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Teacher Education in Mongolia: Institutional and Social Factors Contributing to a Lack of Parental Involvement

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Home-School Relations

Abstract

This chapter reports results of a study that investigated how a primary education teacher education program at one of the three state-owned teacher education institutions in Mongolia prepares teachers for parental involvement. The study conducted document analysis, questionnaire surveys, and key informant interviews. Thirty-two primary education major senior students were surveyed, and 17 stakeholders were interviewed. Participants expressed their concerns about barriers to parental involvement and teachers ’ overall lack of skills in developing parental involvement approaches in schools. The student teaching practice was found to be what best prepared pre-service teachers for parental involvement, but their supervising classroom teachers also played a key role in shaping pre-service teachers ’ skills and attitudes. However, classroom teachers have dissimilar skills in and attitudes toward involving parents . In addition to teachers ’ lack of skills in implementing parental involvement activities, some institutional and social factors such as heavy workloads, a limited understanding of family diversity , gender issues, and social status of the teaching profession also contributed to a lack of parental involvement.

This chapter is an updated version of an article originally published in the School Community Journal Vol. 24, No. 2, available at http://www.schoolcommunitynetwork.org/SCJ.aspx, and is reprinted with permission.

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Authors and Affiliations

  1. University of Szeged, Szeged, Hungary

    Batdulam Sukhbaatar

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  1. Batdulam Sukhbaatar
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Correspondence to Batdulam Sukhbaatar .

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  1. Werklund School of Education, University of Calgary, Calgary, Alberta, Canada

    Yan Guo

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Sukhbaatar, B. (2018). Teacher Education in Mongolia: Institutional and Social Factors Contributing to a Lack of Parental Involvement. In: Guo, Y. (eds) Home-School Relations. Springer, Singapore. https://doi.org/10.1007/978-981-13-0324-1_13

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  • DOI: https://doi.org/10.1007/978-981-13-0324-1_13

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  • Publisher Name: Springer, Singapore

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  • Online ISBN: 978-981-13-0324-1

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