The Current Status of Cooperation Between Parents and Homeroom Teachers in Middle School.

CHAPTER 3 SUMMARY

To objectively assess the current situation of the relationship between parents and homeroom teachers in secondary schools, we conducted research according to a tightly organized process consisting of steps and stages and combining many diverse research methods, typical of psychology such as: Document research method, expert method, activity product analysis method, questionnaire survey method, observation method, in-depth interview method, case study method, pedagogical experiment method. The collected data were processed according to quantitative and qualitative methods in a scientific and transparent manner with the support of SPSS For Windows software version 16.0.

Using a 5-step scale (5 levels) to rate the levels of parental interaction with homeroom teachers in secondary schools, according to the convention: Level 5: Very positive parental interaction; Level 4: Positive parental interaction; Level 3: Average parental interaction; Level 2: Negative parental interaction; Level 1: Very negative parental interaction.

The results obtained are reliable and scientifically valuable. Especially the verification of some specific cases through experimental impact. This is the basis for obtaining research results in an objective and scientific manner.

CHAPTER 4

RESEARCH RESULTS ON COOPERATIONAL ATTITUDES

PARENTS' RELATIONSHIP WITH HOME TEACHERS IN MIDDLE SCHOOL

In this chapter we focus on the following key issues:

+ Analyze the survey results of the current situation of parents' and class teachers' attitudes towards learning in secondary schools in the research area.

+ Study the factors affecting the interaction between parents and homeroom teachers in secondary schools.

+ Propose and experiment with psychological impact measures to help parents improve their relationship with homeroom teachers in secondary schools in a positive direction, contributing to improving the effectiveness of student education.

4.1. Current status of cooperation between parents and homeroom teachers in junior high schools.

As presented in the theoretical part, the relationship between parents and homeroom teachers in secondary schools is expressed in 3 aspects: Cognition; Emotion; Behavior. To determine the level of expression of the relationship between parents and homeroom teachers, we rely on the educational activities presented in chapter 3. Specifically:

(1) Parents' cooperation with class teachers in organizing students' learning activities.

(2) Parents' cooperation with class teachers in organizing moral education activities for students.

(3) Parents' cooperation with class teachers in contributing materially and spiritually to serve the school's educational work.

(4) Parents' and class teachers' cooperation in activities towards school development.

The actual survey results are analyzed logically from general to specific criteria on the relationship between parents and class teachers. We evaluate the relationship between parents and class teachers according to the general model and parameters: children's academic performance, student grade, and parents' occupation. Below are the survey results.

4.1.1. General assessment of parents' cooperative attitude towards homeroom teachers in junior high school.

4.1.1.1. General assessment of the cooperative attitude of parents with homeroom teachers in junior high schools (general form)

The results of the study on the interaction between parents and class teachers in educational activities are summarized in table 4.1.

Table 4.1: General assessment of parents' cooperative attitude towards homeroom teachers

Content

Average

DLC

Percentage of levels

Parents' interaction with class teachers in learning activities

of HS

2.96

0.66

2.45

30.9

49.7

15.8

1.15

Parents' and class teachers' interaction in educational activities

ethics for students

2.85

0.69

4.4

38.2

38.3

18.0

1.1

The cooperation between parents and class teachers in contributing materially and spiritually to serve the public

school education

2.77

0.72

8.7

58.0

20.7

12.0

0.6

Parents' meeting with teachers

class in activities towards school development.

2.72

0.73

9.1

52.8

23.9

13.8

0.4

General

2.82

0.70

6.13

44.9

33.1

14.9

0.81

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The results obtained from Table 4.1 show that the majority of parents who participated in answering the survey are those who expressed their level of TĐHT with the homeroom teacher in secondary school at level 3 - average level of TĐHT . This is shown in the overall average and the distribution rate of the levels. Overall average of TĐHT of parents in educational activities

is 2.82; DLC: 0.70. In terms of level percentage, 263 parents with level 2 symptoms, accounting for 44.97%; level 3 symptoms, 195 parents with level 3 symptoms, accounting for 33.17%; 92 parents with level 4 and 5 symptoms of ADHD, accounting for 15.71%. When examining the correlation between the manifestations of ADHD in activities, we found that there was a fairly close positive correlation at a statistically significant probability level with P < 0.05.

