Parental inclusion in state primary schools in Malta : the perception of parents serving on school councils

Abstract

"Partnership" is a key concept in the analysis of relations between home and school. Pugh (1989) defines partnership as a working relationship, characterised by a shared sense of purpose, mutual respect and the willingness to negotiate. Although, the right of parents to involve themselves in their children's education has been an issue in Malta for the past few years, the notion of parental participation is still one with which educators and parents in general need to familiarise themselves with. The revised National Minimum Curriculum (1999) mandates a greater participation of parents in their children's schooling. In the aforesaid background this study aims to address key questions to try and map the perception of parents serving on primary school councils. 1. What is the nature of participation of parents presently serving on 'Primary School Councils experiencing and how do they interpret such an experience? What made them go forward and offer their services and what sort of obstacles are they meeting in the course of their duties? 2. Do parents serving on Primary School Councils consider their role as being an adequate instrument for parental participation and empowerment? What do they mean by parental participation? What spurred them to offer their services on School Councils? What are the identified obstacles hindering such participation? Data were mainly collected through 18 in-depth interviews carried out amongst parents, mainly mothers, serving on primary school councils and 200 self administered mail questionnaires. Published research findings and documentation provided by the Association of School Councils (AKS) were also consulted. A total of 161 parents (80.50%) answered the questionnaire while 154 (95.65%) of them preferred to give out their personal details rather than remain anonymous.