Revista
de la
Universidad
del Zulia
Fundada en 1947
por el Dr. Jesús Enrique Lossada
DEPÓSITO LEGAL ZU2020000153
Esta publicación científica en formato digital
es continuidad de la revista impresa
ISSN 0041-8811
E-ISSN 2665-0428
Ciencias
Sociales
y Arte
Año 14 N° 41
Septiembre - Diciembre 2023
Tercera Época
Maracaibo-Venezuela
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Building Pedagogical Partnership Competence Among Primary School
Teachers
Liudmyla Melenets *
Svitlana Savchenko **
Larysa Kravchuk ***
Olena Poliakova ****
Yurii Сherpak *****
Viktoriia Shcherbyna ******
ABSTRACT
Purpose. The objective of the study was to determine the pedagogical association competence
and the methods for its development among primary school teachers. methods. In the
investigation, the methods of survey by questionnaire, observation and evaluation of experts
were applied. The methods of mathematical statistics were also used to process the results of the
data obtained. Results. The general analysis of the research results shows that the majority of
primary school teachers have a work experience of 5 to 10 years (35%) and 10 to 15 years (20%).
Regarding the pedagogical collaboration with parents, 60% of teachers are involved in it, while
40% are not. However, 70% of teachers involve parents in solving issues related to the education
and upbringing of students. conclusions. The study showed that the proposed curriculum was
effective in building the pedagogical association competence. Most of the teachers had more than
5 years of work experience, so they had already gained enough experience in upskilling and
developing pedagogical partnership strategies. However, according to the results of the work,
the proposed training program is highly effective. Perspectives. Future research should focus on
studying the effectiveness of the main methods of pedagogical interaction..
KEYWORDS: Advanced training, pedagogical education, association competence, educational
process, pedagogical technologies.
* Associate Professor, Department of Preschool and Primary Education, Institute of In-Service Education, Borys
Hrinchenko Kyiv University, Ukraine. ORCID: https://orcid.org/0000-0003-0246-2674.E-mail: t21535673@gmail.com
**Lecturer of Department of the Historical and Civic Education, Institute Advanced Training, Borys Hrinchenko Kyiv
University, Ukraine. ORCID: https://orcid.org/0000-0002-7123-9014 E-mail: ssavchenko@gmail.com
***Senior Lecturer, Department of Preschool and Primary Education, Institute of In-Service Education, Borys
Hrinchenko Kyiv University, Ukraine. ORCID: https://orcid.org/0000-0002-2066-2912 E-mail: llkravchuk@gmail.com
****Senior Lecturer, Department of Preschool and Primary Education, Institute of In-Service Education, Borys
Hrinchenko Kyiv University, Ukraine. ORCID: https://orcid.org/0000-0002-1152-2045 E-mail: ovopoliakova@gmail.com
*****Senior Lecturer of the Department of Preschool and Primary Education, Institute Advanced Training, Borys
Hrinchenko University of Kyiv, Ukraine. ORCID: https://orcid.org/0000-0002-7511-1237 E-mail: yccherpak@gmail.com
******Director General, LLC “Montessori New Age School”, Kyiv, Ukraine. ORCID: https://orcid.org/0000-0003-0103-
2197 E-mail: krilevetser@gmail.com
Recibido: 17/05/2023 Aceptado: 13/07/2023
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Creación de competencias en materia de colaboración pedagógica entre
los profesores de la escuela primaria
RESUMEN
Objetivo. El objetivo del estudio fue determinar la competencia de asociación pedagógica y
los métodos para su desarrollo entre los maestros de la escuela primaria. Métodos. En la
investigación se aplicaron los métodos de encuesta por cuestionario, observación y
evaluación de expertos. También se utilizaron los métodos de la estadística matemática para
procesar los resultados de los datos obtenidos. Resultados. El análisis general de los resultados
de la investigación muestra que la mayoría de los docentes de primaria tienen una experiencia
laboral de 5 a 10 años (35%) y de 10 a 15 años (20%). En cuanto a la colaboración pedagógica
con los padres, el 60% de los docentes están involucrados en ella, mientras que el 40% no lo
están. Sin embargo, el 70% de los docentes involucran a los padres en la solución de
cuestiones relacionadas con la educación y crianza de los alumnos. Conclusiones. El estudio
mostró que el plan de estudios propuesto fue eficaz en la construcción de la competencia de
asociación pedagógica. La mayoría de los docentes tenían más de 5 años de experiencia
laboral, por lo que ya habían adquirido suficiente experiencia en la mejora de habilidades y el
desarrollo de estrategias de asociación pedagógica. Sin embargo, de acuerdo con los
resultados del trabajo, el programa de capacitación propuesto es altamente efectivo.
