Guion 9

After considering the mathematical aspects of the data, the findings are considered in terms of their meaning. This process takes the two factors and a description is written which produces a viewpoint about how the school engages with parents in decision making. As a two-factor solution was identified there

93 are two viewpoints about how the school should engage with parents in decision making. In addition to a description of each viewpoint it is also possible to discuss what is statistically unique about each of the factors (that is the ‘distinguishing features’) and also which statements both factors viewed similarly (that is the ‘consensus statements’).

Watts & Stenner (2012) propose that whilst viewpoints should be written in a narrative style the inclusion of the statement numbers and rankings is advantageous to support the interpretative claims being made. It is also pertinent to be mindful that even when a statement has a ranking of -1 it does not preclude that the participant disagreed with the statement but that they ranked other statements as being more agreeable (or important) to them than this one. Watts & Stenner (2012) also advocate the inclusion of participants’

comments because, ‘the look and feel of a factor interpretation can be further

enhanced through the inclusion of pertinent qualitative comments made by significantly loading participants during data collection’ (p.162).

6.2.1 Viewpoint 1 – Parents as Partners

Those that subscribe to this viewpoint believe that parents being involved in decision making processes should definitely be the norm and be part of the culture of the school (17: +4). It is important that there is a good level of 2-way communication (3: +4) and that parents are given the same professional respect and courtesy as any other professional (21: +3). Parents should not be made to feel that they are just a parent in a room full of professionals (23: +2). Although it is important that parents are valued and communicated with in a professional way it is also important to ensure parents’ feelings are taken into account. “It is the hard to reach parents that are the ones they most want to engage with and support and encourage.”

They view schools engaging with parents as an opportunity for learning and reflection (1:+3) where the school and parents work in partnership to solve

94 problems together, drawing on each other’s expertise (11: +3). Although, “parents need to be aware what system restraints there are...it is not always possible to fulfil every request made by parents but their opinions should still always be valued.” It is felt that the best scenario is that the school and parents work together to promote the best interests of the child.

It is also important that things are said in an understandable way (5: +2) and that there is a shared expectation of what is going to happen and the timescale for it happening (2: +1).It is more important that information given to parents should be balanced and objective...to assist them in understanding the problem and what opportunities or solutions there are (6: +1) rather than training being provided to parents so that they are better able to understand the systems and

processes of the school if they want to be involved with the school’s decision

making (29: 0; 32:-1). There should be lots of opportunities where parents are given information and are also being asked their opinion (4: +1) and enough time should be given to parents to process and understand the information (7: 0). This information does not always need to be written down as long as there is someone who can talk it through with them first (33: -1) and it is also important that parents are not made to feel they are being a nuisance for phoning up and asking questions (20: 1).

In order to work in partnership with parents it is also important that ‘social and ethical issues’ are taken into consideration (24; 1). Parents’ needs are also important to consider, for example sometimes, “parents do not always want to acknowledge areas where they lack knowledge and understanding.” Other parents may have learning difficulties themselves and may not be able to fully understand how to help their children through a whole lifetime thus extra help is required to help them fully understand the difficulties their children may face later in life. “Some activities aim to increase parental confidence so the parents feel more able to be involved in decision making.”

95 Even though there is strong disagreement with the idea that parents cannot make a valuable contribution because they are emotionally attached to their children (27: -4) there is also a view that parents will always have a biased viewpoint which should be considered when information sharing. This viewpoint does not agree with the idea that parents will prevent the school from being able to deliver services objectively (14: -3) nor do they believe that parents being involved will add to the time that the process may take (13: -4).

They oppose the idea that it is not possible to have agreement between parents and school because it is very difficult to represent diverse views whilst also trying to reach decisions about complex and controversial issues (16: -2). Instead there is more concurrence with the idea that the knowledge and experiences that parents have is a valuable quality (25: 0) and that parents can make a very valuable contribution because they are looking at how to help children through a whole lifetime (26: 0). Although there is disagreement that parents’ opinions carry the same weight as everyone else (12: -1) hence the final decision making should not be in the hand of the parents and the school should not implement what the parents decide (31: -1; 8: -3).

Overall, there is a strong sense of enabling parents to work in partnership with the school by helping to empower parents and help them feel valued (18: +2). Yet this does not entail recognising and rewarding parental engagement (30: -2) with prizes (10: -2). To help empower parents there should be someone who is easily accessible who can guide and reassure them (34: +2). However this person does not necessarily need to be just one person because any member of the team can and should be able to provide reassurance to parents.

6.2.2 Viewpoint 2 – Respecting and Valuing Parents

There is a fundamental notion in this viewpoint that parents should be valued (31: +4) and they should not be made to feel they are being a nuisance for

96 phoning up and asking questions (20: +4). Since parents are looking at how to help children through a whole lifetime (26: +2) the knowledge and experiences that parents have are attributes which enables parents to make a very valuable contribution (25:+2). They do not agree that only pushy parents become involved and there is no voice for the marginalised (28: -4) as even though “some parents are easier to encourage than others all parents provide valuable insights.”

