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Cooperative Behavior of Parents with Homeroom Teachers in Activities (Considered by Student Grade Level)

Table 4.15. Cooperative behavior of parents with homeroom teachers in activities (by grade level)

Content

Class

Average

Percentage of levels

1

2

3

4

5

Cooperative behavior of parents with homeroom teachers in students' learning activities

6

2.82

0.0

25.1

49.4

19.0

6.5

7

2.87

0.6

31.7

51.1

14.4

2.2

8

2.74

3.5

54.9

32.6

7.6

1.4

9

2.6

5.8

56.1

30.9

7.2

0.0

Cooperative behavior of parents with class teachers in moral education activities for students

6

2.77

0.0

22.3

52.1

21.5

4.1

7

2.85

0.6

43.4

53.9

10.0

1.1

8

2.67

3.4

55.2

33.8

6.9

0.7

9

2.5

12.9

46.8

22.3

17.3

0.7

Cooperative behavior of parents and class teachers in contributing materially and spiritually to serve the educational work of the school

school

6

2.56

5.6

20.5

55.4

16.5

2.0

7

2.51

6.1

71.2

13.9

7.2

1.6

8

2.49

6.6

59.4

25.0

7.6

1.4

9

2.41

10.8

47.5

20.9

20.9

0.0

Cooperative behavior of parents with class teachers in activities towards school development

6

2.59

0.8

24.0

51.2

17.4

6.6

7

2.53

7.2

17.2

67.2

7.8

0.6

8

2.48

6.9

53.8

29.0

9.0

1.4

9

2.38

9.4

37.7

29.0

23.2

0.7

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Cooperative Behavior of Parents with Homeroom Teachers in Activities (Considered by Student Grade Level)


According to the overall assessment of the research subjects, the cooperative behavior of parents and homeroom teachers in activities (considered by student grade level) mainly reached the average and the percentage of distribution was at level 2 and level 3 .

The manifestation of cooperative behavior between parents and homeroom teachers in educational activities has a gradual decrease in the level of initiative and positivity across grades, from grade 6 to grade 9. First, consider the average manifestation of cooperative behavior in activities from grade 6 to grade 9. This difference is statistically significant with P < 0.05. Considering the percentage of behavioral levels also shows the manifestation of the above rule.

Specifically: The number of parents with children in grades 6 and 7 has a higher percentage of level 5 than the number of parents with children in grades 8 and 9. Considering level 1, this percentage increases from grade 6 to grade 9.

Comparing the cooperative behavior of parents and homeroom teachers in each activity by grade from grade 6 to grade 9 shows that there are differences. Specifically, learning and moral education activities, GPA and distribution percentage reached level 3 and level 2; activities contributing material and spiritual resources to serve educational work and activities towards school development mainly reached level 2. This research shows that parents have not harmoniously combined their children's learning with the construction and development of the school. The activities in which parents participate passively and are required to contribute material resources to repair and purchase equipment for teaching and participating in activities towards school development.

*Cooperative behavior of parents with homeroom teachers in activities (based on the child's academic performance)

We have summarized the cooperative behavior of parents and class teachers in activities (based on their children's academic performance) in Table 4.16.

Table 4.16. Cooperative behavior of parents with homeroom teachers in activities (based on children's academic performance)

Content

Learn

force

Average

Percentage of levels

1

2

3

4

5

Cooperative behavior of parents with homeroom teachers in students' learning activities

Good

2.90

0.0

39.6

42.3

14.6

3.5

Rather

2.61

1.5

48.3

33.7

13.2

3.4

TB

2.57

5.67

52.09

27.13

13.0

2.11

Least

2.36

6.12

62.25

23.0

6.88

1.75

Cooperative behavior of parents with class teachers in moral education activities for students

Good

2.81

2.44

39.0

41.13

13.98

3.45

Rather

2.49

3.0

43.1

39.06

12.8

2.04

TB

2.37

3.4

48.3

33.7

13.2

1.5


HS

Least

2.29

4.4

51.1

28.9

15.6

00

Cooperative behavior of parents and class teachers in contributing materially and spiritually to serve the educational work of the school.

school

Good

2.80

0.0

37.75

42.0

17.0

3.25

Rather

2.38

1.5

45.3

38.07

12.2

3.03

TB

2.20

2.85

50.6

30.1

13.7

2.75

Least

2.14

7.87

59.8

20.1

12.07

0.16

Cooperative behavior of parents with class teachers in activities towards school development

Good

2.79

1.22

40.6

41.13

14.0

3.05

Rather

2.24

2.5

47.0

37.1

13.0

0.4

TB

2.02

6.87

51.7

28.75

12.5

0.18

Least

1.37

10.0

61.0

17.9

11.1

0.0


Through table 4.16, it can be seen that, if considered as a whole, the cooperative behavior of parents with homeroom teachers in activities (based on their children's academic performance) mainly reaches level 2 and level 3. In particular, the cooperative behavior of parents with homeroom teachers in activities of parents with children with "Excellent" academic performance reaches level 3; while the cooperative behavior in activities of parents with children with good or average academic performance reaches level 2; only the group of parents with children with poor academic performance, very low GPA, reaches level 1. This is shown in the GPA and the percentage distribution of levels. This difference is statistically significant with P < 0.05.

