Partnership in education: A parental view of art schools under pandemic constraints
Abstract
Research objectives and problem(s): The aim of the study was to present the parental perspective on the partnership between art schools and families during remote education in the COVID-19 pandemic, based on a four-dimensional model of educational partnership (cognitive, volitional, emotional, and behavioral). The main research problem concerned the nature of this partnership emerging from parents’ assessments.
Research methods: A diagnostic survey was conducted among 461 parents of students attending art schools—music and visual arts institutions. The research instrument was an author-developed questionnaire grounded in the theoretical partnership model and validated using the VREP expert procedure. Statistical analyses (Mann–Whitney U test, Spearman’s rho, and Friedman’s ANOVA) were applied to assess levels of partnership and to compare different types of art schools.
Process of argumentation: The article outlines the adopted theoretical framework of educational partnership, presents the methodological assumptions, and subsequently analyzes differences across the defined partnership dimensions in various types of art schools. The findings are interpreted in relation to national and international research on education during the pandemic.
Research findings and their impact on the development of educational sciences: Parents perceived the partnership between art schools and families as incomplete and uneven across the dimensions. The behavioral and cognitive dimensions received the highest ratings, whereas the emotional and volitional dimensions were rated as the weakest. Significant differences were identified between music and visual arts schools. The findings reveal structural shortcomings in emotional support and collaboration mechanisms under crisis conditions, thereby contributing to knowledge on school–family relations and addressing a gap in research on art education.
Conclusions and recommendations: The results indicate a need to strengthen the emotional and volitional aspects of school–family collaboration, particularly in crisis situations. The study underscores the importance of further research into the relational and organizational factors shaping partnerships in crisis contexts, with particular attention to art schools.
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