Abstract:

There is clear evidence nowadays that significant changes in family lifestyle pose considerable challenges for teachers in educational centers, which in turn affect the formal context of learning. The need to train teachers in the practice of participation and the importance of fostering a participative atmosphere in the school environment are two key points of this paper.
The fact that every new initiative requires a flexible school approach which encourages parental involvement in educational centers should be noted. Not only does such an approach require organizational and structural change; at the same time, there is a need for a radical transformation in school culture, which must be led by management personnel. Although the leadership practiced in an educational center may not have a direct bearing on student results, it does have an indirect impact through the influence students bring to bear on school organization and culture.
Managerial competences such as interpersonal skills and the ability to foster personal motivation are required to bring about a change in culture at educational centers. In relation to families, the goal would be to try to ensure that parents may play an active part in the decisions that affect their children and families. Two premises are required in this regard: first, that parents have the necessary education, as well as time and resources, to exercise this role in a responsible way; and second, that the school management board shares leadership and decision-making responsibility with parents, while also facilitating and promoting the training of parents and teachers in this regard. The enactment of a participative school culture also involves organizational change that affects management, teaching staff and parents.
Two issues ought to be addressed in this context: teachers be aware of their potential and limitations in relation to family participation, and be capable of acknowledging them as such. Furthermore, the educational center put in place a specific training program to remedy such limitations and boost such potential.
A threefold distinction might be made as regards the qualities of a good teacher. The first dimension would comprise personal effectiveness in teaching , which encompasses the teacher’s pedagogical/didactic and technical/professional skills.
The second dimension relates to the personal sphere of effectiveness in working with parents, which covers such aspects as dynamism, resources, empathy and a professional capacity to establish clear channels of communication and listening with parents.
The third and final dimension centers on effectiveness in the perception of the fulfillment of work with the family.
Two main conclusions may be drawn from the argument outlined above. First, the importance of teacher training. The second conclusion concerns the participative atmosphere within the educational center: a culture that favors the participation of families and the educational community as a whole is required. Therefore, the investment of considerable effort in the promotion, encouragement and involvement in re-thinking and re-organizing new actions to foster good family–school cooperation may be worthwhile.

Keywords:

Partnership, family-school relationship, teacher preparation, collaborative climate.