Communication with parents is a defining characteristic of this viewpoint. Although the purpose of engagement is regarded to be principally an information gathering exercise (12: +3) this should not diminish the contribution that parents make. It is important there is a good level of 2-way communication (3: +3), with lots of opportunities where parents are given information (4: +3). It is also important to ensure that things are said in an understandable way and adapted to different audiences (5: +2) Although not felt to be very important there is some agreement that parents should be given enough time to process and understand the information (7: 0) and that there is someone who parents can talk through any written information (33: 0) who is easily accessible who can guide and reassure them through the process (34: +1).

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There is some agreement that social and ethical issues (24: 0) need to be taken into account. Also training should be provided to parents so that they are better able to understand the systems and processes of the school (32: 0) because it

is important to ensure that everyone has a clear understanding of everyone’s

roles, skills and attributes (19: +1).

There is a rejection of the idea that parents cannot make a valuable contribution because they are emotionally attached to their children (27: -3) nor do they feel that parents will prevent the school from delivering services objectively (14: -3). They also do not believe that parents being involved will add to the time that the process may take (13: -4).

97 It is viewed as important that parents are not being made to feel that they are just a parent in a room full of professionals (23: 1) and that parents should not be intimidated or overpowered. There is also some importance to ensuring that parents are not patronised (21: 0) and the school should empower parents and help them feel valued (18: 0). However there is disagreement with the idea of recognising and rewarding parental engagement (30: -2) with prizes (10: -2). Instead, for those that subscribe to this viewpoint, it is important to work in

partnership with parents to solve problems together, drawing on each other’s

expertise (11: +2) by allowing time for parents to say their opinions and to ask questions (15: +1) and providing parents with balanced and objective information (6: +1).

There is a strong respect for the contribution that parents make to decision making process yet it is not felt to be very important to have parents being involved in decision making processes as the norm and part of the culture (17: -

1). The view that parents’ opinion carries the same weight as everyone else is

not of great consequence (22: -1) and there is strong disagreement with the idea that the final decision making should be in the hands of the parents and the school should implement what the parents decides (8: -3). Even though, “parents have a role there must be respect for the professionalism of teachers and staff too. A balance needs to be found between families and education staff but most importantly at the heart of it must be the child.”

6.2.3 Distinguishing and consensus statements Distinguishing features between the factors

There is considerable difference between the two factors regarding the purpose of parents being involved in decision making. Factor 1 believes that parents being involved in decision making processes should be the norm and be part of the school’s culture. Factor 1 views this as very important (17: +4) whereas factor 2 rated this as less important (17: -1) instead believing that engaging with

98 parents is an information gathering exercise designed to improve the quality of service delivery (12: factor 1 = -1; factor 2 = +3).

Although factor 2 feels much more strongly than factor 1 about the importance of parents’ opinions being valued and acted upon (31: factor 1 = -1; factor 2 = +4) and that parents are not made to feel they are being a nuisance for phoning up and asking questions (20: factor 1 = +1; factor 2 = +4), factor 1 rated the importance of parents never being patronised and given the same professional respect and courtesy as any other professional higher than factor 2 (21: factor 1 = +3; factor 2 = 0).

There is also dissent between the goals in engaging with parents. Factor 1 views the engagement with parents as an opportunity for learning and reflection on service delivery (1: +3) and practice whereas Factor 2 views engagement with parents as an opportunity where parents are being given information (4: +2). However factor 2 values more highly the knowledge and experience that parents have (25: factor 1= 0; factor 2 = +2) and the contribution they make because they are looking at how to help children through a whole lifetime (26: factor 1 = 0; factor 2 - +2).

Consensus statements

Although these are two distinct viewpoints there are several areas of agreement between the two factors. The most notable being both factors feel strongly that it is important to have a good level of 2-way communication (3: factor 1 = +4; factor 2 = +3). They both agree that a system for engaging with parents should have things said in an understandable way and adapted to different audience (5: +2), parents should be given balanced and objective information (6: +1) and that there should be enough time given to parents to process and understand the information required (7: 0). They both reject the idea that it is not possible to have agreement between parents and school because it is very difficult to

99 represent diverse views whist also trying to reach decisions about complex or controversial issues (16: -2).

In addition neither factor agrees with the idea that parents being part of the school’s decision making processes may add to the time that the process takes (13: -4), nor do they feel that parents being part of the process will prevent the school from delivering services objectively (14: -3). They also strongly disagree that the final decision making should be in the hands of the parents and the school should implement what the parents decide (8: -3). Finally both factors also disagree that parents should be rewarded for being involved with the school’s decision making processes (30: -3) with awards and prizes (10: -3).