Toward Effective Family-School Partnerships for Implementing Character Education at School in Latvia: A Multifactorial Model

Abstract

This article presents a qualitative interpretative study aimed at identifying factors and preconditions of effective family-school partnerships for implementing character education at school in Latvia. The empirical data contain viewpoints of 1116 participants (parents, teachers, and school leaders) collected through two questionnaires. Based on the main research findings, a multifactorial model for school-family collaboration is proposed as a concrete direction for futurepractice and research.