Acciones y actitudes diferenciales de los tutores y su relación con la participación de las familias

Resumo

If we understand the parental involvement as a proficiency or skill that can be encouraged, developed, exercised, etc. beyond a prior level or the particular family features and the leading role of the tutor in the establishment, maintenance and strengthening of the school-family relationships is recognized, this paper aims to examine whether there are differences in the actions carried out by the tutors with the students in Kindergarten, Primary and Secondary education whose parents are actively involved in the education of their children, compared to those with lower level of involvement. The data used belong to a larger study (Consejo Escolar del Estado, 2014) which have allowed to carry out a two step design, starting first with a questionnaire applied to the families identifying two extreme levels of involvement (high / low) in order to analyze differences in the profile of the tutors (in their actions, perceptions, satisfaction and time distribution) in the second phase. The results obtained enable a clear characterization by educational stages, finding some substantially different patterns. Similarly, the analysis reveals particular tutors profiles based on involvement. Among the most notable findings we highlight the establishment of common objectives between tutors and families in the most positive participation environments, linked to tutors of the students whose families have a higher participation profile.