-teacher relationship was of the same general consensus as the parents in Northern

Ireland. Parents in Sweden believe that three main elements of a good relationship are

‘Communication, Honesty and Trust’. One parent outlined the importance of trust and

respect by stating:

‘Parents need to trust the teacher, have faith that they will do everything in their power

to help your child work to the best of their ability. Parents need to show their children

that they respect and support their teacher 100%. Issues as they arise need addressed

and dealt with to ensure good working relationships are kept’.

4.2.3 How can the relationship between Parents and Teachers be improved? When asked to discuss what methods the school could implement to improve parental

involvement, the participants had an array of different possibilities. Participant D

discussed how the whole school was working on arranging different activities in the

evenings for parents ‘to throw a ball, basketball and sometimes they do bake together’.

This will show the parents that they can meet together and make the school more of a

30

community. The participant continues to discuss an approach similar to Homework

Diary method outlined by some of the Northern Irish participants by stating the

following to aid a mother who doesn’t understand Swedish:

‘We are sending books home where we write ‘this is what you need to do’ and she will

write back to us with the sisters help “he has read this” and so on’.

‘Parent week’ an approach discussed by Participant E involves inviting parents to attend

school and ‘follow their kids for a couple of lessons to see how they are working in

school’. Unfortunately this was attempted in the past by the school and it didn’t work

out, however the participant outlined that the parents who did attend were ‘very

positive’ about it.

With regards to the parental perspective on how their involvement could

be improved, the predominant response was the introduction of parent clubs at night.

One parent summarises the importance of the introduction of parent clubs by stating:

‘The more regularly parents and teachers come into personal contact can only be

beneficial for everyone. It helps to make things less formal and makes it easier for some

parents to approach teachers’.

31

5 Analysis Upon finalising the research results, the author has now been provided the opportunity

to connect the findings with the outlined theory. Performing this enables an insight to be

achieved into the comparison of parental participation within schools in Northern

Ireland and Sweden.

5.1 What is the established relationship between Parents and Teachers? It is evident from the data obtained from the research that the relationship between

teachers and parents is distinctly different in both countries. School I illustrates an

institute that offers a ‘very open relationship’ which is achieved through the

implemented ‘open door policy’. With this policy embedded into the school community

it not only allows parents to come and go when they like in the school, but constructs an

important ‘two way communication’ system through newsletters and email. As a result

of this parents feel that their relationship not only with the teachers but with the school

is ‘comfortable’ and ‘informative’, therefore reinforcing the views of Fitzgerald (2004).

On the contrary to this Sweden offers a bipolar approach to parent-teacher

relationships. In school II, we are told that there is a lack of communication with the

parents. Any communication between the school and parents has to be ignited by the

teacher, which may be down to a misunderstanding of where exactly the parents stand

in relation to the teacher, an aspect that Cooper et al (2013) touches upon. It must be

noted however that not every school within Sweden experiences communication such as

the above. School III depicts an institute that thrives on ‘quite good’ parental

relationships that are ‘interested in school’.

The parental perspective on the relationship with teachers is generally

similar to that of Northern Ireland. Some parents regard this relationship as

32

‘professional’ and ‘informative’, an attribute that can also be seen in the parental

description within Northern Ireland. However a negative attribute that has been

highlighted by some is that their relationships are ‘strained’, an aspect that is simply

down to the lack of communication as a personal opinion. Whilst on the topic of

communication, there are similarities in the methods conducted by schools in both

countries. The use of email to communicate and deliver information is predominant in

all three participating schools, with the Northern Irish school also offering other

alternatives as mentioned above.

5.2 What impacts the relationship between Parents and Teachers? When asked to discuss the attributes that should be involved in a good parent-teacher

relationship, the responses from Northern Ireland and Sweden were of similar character

with the focus being placed on ‘Openness, Communication and Common Sense’.