In-depth analysis of each activity shows that the positive attitude of parents and homeroom teachers towards students' learning activities is more positive than other areas. This shows that the average of the activities is respectively: (Learning activities, average: 2.96, SD: 0.66; Moral education activities, average: 2.85, SD: 0.69; Material and spiritual contributions to education, average: 2.77, SD: 0.72; Activities towards school development, average: 2.72, SD: 0.73). If we compare the group of parents with level 1 and level 5 negative attitude, we see that the percentage of level 1 tends to increase gradually from students' learning activities to activities towards school development; The percentage of level 5, on the contrary, has a gradual decrease from student learning activities to activities towards school development.

However, in the group of parents with level 1 and level 2 TĐHT, it is not expressed in all activities, but there are still parents with level 4 and level 5 TĐHT in learning activities, but level 1 and level 2 TĐHT in material and spiritual contribution activities and activities towards school development. Through practical research, we know that one of the reasons leading to this situation is due to the difference in parents' perception of the value, benefits as well as the role and responsibility of parents in cooperation in each student's educational activity, educational level, occupation, family economic conditions... different, leading to different choices in TĐHT of parents in activities. This is also completely understandable because studying is the main task of each student and the top concern of the family.

To clarify the above statement, we conducted interviews and observations with a number of parents. The results were completely consistent with the above conclusion. Many

The parents confided: “…. In this day and age, we always consider our child’s education to be the most important. We cooperate with the school and homeroom teachers.

…..I just want to give my child the best conditions to study, to become a good child and a good student” (Excerpt from the interview transcript on March 24, 2015)

When meeting and discussing with the class teacher, what parents care about most is how their children study and practice, how much money they have to contribute to the school, very rarely do parents raise the issue of the school's development. A father also expressed his feelings: "Because my child is studying at the school, we have to support and fully contribute all the required funds as required by the school to fulfill our responsibilities, and the school's development is the teachers' internal affairs, we should not interfere..." (Excerpt from the interview minutes on March 26, 2015)

Talking to us about this issue, some homeroom teachers and school administrators also added: “Most parents at school only care about how their children study and practice, but few care about how the school develops. Whenever the school has an important event (such as the school's founding anniversary) calling on parents to join in contributing to the school, a few parents enthusiastically participate, the rest mostly refuse or participate reluctantly” (Excerpt from the interview transcript on March 26, 2015)

Thus, it can be seen that the level of interaction between parents and homeroom teachers in secondary schools in educational activities is at level 3, an average level of interaction , which has a certain impact on the comprehensive education of students. This reality shows the need for measures to improve the level of interaction between parents and homeroom teachers in a positive direction, contributing to improving educational effectiveness.

4.1.1.2. General assessment of the aspects of cooperation between parents and homeroom teachers in junior high schools

The research results are synthesized by us based on the collected data and based on the concretization of aspects and criteria. Table 4.2

Table 4.2. General assessment of the aspects of cooperation between parents and homeroom teachers.

Content

Expression	Average	DLC	TB
Parents' interaction with class teachers in students' learning activities	Awareness	3.02	0.66	1
	Emotion	2.98	0.69	2
	Behavior	2.86	0.72	3
Parents' and class teachers' interaction in moral education activities for students	Awareness	2.92	0.69	1
	Emotion	2.90	0.70	2
	Behavior	2.81	0.72	3
Parents' cooperation with class teachers in contributing materially and spiritually to serve the school's educational work	Awareness	2.82	0.76	1
	Emotion	2.72	0.77	2
	Behavior	2.59	0.78	3
Parents' and class teachers' cooperation in activities towards school development	Awareness	2.77	0.79	2
	Emotion	2.81	0.73	1
	Behavior	2.59	0.86	3

The results obtained from Table 4.2 show that the majority of parents who participated in answering the questionnaire are those who expressed their TĐHT towards the homeroom teacher of the secondary school in educational activities at an average level . However, the average scores of the three aspects of cognition, emotion, and behavior of the four contents are different, in which, the average scores of cognition and emotion reached level 3, the average scores of behavior only reached level 2. When examining the correlation between the aspects of expression of TĐHT, we found that all three components of cognition, emotion, and behavior have a fairly close proportional correlation at a statistically significant probability level with P < 0.05.