Perspectivas. La investigación futura debería centrarse en estudiar la eficacia de los principales
métodos de interacción pedagógica.
PALABRAS CLAVE: Formación avanzada, educación pedagógica, competencia asociativa,
proceso educativo, tecnologías pedagógicas.
Introduction
-Relevance
The development of pedagogical partnership competence is one of the key problems of
modern education, especially in the context of primary school reform. Primary school
teachers must be ready for cooperation and partnership both with students and with parents,
colleagues and other employees in connection with the change in approaches to education
and upbringing, the activation of interactive methods and the growing role of independent
work of students (Honcharuk, 2022).
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However, now there is a need to deepen research on the issue, in particular, regarding
the practical implementation of partnership interaction, the establishment of an effective
communication, and the development of skills and abilities required for effective pedagogical
partnership. The relevance of the article is identifying the peculiarities of building
pedagogical partnership competence among primary school teachers and to offer
recommendations for increasing the effectiveness of partnership interaction in order to
improve the quality of education and upbringing (Pérez Cañado, 2018).
The study of this issue is important not only from a theoretical, but also from a practical
point of view. In pedagogical practice, many teachers face problems of constructive
interaction with participants in the educational process. Lack competence in this area can
lead to a decreased quality of educational activities, misunderstandings and conflicts on the
part of parents and colleagues (Hu & Spiro, 2021; González-Pérez & Ramírez-Montoya,
2022).
Communicative competence is one of the main competencies of pedagogical
partnership, which allows the teacher to effectively communicate with students’ parents and
other participants in the educational process. It includes the ability to create trusting
relationships, listen and understand the interlocutor’s needs, the ability to use different
communication strategies, etc. Organizational competence is another important
competence, which involves the teachers’ ability to organize and plan their work, taking into
account the needs and capabilities of the participants in the educational process (Vyshkivska
& Shykyrynska, 2019). It also allows the teacher to effectively manage the group, set and
achieve goals. Moreover, the pedagogical partnership competence include technological
competence, which involves the teacher’s ability to use various technologies and teaching
tools, which enables effective development and implementation of educational activities
(Gupta, 2021).
The importance of continuing education and professional development of primary
school teachers is extremely high. This process is dynamic, and teachers must constantly
improve their knowledge and skills to meet the demands of the modern educational
environment and work effectively in partnership with their students (Cebrián et al., 2020).
Continuous education enables teachers to deepen their knowledge in various fields,
including pedagogy, psychology, teaching methods, information and communication
technologies, and other aspects that contribute to the improvement of the quality of
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education. Moreover, advanced training enables teachers to familiarize themselves with new
approaches and teaching methods that can be useful in working with their students.
Teachers also have the opportunity to exchange experiences and ideas with colleagues from
different schools and regions (Reichert et al., 2020).
Therefore, solving the problem of developing the competence of pedagogical
partnership among primary school teachers is an urgent task for the academic and
pedagogical community (Ostrovska, 2021). The study of this problem will reveal the main
difficulties and determine ways to overcome them, as well as offer effective methods and
techniques for building pedagogical partnership competence among primary school teachers.
The research will help to improve the quality of education and ensure more effective
interaction between the participants in the educational process (Sytnik, 2021).