Considering each activity, we also see differences in the level of cooperative behavior. Specifically, cooperative behavior in students' learning activities, the number of parents whose children have "Excellent" academic performance, the level of cooperative behavior, and the average

2.90 - ranked first; Next is the number of parents whose children have "Good" academic performance, GPA: 2.61; "Average" academic performance, GPA: 2.57; the lowest is the number of parents whose children have "Poor" academic performance, GPA: 2.36. The percentage distribution of the levels has a significant difference. This proves that the level of proactive and active participation and cooperation of parents with the class teacher has a certain influence on the learning outcomes of their children.

The expression of cooperative behavior in moral education activities also has a difference in level between parents whose children have different academic performance. For example, parents whose children have "Excellent" academic performance, the expression of cooperative behavior has an average score of 2.81, higher than parents whose children have good academic performance, the average score is 2.49; the lowest is the cooperative behavior of parents whose children have poor academic performance, the average score is only 2.29. This is reflected in the percentage between level 5 and level 1. At level 5, the percentage of levels gradually decreases in parents whose children have "Excellent" to "Poor" academic performance (3.45% > 2.04% > 1.5% > 0.0

%), level 1 is the opposite, the percentage increases from "Excellent" to "Poor" (2.44%).

< 3.0% < 3.4% < 4.4%).

As with the above activities, the manifestation of cooperative behavior in the activities of material and spiritual contributions to serve the educational work and activities towards school development have similar manifestations. However, the average score of these two activities is lower. Especially in the activities towards school development, parents with children with poor academic performance have a very low average score: 1.37, level 1.

To find out the cause of this situation, a homeroom teacher confided to us: “In my homeroom class, there are a few students with very poor academic performance and average behavior. Many times I met with their families to discuss and find educational solutions, but the parents were upset and shirked their responsibility…” (Excerpt from the interview transcript dated April 7, 2015)

*Cooperative behavior of parents with homeroom teachers in activities (based on parents' occupation)

To better understand the cooperative behavior of parents and class teachers in activities, we examined the professional factors. The results we obtained are in Table 4.17.

Table 4.17. Cooperative behavior of parents with homeroom teachers in activities (by parents' occupation)


Content

Profession

career

Average

Percentage of levels

1

2

3

4

5

Cooperative behavior of parents with homeroom teachers in students' learning activities

CBVC

3.01

0.0

37.6

42.3

17.6

2.5

CN

2.74

4.4

31.1

55.6

8.9

0.0

ND

2.47

4.8

72.4

16.6

6.2

0.0

Labor

2.77

3.4

48.3

33.7

13.2

1.5

Cooperative behavior of parents with class teachers in moral education activities for students

CBVC

2.93

0.0

36.6

44.3

16.9

2.2

CN

2.82

4.4

51.1

28.9

15.6

0.0

ND

2.37

3.4

69.7

17.2

9.0

0.7

Labor

2.72

7.3

47.3

30.7

13.7

1.1

Cooperative behavior of parents and class teachers in contributing material and spiritual resources to serve the school's educational work

CBVC

2.78

0.0

24.2

55.5

14.8

5.5

CN

2.55

8.1

25.2

55.6

11.1

0.0

ND

2.02

9.7

64.8

20.0

5.5

0.0

Labor

2.58

9.3

55.6

22.9

11.2

1.0

Cooperative behavior of parents with class teachers in activities towards school development

CBVC

2.72

0.0

27.9

50.8

14.2

7.1

CN

2.56

11.1

26.7

44.4

17.8

0.0

ND

2.03

11.4

60.3

20.0

7.6

0.7

Labor

2.62

11.8

46.1

26.5

14.2

1.5

The results in Table 4.17 show that, by occupation, parents working as civil servants have more proactive and positive cooperative behavior with homeroom teachers in activities than those working in other occupations. Parents working as civil servants have a cooperative behavior average of level 3. Meanwhile, the number of parents working as workers, freelancers and farmers only reaches level 2. In particular, the number of parents working as farmers has the lowest cooperative behavior average, the lower limit of level 2.

