Tutoring with families in Compulsory Secondary Education: Perception of fathers, mothers and tutor teachers

Abstract

This study analyzes the perception of fathers, mothers and the tutor teachers about who takes the initiative of their meetings and the reasons for it. 440 fathers and 440 mothers of the same family unit with children in Compulsory Secondary Education (ESO), and 35 tutors of these students participated. The information was gathered in the autonomous communities of Asturias and the Canary Islands through the Scale on School-Family Relationship (Martínez-González, 1994). The comparative analyses between the perspective of each of the parents and the tutors were carried out through the Student's t, indicating that all the groups agree that they contact with little frequency, and when they do it is to comment, in general, on the academic progress of the children. Interest on the family and on other personal aspects of the students, and on organizing activities together with the parents are not usually reasons for tutorial meetings. From these results, guidelines and suggestions for action can be drawn.