Therefore, this work is aimed at solving the problem of building the competence of
pedagogical partnership among primary school teachers, and providing recommendations for
overcoming it. It is of practical importance for primary school teachers, as well as for teachers
and researchers who study the problems of interaction of participants in the educational
process (Fedorchuk, 2022).
-Unexplored Issues
The review of the existing studies identified several undetermined issues regarding the
development of pedagogical partnership competence. First, it is necessary to understand
which pedagogical partnership competencies are the most important for the successful work
of primary school teachers. This can help in the development of more effective professional
development programmes. Second, it is necessary to conduct a study of methods and
strategies that can help teachers in the development of relevant competencies. This may
include trainings, mentoring and other forms of learning. Finally, it is necessary to study the
factors that can influence the development of pedagogical partnership competence. In other
words, it is necessary to study the organizational culture of the school, communication
between teachers and parents, support of the administration, etc. A detailed study of these
issues can help primary school teachers gain the necessary knowledge and skills to develop
their pedagogical partnership competence. This can improve student learning outcomes and
help ensure they have a better, successful future.
-The Aim
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The aim of the research was to study practical experience regarding the competencies
of pedagogical partnership. There was a need to determine the competencies which are
important for primary school teachers, as well as to develop recommendations for methods
of developing these competencies. The research aimed to provide a better understanding of
how teachers can improve pedagogical partnership skills to improve the education and make
it more effective.
-Objective/Question
1. Study the effectiveness of the proposed curriculum for building pedagogical
partnership competence among primary school teachers;
2. Determine the level of pedagogical partnership competence of primary school teachers
and parents, as well as to identify possible factors influencing this level;
3. Identify the impact of effective interaction between teachers and students’ parents on
the success of studies and the development of primary school students.
1. Literature Review
Bedir (2019) investigated the beliefs and perceptions of future teachers about learning in
the 21
st
century. The author conducted a study of beliefs and perceptions of future English
language teachers regarding learning and innovative thinking skills (4C). In his article, the
author claims that most future teachers were positive about using innovative approaches in
teaching, but they did not always feel sufficiently prepared for it.
The article by Brinkley-Etzkorn (2018) examines the impact of teacher training on
teaching effectiveness in online education. The author conducted a study aimed at
determining the impact of teacher training on their effectiveness in online teaching. The
paper uses the TPACK lens method to measure the impact of training on teaching
effectiveness, and finds that proper training can improve the quality of online teaching.
Brinkmann (2020) analysed the barriers to reforms in education in India. Different factors
that hinder the effective implementation of new approaches were explored. The study found
that educational reforms in India face significant challenges such as social and economic
inequality, caste discrimination, and corruption.
Eddles-Hirsch et al. (2020) investigated the development of creativity through
programming in an inclusive class. The study focused on the development of creativity
through programming in an inclusive class. The authors analysed how this approach can help
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develop students’ creativity in different contexts. They concluded that programming can
contribute to the development of students’ creative thinking skills, particularly those with
special educational needs.
Molerov et al. (2020) developed a conceptual and evaluative framework for students’
critical thinking. The conceptual and evaluative framework proposed in the study aimed to
determine the level of students’ critical thinking, in particular, their ability to analyse,
evaluate and interpret information in the online environment. The article describes methods
and tools that can help establish the level of critical thinking, as well as presents the results
of previous studies that confirm the appropriateness of using this method in the educational
process.
Roussinos and Jimoyiannis (2019) studied primary school teachers’ perceptions of
TPACK — a pedagogical concept that combines three components: technological,
pedagogical and substantive knowledge. The article focused on teachers’ considerations
about the importance of using technology in the educational process, teachers’
understanding of technological knowledge and its application in practice, as well as their
perception of pedagogical and subject knowledge. The study used several tools to collect
data, including questionnaire surveys and interviews. The results showed that most teachers
understand the importance of using technology in education, but do not always know how
to use it effectively. Teachers also had different levels of technology knowledge and skills,
and had different levels of understanding of pedagogical and subject knowledge.
