School and families of foreign origin. Channels and barriers to communication in primary education
DOI:
https://doi.org/10.5944/educxx1.31840Keywords:
communication, families of foreign origin, schools, primary education, SpainAbstract
Communication between families and professionals is a relevant issue in the family-school relationship and can be further explored in order to understand better its dynamics, strengths and limitations. Previous studies indicate that it is an important issue for developing the democratisation of schools and the involvement of families, as well as improving their satisfaction with the school. It also has a positive influence on teachers and pupils. Based on the idea that fluid and bidirectional communication is positive, a study was designed and carried out with a quantitative perspective. Specifically, a telephone survey for which a questionnaire was designed and an empirical study was carried out to obtain a sample (n) of 1730 representatives of management teams in Spanish primary schools. The sample was selected with a proportional distribution to the population (N) of schools in each Spanish province and the empirical work was carried out during the school year 2019-2020. The survey is focused on knowing the communication channels used, especially with families of foreign origin, and the existing barriers to improve communication. The conclusions indicate the use of multiple communication channels and that according to foreign origin families, the support communication channels acquire relevance. From the results, the authors conclude that schools need to have communication plans or strategies adapted to the profile of their families and overcome the phase of using support channels to promote richer communication actions with foreign origin families.
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