Abstract:

Understanding parental expectations concerning their child's educational targets is essential for teachers, school management and educational policymakers. This research reveals and studies the perspectives of Latvian parents regarding their children's educational targets. Employing a mixed-methods approach, this study applied survey methodology to gather insights from 6520 respondents. Additionally, a thorough literature analysis was conducted to contextualize and enrich the findings. The survey data were analyzed using semantic dimensions differential analysis (Osgood scale) and Factor analysis system, to identify trends, patterns, and correlations within the dataset. Study findings disclose light on various dimensions of parental expectations, including academic aspirations, career preferences, and perceptions of educational systems. Furthermore, nuances within parental expectations across demographic variables such as socioeconomic status and parental education were explored. The integration of survey data with existing literature provides a comprehensive understanding of the factors influencing parental expectations in the Latvian context. The implications of these findings for educational policy formulation, school-community partnerships, and parental engagement strategies are discussed. This research contributes to the broader discourse on parental involvement in education and offers valuable insights for stakeholders aiming to enhance educational outcomes and foster holistic child development and wellbeing in Latvia.

Keywords:

Educational actors, educational targets, parental expectations, cooperation in education.