| Abstrakt: | Nowadays, the ability of the cooperation with other people is one of the most expected
competencies. Through cooperation, it is possible to achieve the objectives in a more effective
and faster way than in the case of individual actions. For this reason, effective cooperation
plays an important role in business, charity, education, government organizations and the
local community. The school, like other institutions, is pursuing its goal of teaching and
educating children and young people through their actions, so that they will become the active
members of the whole society in the future. The realization of the intended objectives is not
based on the individual work, but on the cooperation of the particular people, forming a
school team, together with the organizations of the local community. Therefore, the basis of
the fruitful education is the cooperation among teachers, parents and students.
As it is well known, for the upbringing and development of everyone, the family and school
environment is largely influenced. The process of a proper preparation of a child for life is
possible only if both sides - both parents and teachers - find a common ground that allows
mutual complement in this action.
Therefore, the idea of cooperation between the school and the family is one of the basic
assumptions of the modern school. The current concept of the role of parents in school life is
the result of adapting school objectives and tasks to the needs of modern society.
This thesis presents the results of a study that broadly addresses the three most important
aspects of parental and teachers’ cooperation: nature, determinants and expectations. In
addition, due to the differentiation of education stages, the division of the research into age
groups was considered: education in classes I - III, and IV - VI primary school classes, junior
high school and upper secondary education. Thanks to such thorough diagnosis, it was
possible to diagnose the barriers restricting the conducting of the effective cooperation, and
developing practical guidelines and recommendations that contribute to the development of
full cooperation between the school community and the family.
The thesis consists of the three essential parts:
The first part shows the theoretical basis of the problem. A brief historical analysis of the
changing relationship between parents and teachers over the past centuries was conducted.
The solutions in the field of cooperation of the described communities in the selected
European countries were compared. The terminology used for the concepts of “cooperation,”
and “partnership” was clarified. The importance of cooperation between the two educational
settings to organize an effective educational process was outlined, as well as the forms and the
contents of cooperation, together with an overview of the legal aspects regulating its scope
were indicated. The theoretical introduction also includes an analysis of attitudes both
teachers and parents, which contributes to the quality of the relationship with partners.
The second part includes a description of the methodological approach, aimed at
recognizing the nature, determinants and expectations of the cooperation of parents and
teachers.
The third part presents the results of conducted research.
The presentation, analysis and interpretation of the obtained empirical material was
performed, and the guidelines for conducting more effective cooperation between the school
and local communities were formulated. The performed theoretical analysis as well as the
interpretation of the collected research material on the nature and determinants of the
cooperation of parents and teachers, and the expectations of the examined subjects towards
the cooperation of the school and family environment provided diverse and complex
information on the state of the cooperation of both groups in Polish schools. |