Having this concept of openness within a relationship is crucial as it presents

opportunities for both parties to gain an understanding of what is occurring and confront

any issues. Participant D identifies an important aspect of the relationship that as

teachers, it is important to ensure harmony is maintained to allow the parents to gain

confidence in their teaching. Not only should this harmony be maintained to simply

increase the confidence of parents, but should be kept to make their involvement more

welcoming as the Department of Education (2006) clearly identifies the positives that it

provides.

Maintaining the harmony in a relationship can prove more challenging

than first anticipated, with various influential factors within the educational setting. The

results gathered in Northern Ireland distinctly indicate that parents can prove

challenging, either believing their child is capable of more or simply displaying a lack

of interest in their child’s education, although this may be a result of trust in the school

33

requiring reduced interaction. An aspect that was experienced by all research settings,

was the presence of a language barrier. This influential factor is uncommon in the area

of research in Northern Ireland as there are few immigrants, however as Sweden is a

multi-cultural country it is common for parents to not communicate in the native

language. As a result of this language barrier parents are reluctant to participate as is

outlined by Curtis and O’Hagan (2003). However there are a number of ways to

overcome this issue and restore the harmony of the relationship, some of which include

the presence of an interpreter although financially consuming it resolves the problem.

Another approach in resolving the issue may be of that described by Participant D in the

form of a homework diary. One final factor that in a personal opinion is the most

influential is featured in school II, which is the lack of computer knowledge. As it is

distinct the norm of communication is conducted through email, a family who are

illiterate in terms of IT will suffer as they will not receive the information being

delivered by the school. This can have resounding consequences especially if the school

does not offer any other alternatives of communication, which could lead to the

breakdown of a relationship between parents and teacher.

When conducting research into the ‘sweeping statement’ of whether or not

there is a trend in socio-economic background and education, it was received with

mixed emotions by teachers in both countries. As School I is situated in what is

regarded as a middle class area, the majority of the parents are willing to participate and

have an interest in their child’s education. Although being situated in a middle class

area there are still parents that are regarded as having a lower socio-economic

background. Despite not approving of judging people by stereotypes as a personal

moral, the participants of this setting outlined that these parents were not involved in the

educational process of their child and were not enthusiastic. Although there may be

34

many reasons as to why this is, which will be touched upon below, Participant A from

this setting believed it was due to ‘Not placing any value in education and relying on

the state to look after their child’s education’. Despite being a derogatory view of such

parents, the participant is entitled to their own opinion despite the author not supporting

this. This viewpoint was also illustrated in Sweden, as Participant F, who was unsure as

to why parents weren’t able to afford appropriate clothing for their subject considering

the beneficial rewards of welfare in Sweden. Furthermore this can be regarded as

defamatory and egocentric, as a lower socio-economic family may require this funding

in other essential areas such as basic living costs.

The breakdown of the nuclear family unit has an influence on education

and in some scenarios the socio-economic background of families. Despite the views of

Participant B of School I, the author personally does not support the claim that it is now

considered the norm for pupils to come from single parent backgrounds. Despite not

supporting the claim of this ‘norm’, it is accepted that single parents work longer hours

than the nuclear family unit to provide a suitable income. This is also noticeable in

Sweden, as those families who have lower socio-economic backgrounds with particular

reference to the immigrant families of School II, work more inconvenient hours than

other Swedish parents. As a result of working more hours, children have to adopt the

responsibility of household jobs such as cooking and cleaning which have a rippling

effect on their education as highlighted in Brofenbrenner’s ecological systems model

(1997).

When discussing the impact of socio-economic status on education, it was

noticeable how the participants focused solely on the lower end of the spectrum.

However Participant C of School A, reversed this stance by taking a viewpoint of the

higher end of the spectrum, an area that is rarely focused upon. The participant made a

35

valid analogy that parents who are positioned in high end jobs can expect too much

from their children, pressurising them to the point of failure. Although all the above

results indicate that scoio-economic background does have a direct impact on education,

Participant E of School III believes there is not a trend as all parents no matter if they

are educated or not, care about their child’s education. The participant does however

accept that although caring about their child’s education, parents may not be able to

provide the same support at home when it comes to homework which is in align with

the views of Hornby et al (2011) regarding a parent’s lack of confidence.