Valtonen et al. (2021) studied future teachers’ perceptions of their skills and character
traits in the 21
st
century. The research was conducted in the form of long-term observation,
which enabled obtaining data from three different points in time: at the beginning of
professional training of future teachers, during pedagogical practice, and at the final stage of
training. As a result, it was established that future teachers have developed information
literacy, communication, critical thinking, and problem solving skills.
Yepikhina (2022) studied the basic trends of professional training of future primary
school teachers in the context of modern challenges. The research was focused on identifying
modern needs in the training of future teachers who would meet the requirements of the New
Ukrainian School (NUS).
Zgraggen (2021) explored teachers’ perspectives on a blended learning model. The study
was conducted in five schools offering vocational education in Switzerland. The results
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showed that teachers perceive the blended learning model as an effective way to improve the
quality of learning and enhance students’ interest in the learning process. They also believed
that this model of learning allows for a more flexible approach to learning, which provides
increased individual attention to students.
Boliak (2021) examines the professional competence of a primary school teacher as a
necessary condition for successful learning as part of the New Ukrainian School (NUS)
reform. The author highlights the importance of modern competences of teachers, such as
the ability to use information technologies, practice interactive teaching methods and focus
on the development of students' personalities. The author also emphasizes that teachers
must have the knowledge and ability to work with new textbooks that were developed
during the NUS reform, and be able to differentiate the educational process according to the
students’ needs. The author studied the importance of teachers’ psychological readiness to
meet new requirements, and the teacher’s role as a mentor and support of students in their
personal development.
2. Methods
2.1. Research Design
The study consists of three stages, which include various procedures in order to
investigate the effectiveness of the proposed curriculum and the impact of pedagogical
partnership on the academic performers of primary schoolers. Table 1 presents the research
stages.
2.2 Sampling
The sample was taken at Borys Hrinchenko Kyiv University. A combined approach was
used. At the initial stage, 120 primary school teachers who were undergoing advanced
training at the Institute of Postgraduate Education of Borys Hrinchenko Kyiv University
were randomly selected. The geographical location of educational institutions and the socio-
economic status of the study participants were taken into account in order to increase the
representativeness of the sample. A total of 12 experts were involved from among the teachers
of the Department of Preschool and Primary Education and the Department of History and
Civic Education of the Institute of Postgraduate Education, as the employees have high
qualifications and many years of experience working with pedagogical partnership.
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Table 1. Research stages
Research stage
Period
Description
1. Pre-
experimental
January-
March 2022
Selection of research methods for the purpose of obtaining
qualitative and quantitative data on the effectiveness of the
curriculum in building the competence of the pedagogical
partnership of primary school teachers and parents.
Literature review on the issue under research, analysis of
academic publications and statistics.
Development of the curriculum taking into account modern
approaches and methods in building pedagogical partnership
competence (Appendix A).
Conducting the participant selection procedure, which
included the selection of teachers and parents of primary
schoolers who agreed to participate in the study.
2. Main
2022
Application of the developed curriculum for building the
competence of pedagogical partnership among teachers and
parents of primary schoolers.
Conducting a questionnaire survey, which included questions
about the level of competence in the partnership of teachers and
parents of primary schoolers, as well as their attitude to
cooperation among themselves.
Carrying out an expert assessment of effectiveness, which
included an assessment of changes in the level of pedagogical
partnership competence of teachers and parents of primary
schoolers after the use of the curriculum.
3. Final
February-
April 2023
Statistical analysis of the obtained data. Drawing conclusions.
Source: created by the authors based on research results
2.3. Methods
1. The questionnaire survey is one of the most common methods of data collection in research.
A questionnaire survey (Appendix B) was conducted to assess the level of pedagogical
partnership competence among primary school teachers. The questionnaire contained
questions about cooperation between teachers and parents, the use of joint teaching
methods, the level of interaction between students, teachers and parents, as well as other
aspects that affect the effectiveness of the pedagogical partnership. The Cronbach’s alpha for
the developed questionnaire was 0.71, which meets the validity requirements for pedagogical
research.