Considering each activity, the expression of cooperative behavior in students' learning activities, parents working as civil servants have a fairly high average score, 3.01 - ranked first. Next are parents working as freelancers and workers, the average scores are respectively: (Average score: 2.77; Average score: 2.74). The lowest is parents working in agriculture, average score: 2.47. The expression of cooperative behavior in the remaining activities is similar. The reason leading to this situation is partly because parents working in agriculture have low education levels and lack of understanding of educational science. In addition, due to the unstable nature of the job, low income, and difficult family life, there are limitations in cooperation with the school and homeroom teachers in educational activities.

4.2. Factors affecting the cooperative attitude of parents towards homeroom teachers in junior high schools.

In both theory and practice, the relationship between parents and homeroom teachers in secondary schools in education is affected by many objective and subjective factors. However, it can be divided into basic groups: Factors related to parents; Factors related to homeroom teachers; Factors related to schools; and impacts from society. These groups of factors are specified and included in the survey of the level of influence on the relationship between parents and homeroom teachers in secondary schools as follows:

1. Parents' investment in their children's education.

2. Education level of student's parents.

3. Family cultural traditions.

4. Family economic conditions.

5. Occupation of student's parents.

6. School educational activities.

7. Collaboration capacity of GVCN.

8. Social impacts.

The survey results are shown in Table 4.17.

Table 4.18. Factors affecting the cooperative attitude of parents towards homeroom teachers in junior high schools.

TT

Influencing factors

Average

DLC

Percentage of levels

1

2

3

4

5

1

Investment interest of

CM for your child's learning.

3.1

0.82

0.7

37.9

38.1

22.7

0.7

2

Education level of

Parents

3.8

0.85

1.2

34.8

38.1

24.6

1.4

3

Cultural tradition

family

2.87

0.83

1.0

29.7

43.0

24.4

1.9

4

Family economic conditions.

3.6

0.78

0.3

31.9

50.3

15.4

2.0

5

Parents' occupation

3.68

0.9

1.7

33.6

40.3

20.8

3.6

6

Educational activities of

school

3.12

0.85

1.4

37.4

42.1

17.4

1.7

7

The cooperative capacity of

GVCN.

3.18

0.84

1.0

41.1

41.1

14.2

2.6

8

Social impacts

festival.

2.77

0.83

0.7

42.5

33.1

20.0

3.8

In general, all analyzed factors have a certain influence on the relationship between parents and homeroom teachers in secondary schools in educational work (all factors have an average score >2.77 points). Among the factors assessed for influence, the strongest influence belongs to parents such as: Parents' educational level (average score: 3.8 points; SD: 0.85); Parents' occupation (average score: 3.68 points; SD: 0.9); Family economic conditions (average score: 3.6 points; SD: 0.73). Next are the factors related to homeroom teachers and schools: Collaboration capacity of homeroom teachers (average score: 3.18 points; SD: 0.84); School educational activities (average score: 3.12 points; SD: 0.85). The factor of parents' interest and investment in their children's education also has a significant influence (Average: 3.1; SD: 0.82). The factors:

Family cultural traditions (average score 2.87 points; DLC 0.83) and social influences are assessed by parents as having little influence on their students' academic performance.

To better understand parents' assessment of factors affecting their students' academic performance, we carefully examine parents' assessment of the level of influence of each factor.

Parents' educational level. This is the factor that parents assess as having the strongest influence on the cooperation between parents and class teachers (average score 3.8; standard deviation 0.85). The results of the study on the current situation of cooperation between parents and class teachers in terms of perception also clearly reflect this factor. Through observation as well as direct exchange and contact, we learned that a number of parents are teachers and civil servants with high qualifications and education, knowledgeable about educational science, they fully, correctly and deeply perceive the value of cooperation with class teachers in educational activities, from which the cooperation of these parents also becomes more positive. On the contrary, a number of parents are farmers, workers, freelancers, and have low educational levels, so they do not fully and correctly perceive the value of cooperation, and are not fully aware of their roles and responsibilities in the process of cooperation with class teachers, leading to a lack of positive attitudes towards cooperation. This shows that educational levels have a strong influence on the attitudes of parents towards class teachers in educational activities.

Ranked second and third are the occupational factors of the student's parents (Average score 3.68; SD 0.9) and the family's economic conditions (Average score 3.6; SD 0.78). This is completely consistent with reality because of the correlation between occupational factors and the income and economic conditions of individuals in the family. Normally, parents who work as civil servants or public employees have stable jobs and salaries, and are well-off financially, so they will have more conditions to take care of and invest in their children's education than parents who work as farmers, workers and freelancers. Especially in the current period, a child going to school must contribute a lot of expenses.

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