Factors of pedagogical (in)competence of parents for the parenting role

Abstract

Starting with the theoretical considerations regarding the perception of parental competence in the context of changes typical of modern society and the challenging tasks faced by parents, this paper intends to examine particular factors of self-evaluation of pedagogical (in)competence of parents for the parenting role. The sample comprised 575 subjects, including mothers and fathers of pre-schoolers. The attained results demonstrated that mothers perceive themselves as more competent in the parenting role, regardless of the child's sex, and that parents whose children live with both parents deem themselves more competent. Furthermore, we concluded that financial status and whether the child is undergoing pre-school education are additional determinants of parents' pedagogical competence for the parenting role. The following factors were of little relevance in the study sample: the living environment of the child, parent age, number of children in the family and parental educational level. The obtained results are important for shedding light on parental actions in raising children, as well as for underlining possible changes in behaviour and opinions.

Parental Involvement in Education and Collaboration with School

“…The result of school activities in which the emphasis is on parental involvement and cooperation is the development of pedagogical competence of parents in choosing those education techniques through which they can achieve emotional exchange with the child, authoritative attitude, monitoring and adequate supervision of child activities and quality communication, creating a general emotional climate for constructive parenting. Pedagogical competence of parents is understood as the experience of an individual, an adult, who has control over parenthood and feels good in the role of parent (Malčić, Marić-Jurišin and Klemenović, 2021). Modern strategies of cooperation between family and school include the creation of education techniques used by parents and the improvement of parents' skills, because the education techniques used by parents and strategies used by teachers in the classroom are often not in synergy.…”

“…Starting from theoretical analysis of the parents' experience of their competencies in the light of changes that characterize modern society and challenging tasks set before parents, an important issue is the cooperation between school and parents and how it affects the creation of parents' education-oriented practices (Marić, 2020). For this reason, there is a need to map and examine the level of parental competencies, which could then be translated into education programs, with the aim of motivating parents to perform parental roles and be happy with it (Malčić, Jurišin and Klemenović, 2021).…”