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2. The observation method is a fairly objective and effective method of data collection in
research. The educational process was observed online to study the professional activity of
primary school teachers. The study included observing the interaction of teachers and
students, teaching methods and the use of innovative approaches, such as group work, the
use of technology and other aspects that affect the development of pedagogical partnership
competence.
3. The method of expert evaluations is an important element of research in the field of
education. An expert evaluation of the involved specialists in the field of education was
conducted to assess the pedagogical partnership competence among primary school
teachers. Experts evaluated the level of pedagogical partnership competence, the use of joint
teaching methods, the level of interaction between students, teachers and parents.
2.4. Data Analysis
1. Factor analysis. The result of factor analysis is the grouping of variables into factors that
explain most of the variance. This method enables reducing the complexity of the data set
and save more significant variables for further analysis.
2. Spearman's rank correlation coefficient calculated by the formula 1:
, (1)
where d – the difference between the ranks of each observation from two variables.
3. The Cronbach’s alpha coefficient indicates the internal consistency of the test items. The
Cronbach’s alpha coefficient is calculated by the formula 2:
; (2)
where
– total test score variance;
– i element variance. Values in the range of 0.7 - 0.8 are considered satisfactory.
2.5. Data Collection
Various methods such as questionnaire surveys and observation were used to collect
data. Questionnaires were distributed to primary school teachers to collect information and
assess their pedagogical partnership competences. Observations were conducted in the
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classrooms of teachers who participated in the project to obtain additional information
about their methods and approaches to pedagogical partnership. All data were kept
confidential and anonymity was given priority.
2.6. Ethical Criteria
Ethical criteria, such as obtaining informed consent for participation, data
confidentiality, respect for the privacy and safety of research participants, were observed
during the study. Respondents were informed about the purpose and procedure of the study,
and their privacy was protected. The results were presented in general, without specifying
specific names or other information that could disclose the participants’ personal data. In
general, the study was conducted in compliance with ethical standards in order to ensure the
safety and protection of the participants’ rights.
3. Results
Conducting a questionnaire survey became an important component of this study, as it
enabled collecting quantitative data about the work experience of primary school teachers
and their interaction with students’ parents. The questionnaire survey helped to receive
answers from a significant number of respondents, which makes it possible to draw more
representative conclusions about the state of affairs in this area. Besides, the questionnaire
survey made it possible to standardize questions and answers, which facilitated data analysis
and comparison of results. Table 2 presents the results of the survey.
Several conclusions can be drawn based on the results of the analysis of the answers.
First of all, most of the respondents said that they have 5 to 10 years of work experience. More
than half of them participate in a pedagogical partnership with students’ parents. Regarding
the frequency of communication with parents, most teachers speak with them several times
a week or once a week. Very few teachers involve parents in solving issues related to the
education and upbringing of students.
Table 2. The survey results
Question
Answers
Estimated
percentages
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How many years of work experience do
you have as a primary school teacher?
less than 5 years, 5-10 years,
10-15 years, more than 15
years
25%, 35%, 20%,
20%
Do you participate in a pedagogical
partnership with students’ parents?
yes, no
60%, 40%
How often do you communicate with
students’ parents?
every day, several times a
week, once a week, rarely,
never
10%, 30%, 30%,
20%, 10%
Do you involve parents in solving issues
related to the education and upbringing
of students?
yes, no
70%, 30%
What methods of cooperation with
students' parents do you use?
meetings, correspondence,
phone calls, video
conferences, written reports
20%, 30%, 20%,
15%, 15%
Do you know about methods of
pedagogical partnership development?
yes, no
80%, 20%
How often do you use these methods in
working with students’ parents?
every day, several times a
week, once a week, rarely,
never
5%, 25%, 30%, 25%,
15%
Have you involved experts from other
fields in the pedagogical partnership?
yes, no
40%, 60%
How do you rate your level of
pedagogical partnership competence?
high, medium, low
30%, 50%, 20%
How do you rate the level of
pedagogical partnership competence of
your colleagues from primary school?
high, medium, low
40%, 40%, 20%
What problems do you have in the
process of interaction with students’
parents?
