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<full_title>مجلة بوابة الباحثين للدراسات والأبحاث</full_title>
<abbrev_title>Researchers Gate</abbrev_title>
<issn media_type="electronic">3079-787X</issn>
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<title>محددات المشاركة الوالدية في تعليم الأطفال: دراسة حالة روضات مدينة دبري تابور، إثيوبيا</title>
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<title>Determinants of Parental Involvement in Children’s Education: The Case of Debre Tabor Preschools, Ethiopia</title>
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<surname>الباحث نيجوس وركو تيجابو</surname>
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<jats:p>لا تُعد مشاركة الوالدين في تعليم الأطفال ظاهرة حديثة العهد؛ بل أصبحت سمة راسخة وجزءاً لا يتجزأ من السياسات التعليمية في العالمين المتقدم والنامي. تمثل الهدف الرئيس لهذه الدراسة في تحديد وفحص العوامل المحددة التي قد تدفع الوالدين إلى اختيار عدم المشاركة في العملية التعليمية أو تلك التي تجعلهم غير قادرين على الانخراط فيها بفعالية أكبر. من الناحية النظرية، استندت الدراسة إلى "نظرية الدوائر المتداخلة للتأثير" لإبستين (Epstein). ومن الناحية المنهجية، تم توظيف تصميم دراسة الحالة النوعي لاكتساب رؤى متعمقة حول الموضوع. استُخدمت تقنيات العينة القصدية لاختيار أربع (4) مدارس للتعليم ما قبل المدرسي (رياض أطفال) وأربعين (40) مشاركاً داخل مدينة "دبري تابور" (Debre Tabor)، وشملت الدراسة مؤسسات خاصة وحكومية. كشفت النتائج أن الوضع الاجتماعي والاقتصادي ومستوى التعليم النظامي للوالدين لهما تأثير كبير ومباشر على التقدم التعليمي للأطفال. علاوة على ذلك، تبين أن الوالدين يكونون أكثر ميلاً للمشاركة عندما تكون تصورات المعلمين حول دور الأسرة إيجابية ومُرحِّبة. كما أثبتت الدراسة أن مشاركة الوالدين تتأثر بالإضافة إلى ذلك بعمر الأطفال. وبناءً على هذه النتائج، تقترح الدراسة ضرورة دعم الوالدين ليدركوا الفوائد العميقة لمشاركتهم في رحلة تعلم أبنائهم، كما ينبغي تطوير ورش عمل تربوية تهدف إلى تعزيز العلاقة بين الآباء وأطفالهم.</jats:p>
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<jats:p>Parental involvement (PI) in the education of children is not a recent phenomenon; rather, it has become an established and integral feature of education policies across the developed and developing world. The primary objective of this study was to establish and examine the determinant factors that may influence parents to choose not to participate in the educational process or render them unable to become more actively involved. Theoretically, the study was grounded in Epstein’s overlapping spheres of influence theory. Methodologically, a qualitative case study design was employed to gain in-depth insights. Purposive sampling techniques were utilized to select four (4) pre-schools and forty (40) participants within Debre Tabor city, encompassing both private and governmental preschool institutions. The findings revealed that the socio-economic status and the level of formal education of parents have a significant and direct effect on children’s educational progress. Furthermore, it also emerged that parents are more likely to be involved when teachers’ perceptions about the role of parents are positive and welcoming. The study established that PI is additionally impacted by the age of the children. Consequently, the study suggests that parents should be supported to appreciate the profound benefits of parental involvement in the learning journey of their children. Furthermore, educational workshops ought to be developed to strengthen the relationship between parents and their children.</jats:p>
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