5.3 How can the relationship between Parents and Teachers be improved? The general consensus from the data obtained from the research, is that participants

from both countries would welcome more parental participation in their institutes. In

order to achieve this improved involvement, the staff are willing to commit time and

effort in establishing an effective relationship, which is regarded as a necessity by

Fitzgerald (2012). Epstein (2001) discusses that parents are more actively engaged

when encouraged by the school, an element School I has taken into consideration by

encouraging parents to read in classrooms or assist in computer suites.

As previously mentioned, transparency is one of the main attributes a

successful parent-teacher relationship portrays. Therefore to ensure this is maintained,

the participating school in Northern Ireland uses homework diaries, an approach that

allows parents and teachers to exchange comments, a strategy endorsed by Ward

(2009). Alternative approaches supported by schools in Sweden to promote

transparency include ‘Parent evenings’ and ‘Parent weeks’. Parent evenings are

implemented to enable parents with opportunities to socialise with other parents and

teachers, transforming the school into a welcoming community. Horbart and Franklin

(2003) along with Draper and Duffy (2006) approve of this approach as it is making the

36

parents feel more welcome by the school, and through the use of informal chat between

parents and teachers a successful relationship will be built. Parent week, an approach

used in School III, despite not being successful in parental uptake, is a good way in

providing transparency into what exactly occurs in the everyday life of the school. This

approach can be used to gain the trust and confidence of parents which is an important

element in developing an effective relationship according to Ward (2009). A final

strategy that is present in Northern Ireland, involves the use of online videos as a

‘library of resources’. With the aid of these resources, parents whether they are

educated or not, will be able to support their children at home when completing

homework’s. Therefore removing the fear of a lack of confidence as mentioned by

Hornby et al (2011), helping them flourish as learners.

In conclusion, through this piece of research the author has been able to

identify the current relationship of parental involvement in schools and what outside

factors can influence this partnership. Despite the small nature of this study, the author

feels that the evidence gathered shows the importance of parental involvement in

children’s education and that major improvements could be made in both of the

countries discussed in this study. Furthermore, this has informed the development of the

author in both a professional and personal manner. Regardless of the results being

utilised in an educational capacity, the information gathered provides a relevant and

accurate representation of the role of parents in the school systems shown; whilst also

educating and informing the author of the crucial role they, one day could play in their

own child’s education. Throughout this process the author has gained valuable insight

into the Swedish Compulsory School as well as exploring their home education system

in great detail. This knowledge, coupled with the vital experience of conducting a

research project, has enabled the author to develop academic credibility and will be

37

invaluable for further research, scholarship and personal development for years to come.

38

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I

7 Appendices 7.1 Appendix 1 – Consent letter to schools

Linnaeus University Nygatan 18B

Kalmar 392 34

31/03/15

Dear Sir/Madam, My name is Matthew Mairs and I am a third year B’ed Primary student from Stranmillis University College Belfast, studying a semester abroad at Linnaeus University. I am writing to request your permission to conduct research for my dissertation in your school. The dissertation is focused on the parental influence of the education systems in Sweden and my home nation, with the final outcome resulting in a comparative report. The research questions I wish to address are as follows:

i. What is the established relationship between Parents and Teachers? ii. What impacts the relationship between Parents and Teachers? iii. How can the relationship between Parents and Teachers be improved?

If you were to permit me to conduct the research in your school, I would invite all teachers to complete a short questionnaire, and to conduct follow on interviews with four teachers. Please be assured that confidentiality and anonymity will be maintained at all times. Names of teachers, pupils and schools will not appear in my dissertation. Please fill out the attached school consent form to indicate if you are willing to participate in this research study, contact myself on the email below and I will collect and deliver the questionnaires. Should you have any questions or queries, please feel free to contact me. Thank you very much for taking the time to read this letter. Your assistance is greatly appreciated. Regards Matthew Mairs Erasmus Exchange Linnaeus University Year 3 BEd Primary Stranmillis University College Email: [email protected] Telephone: +447518612812

