kvmolurОбразование и саморазвитиеEducation and Self-Development1991-7740Казанский (Приволжский) федеральный университет10.26907/esd.20.4.02HLBCFEkvmolur-184Research ArticleСтатьиБарьеры на пути развития отношений между родителями и учителями: точка зрения родителейBarriers to Developing Parent-Teacher Relationships from Parents’ Perspectiveshttps://orcid.org/0000-0002-4055-2702ГужиковаЛибушаGužíkováLibuša

Нитра

Nitra

lguzikova@ukf.skhttps://orcid.org/0000-0002-7355-7446МенделоваЭ.MendelováEleonóra

Нитра

Nitra

emendelova@ukf.skУниверситет Константина ФилософаСловакияConstantine the Philosopher UniversitySlovakia2025160120262041328Copyright © Гужикова Л., Менделова Э., 20262026Гужикова Л., Менделова Э.Gužíková L., Mendelová E.Данная работа распространяется под лицензией Creative Commons Attribution 4.0.This work is licensed under a Creative Commons Attribution 4.0 License.https://kvmolur.elpub.ru/jour/article/view/184

Отношения между родителями и учителями являются одним из факторов, влияющих на успеваемость детей, однако их благополучному развитию часто препятствуют недостаточная коммуникация, нехватка времени и социально-экономическое неравенство. Цель исследования – выявить и проанализировать барьеры, возникающие между родителями и учителями в учреждениях начального образования Словакии. Инструментом исследования послужил разработанный нами опросник для словацких родителей, чьи дети обучаются в начальной школе (n = 320). Надёжность и валидность опросника были проверены с помощью коэффициента α Кронбаха (0,69  0,7), который подтвердил обоснованность данного инструмента. Статистический анализ результатов исследования проводился с использованием критерия согласия Пирсона x². Выборка исследования состояла из словацких родителей младших школьников и была дифференцирована по социально-экономическим показателям семьи. Исследование показало, что занятость родителей и учителей, а также отсутствие мотивации к сотрудничеству друг с другом представляют собой серьёзные препятствия в развитии отношений между семьей и школой. Ещё одним барьером в этом деле становится социальноэкономический статус родителей, прежде всего – их образование и профессия. Исследование подчёркивает, что вопрос о роли социально-экономических факторов в восприятии родителями возможностей для сотрудничества со школой недостаточно изучен и требует более глубокого исследования в контексте международного образования.

Cooperation between parents and teachers is a key factor influencing children’s school success, yet its development is often hindered by insufficient communication, time constraints, and socioeconomic inequalities. The aim of the study is to identify and analyse potential barriers to developing cooperation between parents and teachers in the Slovak primary education context. The research instrument was a questionnaire of our construction designed for Slovak parents of children at the primary level of education (n = 320). We tested the reliability and validity of the questionnaire by Cronbach’s α (0.69  0.7), which confirmed the internal consistency of the questionnaire. We statistically analysed the research findings using Pearson’s x² Goodness-of-Fit test. The research sample consisted of Slovak parents having a child in primary school, and they differentiated according to family socioeconomic indicators. The research showed that the parents’ and teachers’ busyness and the absence of motivation for cooperation represent potential barriers to developing collaboration family and school. Also parents’ socioeconomic status impacts the perception of barriers to developing family-school relations, with the most decisive significance mainly observed for parents’ education and profession. The study highlights the role of socioeconomic factors as key determinants in shaping parents’ perceptions of cooperation barriers – an area that has been insufficiently addressed in the broader in international research context.

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The authors declare that there are no conflicts of interest present.