Academic Centrehttps://doi.org/10.22364/htqe.2024.23 | 293-307 | PDF
Exploring Parental Expectations about Children’s Educational Objectives in Latvia: A Teacher’s Perspective
Inese Barone, Baiba Kaļķe
University of Latvia, Latvia
Abstract
This study investigates the nuanced view of parental expectations regarding their children’s educational objectives in Latvia, with a focus on the perspective of teachers. As parental involvement is an important determinant of a child’s educational journey, understanding the dynamics of these expectations becomes paramount for educational stakeholders. The study aims to provide a comprehensive analysis of teacher observations and experiences related to parental expectations, shedding light on the intricate interplay between home and school environments.
The methodology employed for this research includes mixed methods: literature context analysis and surveys for teachers (n = 1150).
Preliminary findings reveal a spectrum of parental expectations, ranging from a desire for academic excellence to broader developmental goals. The study identifies commonalities and variations in teacher experiences, highlighting cultural influences and socio-economic factors that may impact the nature and intensity of parental expectations.
This research contributes to the broader field of education by providing a localized understanding of the role parental expectations play in shaping children’s educational trajectories. Insights gained from teacher perspectives can inform educational policies, interventions, and practices aimed at fostering a collaborative and supportive partnership between parents and educators.
Keywords: common understanding, cooperation in education, educational objectives, parental expectations, partnership in education, primary education, teacher’s perspective.
In: Human, Technologies and Quality of Education, 2024. Proceedings of Scientific Papers = Cilvēks, tehnoloģijas un izglītības kvalitāte, 2024. Rakstu krājums. Ed. L. Daniela. Riga: University of Latvia, 2024. 564 p.
ISBN 978-9934-36-301-6
https://doi.org/10.22364/htqe.2024