II

School Consent Form

Please complete the section below: Name of Principal: Name of School: I would / would not be willing for my school to participate in the research study being conducted by Matthew Mairs. I understand that all details concerning teachers, pupils and the school will be treated with strict confidentiality and anonymity, and will not appear in the published dissertation. Yes / No Signature: (Principal)

Date:

III

Linnaeus University Nygatan 18B

Kalmar 392 34

31/03/15

Dear Sir/Madam, My name is Matthew Mairs and I am a third year B’ed Primary student from Stranmillis University College Belfast, studying a semester abroad at Linnaeus University. I am writing to request your permission to conduct research for my dissertation regarding your profession. The dissertation is focused on the parental influence of the education systems in Sweden and my home nation, with the final outcome resulting in a comparative report. The research questions I wish to address are as follows:

i. What is the established relationship between Parents and Teachers? ii. What impacts the relationship between Parents and Teachers? iii. How can the relationship between Parents and Teachers be improved?

To gain a greater understanding of the Parental influence, I am going to involve teachers, by completing a brief questionnaire. Please be assured that confidentiality and anonymity will be maintained at all times. Names of teachers and schools will not appear in my dissertation. Once all questionnaires have been completed and returned, analysis of the data will commence and findings will be outlined in the research study. All research data gathered will be stored securely during the project, after which it will be deleted. If you are willing to participate in this research study, I invite you to complete the attached questionnaire, returning it to the principal at your earliest convenience. Should you have any questions or queries, please feel free to contact me. If at any stage you wish to stop and not participate, then all data and information gathered will be removed from the research study. Thank you very much for taking the time to read this letter. Your assistance is greatly appreciated. Regards Matthew Mairs Erasmus Exchange Linnaeus University Year 3 BEd Primary Stranmillis University College Email: [email protected] Telephone: +447518612812

IV

7.2 Appendix 2 – Parental Persective Questionnaire

V

7.3 Appendix 3 – Teacher Perspective Questionnaire

VI

7.4 Appendix 4 – Interview Questions Research Study 1

1. Can you describe the relationship between yourself and parents?

2. Are there any factors that influence parental involvement? Like a language barrier?

3. What is the importance of having a good relationship with the parents would be?

4. Do you think there are any methods that could be introduced to improve the

involvement of parents?

5. Do you believe there is a trend relating to the location of the school and the parental

involvement?

6. In Northern Ireland, a trend would be that if you are from a deprived background, the

parents wouldn’t be as involved in their child’s education. Do you find it to be similar

here?

7. Do you believe that if you as a teacher have a good relationship with the parents, does

it help to improve your relationship with the pupils?

VII

7.5 Appendix 5 – Interview Questions Research Study 2 1)  Can  you  describe  the  relationship  between  yourself  and  the  parents?

• How   often   on   an   annual   basis   would   there   be   communication   and   what  

topics  are  mainly  covered?

• Is   parental   involvement  more   dominant   in   a   particular   age   bracket?   If   so  

why  do  you  believe  this  is?

2)  What  do  you  think  is  included  in  a  good  parent  -­‐  teacher  relationship?

• What  is  the  importance  of  a  good  relationship  with  the  parents?

3)   Are   there   any   factors   that   influence   a   relationship   for   example   a   language  

barrier?  If  so  what  effects  do  these  have?

4)  Do  you  believe   there  are  any   trends   in  regards   to  socio-­‐economic  background  

and  parental  involvement?

• Is  it  common  that  parents  don’t  collect  the  children  from  school?  If  so  how  

does  this  alter  the  interaction  between  school  and  home?  

• In  Sweden  there  are  a  lot  of  refugees  that  have  no  family,  what  approaches  

would  you  make  to  interact  with  his/her  guardian.  

5)   Are   there   any   methods   you   believe   can   be   implemented   to   improve   the  

involvement  of  parents?

• The  use  of  homework  diaries?

• Parent  education  clubs?

• Parent  Teacher  Association?