Insufficient communication,
lack of time for parents
65% 35%
Source: Created by the authors based on research results
As for methods of cooperation with parents, most teachers use meetings and
correspondence in messengers. Most teachers know about the methods of developing
pedagogical partnership and use them in their work with parents. Regarding the
involvement of experts from other fields in the pedagogical partnership, less than half of the
teachers involved experts in this process. Teachers’ assessments of their own level and the
level of competence of colleagues and parents were different. The majority of teachers
considered their level of competence to be medium, and that of their colleagues and parents
to be medium or low.
Insufficient communication and lack of time on the part of parents were listed as the
most common problems of interaction. Studies have shown that the most frequent problems
of interaction between teachers and students’ parents are insufficient communication and
lack of time on the part of parents. Teachers noted that in many cases parents do not have
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enough time for meetings or do not respond to messages from teachers, which makes
interaction between the parties difficult. Some teachers also noted that they do not know
how to effectively communicate with parents and do not know how to involve them in the
process of education and upbringing. These problems can affect the quality of learning and
development of students, therefore it is important to develop methods of pedagogical
partnership, which will improve the interaction between teachers and parents and
contribute to the improvement of the quality of education.
To carry out factor analysis, each question was considered separately and the factors
affecting it were determined. Table 3 shows the results of the analysis.
Table 3. Results of factor analysis of answers received from respondents during the study
Question
Factors
1
Work experience
2
Participation in pedagogical partnership
3
Frequency of communication with parents
4
Involvement of parents in solving issues of education and upbringing
5
Methods of cooperation with parents
6
Knowledge of methods of development of pedagogical partnership
7
Frequency of using methods of cooperation with parents
8
Involvement of experts in pedagogical partnership
9
Level of pedagogical partnership competence
10
Assessment of the level of competence of colleagues and students’
parents
11
Problems of interaction with parents
Source: created by the authors based on research results
Table 3 shows the results of the study on the teachers’ interaction with parents in the
educational process. The table contains data of answers to 11 questions, each containing
different options and estimated percentages.
The questions were grouped by factors affecting interaction with parents for the
convenience of analysing the results. For example, the factor “Level of pedagogical
partnership competence” can be identified on the basis of questions 1, 9 and 10. Questions 2
and 6 can be combined into the factor “Knowledge of methods of developing pedagogical
partnership”. And Questions 3, 4, 5 and 7 reflect the factor “Frequency and methods of
cooperation with parents”.
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Some conclusions can be drawn based on these factors. In particular, teachers who have
more work experience consider their level of pedagogical partnership competence to be high.
Most teachers use methods of cooperation with parents several times a week or every day,
and also involve parents in solving issues of education and upbringing. However, most
teachers admit that there is insufficient communication with parents caused by a lack of time
on the part of parents and insufficient participation in the pedagogical partnership.
It is worth noting that more than half of the surveyed teachers have a medium level of
pedagogical partnership competence. This may indicate the need for professional
development and additional support for teachers so that they can be more effective in
working with parents and students.
Problems of interaction with parents were also identified as an important problem in
the pedagogical process. Most of the interviewees noted insufficient communication and lack
of time on the part of parents as the main reasons for this problem. This may indicate the
need to develop more effective methods of cooperation with parents and create conditions so
that they can be more active in the course of teaching and raising their children.
Table 4 shows the percentage of respondents who, according to experts’ opinions, have
a low, medium or high level of pedagogical partnership competence. So, a general picture of
the state of development of this competence among the respondents was obtained, and the
indicators that need improvement were determined.
Table 4 gives grounds to conclude that the majority of respondents highly rated their
ability to communicate effectively with parents, as well as to develop interaction based on
mutual trust and cooperation. At the same time, a significant proportion of respondents
recognized their low level of competence in resolving conflicts with parents and students
and the ability to adapt to the individual needs of parents and students. Moreover, a third of
the respondents had a medium level of conflict resolution competence and the ability to
respond to feedback from parents. In general, the results of the study indicate that the
pedagogical partnership competence requires further improvement.
