Omani parents' perceived family engagement, efficacy for engagement, and perceived barriers for engagement in their young children?s education

  • Tekin, Ali (PI)

Project: Other project

Project Details

Description

Oman is targeting to achieve the United Nation?s Sustainable Development Goals (SDGs) also in education sector and meet the standards of SDG 4.2. by 2030, that is, providing quality basic education for all children. The quality early education has different aspects and it is not possible attain the desired outcomes without involving families in young children?s education, particularly, parents are seen as the first educators of their children and considered as the best source of information for the teachers and other practitioners. In order to reap the benefit of family involvement, it is critical to develop efficient, contextual, and well-grounded family engagement programs based on scientific research studies. Besides, within the early education discourse, there are three critical domains to address leading to understand the situation of family engagement in a given context that would help to develop a quality family engagement program and practices: 1) perceived family engagement that refers to the degree to which families become involved and interact with their child?s school; 2) efficacy for engagement that refers to how confident families are with regard to key parenting skills; and 3) perceived barriers for engagement that refers to the factors that can create challenges for families to interact with or become involved with their child?s school. Furthermore, the effects of demographic variables (e.g., parents? age, gender, educational level, number of children, marital and employment status, and child?s gender, as well as the type of school) on these domains have also not been a major focus of a comprehensive study in Oman where increased family engagement is sought. Thus, this quantitative study?s focus is the Omani parents? perceived family engagement, efficacy for engagement, perceived barriers for engagement in their young children?s education, and the influence of demographic factors on these variables.

Layman's description

Oman is targeting to achieve the United Nation?s Sustainable Development Goals (SDGs) also in education sector and meet the standards of SDG 4.2. by 2030, that is, providing quality basic education for all children. The quality early education has different aspects and it is not possible attain the desired outcomes without involving families in young children?s education, particularly, parents are seen as the first educators of their children and considered as the best source of information for the teachers and other practitioners. In order to reap the benefit of family involvement, it is critical to develop efficient, contextual, and well-grounded family engagement programs based on scientific research studies. Besides, within the early education discourse, there are three critical domains to address leading to understand the situation of family engagement in a given context that would help to develop a quality family engagement program and practices: 1) perceived family engagement that refers to the degree to which families become involved and interact with their child?s school; 2) efficacy for engagement that refers to how confident families are with regard to key parenting skills; and 3) perceived barriers for engagement that refers to the factors that can create challenges for families to interact with or become involved with their child?s school. Furthermore, the effects of demographic variables (e.g., parents? age, gender, educational level, number of children, marital and employment status, and child?s gender, as well as the type of school) on these domains have also not been a major focus of a comprehensive study in Oman where increased family engagement is sought. Thus, this quantitative study?s focus is the Omani parents? perceived family engagement, efficacy for engagement, perceived barriers for engagement in their young children?s education, and the influence of demographic factors on these variables.
AcronymTTotP
StatusNot started

Keywords

  • Early Childhood Education
  • Family Engagement
  • Parent Involvement
  • School-Family Partnerships

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