This correlation indicates that: When the average of the cognitive component tends to increase, the average of the emotional and behavioral components also tends to increase and vice versa, if the average of the cognitive component decreases, the average of the emotional and behavioral components also tends to decrease.

The content is more emotional than the behavioral components. This is a favorable condition for forming a positive attitude in the relationship between parents and teachers, especially on the part of parents.

If we consider the correlation between activities, the attitudes of parents and teachers are also different. The attitudes of parents in learning activities are more active than in other areas. This shows the general average of the three components of cognition, emotion and behavior in the activities (Table 4.2). Through our research, we know that the reason for this situation is due to the difference in parents' perceptions of the position, role and value of cooperation in each educational activity for their children.

The relationship between parents and teachers in each specific activity also shows the above rule. Specifically, in learning activities, the relationship between parents and teachers shows a higher cognitive aspect than the emotional and behavioral components, respectively: (Cognition, GPA 3.02 > Emotion, GPA 2.98 > Behavior, GPA 2.86). Considering the cooperation activities in educating students' ethics; material and spiritual contributions to serve the school's educational work, there is also a similar reflection. Only in educational activities and school development, the relationship between parents and teachers shows a higher emotional aspect than the other two components (Emotion, GPA

2.81 > Perception, GPA 2.77 > Behavior, GPA 2.59).

4.1.1.3. The cooperative attitude of parents with homeroom teachers in junior high schools according to the parameters

To clarify the current situation of parents' communication with homeroom teachers, we analyzed the survey results from the perspectives of parents' communication according to their children's academic performance, their children's grade level, and their parents' occupation. Below are the research results.

* The cooperative attitude of parents with the homeroom teacher in junior high school in considering the child's academic performance.

Table 4.3. Parents' cooperative attitude towards homeroom teachers based on their children's academic performance.

Content

HL	Average	Percentage of levels
HL	Average	1	2	3	4	5
Parents' and class teachers' interaction in students' learning activities.	Good	3.0	1.5	32.6	41.2	21.7	2.5
	Rather	2.81	3.5	30.9	46.4	17.9	1.3
	TB	2.73	7.5	29.5	45.8	16.0	1.0
	Least	2.70	8.2	29.1	48.5	13.5	0.7
Parents' and class teachers' interaction in moral education activities for students	Good	2.91	1.9	39.3	35.7	20.4	2.7
	Rather	2.75	4.4	39.2	35.3	19.6	1.5
	TB	2.73	6.9	50.1	26.3	15.6	1.1
	Least	2.53	9.5	51.0	25.1	13.2	1.2
Parents' cooperation with class teachers in material and spiritual contributions to serve the school's educational work	Good	2.90	2.5	29.3	39.3	25.8	3.1
	Rather	2.61	2.0	39.5	35.4	19.9	3.1
	TB	2.48	3.4	39.6	38.9	15.2	2.9
	Least	2.45	9.4	42.3	35.2	13.1	0.0
Parents' and class teachers' cooperation in activities towards school development.	Good	2.89	2.7	33.2	38.2	23.2	2.7
	Rather	2.70	3.8	39.1	34.7	20.4	2.0
	TB	2.41	7.2	38.0	32.5	20.6	1.7
	Least	2.41	9.3	45.4	30.1	15.2	0.0

The results of the table above show that one common point is that parents with children with "Excellent" or "Fair" academic performance have a more positive relationship with the homeroom teacher than the group of parents with children with "Average" or "Poor" academic performance, which is reflected in the average score in all activities. Looking at the percentage of levels, we also see this, level 3 and level 4 have a higher percentage than level 1 and level 2 (Table 4.3).

Considering the level of expression of TĐHT with the class teacher in each activity, we also see a difference. Specifically, the learning activities of students, the level of TĐHT of the group of parents with children of Excellent and Fair academic performance has a higher GPA than that of parents with children of Average and Poor academic performance, respectively: Excellent, GPA: 3.0; Fair, GPA: 2.81;

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