Table 4. Indicators of expert evaluations of the level of respondents’ pedagogical
partnership competence
Competence
Low
level
Medium
level
High
level
Ability to communicate effectively with parents
15%
40%
45%
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Development of interaction with parents based on mutual
trust and cooperation
10%
30%
60%
Ability to adapt to the individual needs of parents and
students
20%
40%
40%
Ability to resolve conflicts with parents and students
30%
40%
30%
The ability to respond openly and constructively to
feedback from parents
25%
35%
40%
Source: created by the authors based on research results
4. Discussion
The study of the effectiveness of the proposed curriculum in building pedagogical
partnership competence among primary school teachers found that the most successful
methods were based on the active participation of parents in the life of the school and regular
communication with the teacher. Ivanets (2019) and Demenska (2022) noted the
effectiveness of active cooperation with parents. The effectiveness of other methods of
establishing pedagogical partnerships are discussed in the works of Sukhopara (2020) and
Sullivan et al. (2020). In particular, Sumardi et al. (2020) and Turakulova and Isakova (2022)
discussed the problem of building relevant competencies through advanced training courses.
The authors considered the work on the coherence of the pedagogical team of the educational
institution as the main method of building the pedagogical partnership competence.
The study of the level of pedagogical partnership competence of primary school
teachers established that the majority have a sufficient level of competence. But there were
certain factors that had a negative impact on the development of pedagogical partnership, in
particular, insufficient communication and lack of time on the part of parents. These factors
are also considered in the studies of Androutsos and Brinia (2019) and Baeten et al. (2018).
The issue of the effectiveness of ensuring the availability and transparency of information on
students’ performance and the results of educational activities was considered in the works
of Demenska (2022) and Custodio-Espinar et al. (2022). Besides, it was found that the
interaction between teachers and parents had a positive effect on students’ development, in
particular, on their social adaptation and self-esteem.
The theoretical significance of the study is expanded understanding of the pedagogical
partnership between primary school teachers and other participants in the educational
process. The results of the study can help to identify which the most effective methods of
cooperation, the problems that may arise in the process of interaction, and they ways to solve
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them. Research can also provide new ideas for the development of pedagogical partnerships
and contribute to changes in approaches to interaction. This can improve learning outcomes,
reduce the number of conflicts between teachers and parents, improve the overall
atmosphere in the school, and ensure more successful student development. The research
may also be useful for primary school teachers, who will be able to use the knowledge and
recommendations to improve their work with students’ parents and achieve more successful
learning outcomes.
The results of the research on the pedagogical partnership competence can be of
practical importance for primary school teachers and students’ parents. For example, they
can use them to improve cooperation among themselves, which will help to achieve higher
results in education and upbringing of children. Moreover, the research results can be useful
for shaping state policy in the field of education. They can help solve problems related to the
involvement of parents in the educational process and contribute to improving the
interaction between the school and the family.
This study has some limitations that must be taken into account when interpreting its
results. First, it is based on the answers of only one group of respondents — primary school
teachers. This means that the results cannot be generalized for all teachers and school
systems. Besides, the study does not take into account contextual factors, such as the type of
school, regional peculiarities, the socio-economic status of students, which can also affect the
answers of teachers, as well as conducting the study during military aggression. The study
also has limitations in the relatively small sample groups of respondents, in particular, in the
issues of involving experts from other fields and assessing the level of pedagogical
partnership competence of colleagues and parents. These limitations may affect the
statistical validity of the results. Finally, it is worth noting that this study is based on
teachers’ answers. This may affect the objectivity of the results, as teachers may provide more
positive or less critical answers depending on their personal views and experience of
interaction with students’ parents. Therefore, it is important to consider these limitations
when interpreting the results of this study.
Conclusions
The relevance of the study is the need to increase the level of pedagogical partnership
competence of primary school teachers to achieve better learning outcomes. Findings. The
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following conclusions can be drawn based on the obtained data. The use of the educational
programme for the development of pedagogical partnership competence has a positive effect
on the level of professional competences of primary school teachers and students’ parents.
Effective interaction between teachers and students’ parents has a positive effect on the
success of studies and the development of primary schoolers. It is necessary to take into
account the specific age-related characteristics of children and use various methods of
cooperation to ensure the high efficiency of the pedagogical partnership between teachers
and students’ parents. Factors that affect the level of pedagogical partnership competence
include cooperation experience, level of education, support from the school administration,
and others. Applications. The results of the study can be used to improve the pedagogical
partnership practice in primary school and to develop new educational programmes aimed
at building pedagogical partnership competence. Prospects for future research. It is necessary to
conduct a study of the relationship between the level of pedagogical partnership competence
of teachers and parents of schoolers and the student’ learning outcomes.
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Appendix A
Labour
functions
Professional
competences (by
activity or group
of activities)
Knowledge
Skills and abilities
Professional
standard for the
professions
“Primary school
teacher of a
general
secondary
education
institution”,
“Teacher of a
general
secondary
education
institution2,
“Primary school
teacher (with
junior specialist
diploma)”
Order No. 2736
dated
12.23.2020
Partnership
interaction
with the
participants
of the
educational
process
B 3 Pedagogical
partnership
competence
B 3.1 Ability to
subject-subjective
(equal and
personally
oriented)
interaction with
students in the
educational process
B 3.1 C 1
Advantages and
main stages of the
subject-subjective
relations between
a teacher and a
student
B 3.1 C 3 The
main roles of a
teacher in
professional
activity
B 3.1 U 1 Apply
mechanisms for
implementing
subject-subjective
relations between
a teacher and a
student
B 3.1 U 2 Apply the
skills of
coordination and
stimulation of
educational and
cognitive activity
of students,
support of their
desire for self-
development,
revealing their
abilities and
cognitive
capabilities to
ensure a subject-
subjective
approach in
teaching
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B 3.2 The ability to
involve parents in
the educational
process on the basis
of partnership
B 3.2 C 1 Basic
forms and means
of determining
parents’ requests
and expectations
B 3.2 C 2 The
main forms of
constructive
interaction with
parents in the
students’
interests
B 3.2 U 1
Determine and
take into account
requests and
expectations of
parents regarding
the education of
their children,
participation in the
educational
process
B 3.2 U 2 Involve
parents in
participation in the
educational
process, as well as
making decisions
related to
education,
upbringing and
development of
students
B 3.2 U 3
Cooperate with
parents as
members of the
team of
psychological and
pedagogical
support of a
student with
special educational
needs
B 3.3 Ability to
work in a team
with involved
specialists, teaching
assistants to
provide additional
support to
individuals with
special educational
needs
B 3.3 C 1 Basic
principles of team
interaction
B 3.3 C 2 The
main tasks of
members of the
team of
psychological and
pedagogical
support of
persons with
special
educational needs
B 3.3 U 1 Organize
cooperation with
involved specialists
based on the team
interaction
principles
B 3.3 U 2
Cooperate with
involved specialists
in the creation and
implementation of
an individual
development
programme, an
individual
curriculum for
persons with
special educational
needs (if
necessary)
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Appendix B
The Level of Pedagogical Partnership Competence among Primary School Teachers
Questionnaire
1. How many years of work experience do you have as a primary school teacher?
2. Do you participate in a pedagogical partnership with students’ parents?
3. How often do you communicate with students’ parents?
4. Do you involve parents in solving issues related to education and upbringing of students?
5. What methods of cooperation with students’ parents do you use?
6. Do you know about methods of pedagogical partnership development?
7. How often do you use these methods in working with students’ parents?
8. Have you involved experts from other fields in the pedagogical partnership?
9. How do you rate your level of pedagogical partnership competence?
10. How do you rate the level of pedagogical partnership competence of your colleagues from
primary school?
11. How do you rate the level of competence of pedagogical partnership with students’
parents?
12. What problems do you have in the process of interaction with students’ parents?
