Research Article 1: Understanding Culturally Diverse Parents and Teachers: A Case Study of Parent Involvement at a Private International School in Thailand

Understanding Culturally Diverse Parents and Teachers: A Case Study of Parent Involvement at a Private International School in Thailand

Researcher Name: Tajti, Barbara (2019)

Research Objective: 

This case study aimed to examine and assess the nature of parental involvement at SJMIS Elementary. This involved exploring the complex dynamics of involvement, identifying the different types present, and understanding the perspectives of both parents and teachers on parental participation while considering their cultural contexts.

Research sphere: The research focuses on parental involvement in the Elementary school setting in an International School. 

Sampling design: The parents chosen were specifically from the Elementary department as the researcher was then the Principal of that department. She was aware of the happenings inside her department and chose the Elementary department due to her comfort zone. The parents involved in the study were from Thailand, India, and mixed race parents. 

Measurement design: The researcher did daily observations of how involved the parents were. She interacted with the parents on a daily basis and if there were cases to attend to she did so frequently. She used her experience during her tenure to push forward her research. She felt that parent involvement was a current issue and trend within her school. 

Statistical design: The researcher utilizes both qualitative and quantitative research methods - 

observation, manifest, visual environment, interviews, surveys, diverse groups (deeper understanding), sometimes group, sometimes, one on one interviews. 

Findings: The results of this study reinforced previous research, showing that most parents, regardless of nationality, wanted their children to succeed in school and were eager to support their success. Additionally, the findings indicated that most parents were satisfied with the current level of interaction between the school and families. However, there were some differences in how parents and teachers from various ethnic or national backgrounds perceived their responsibilities.

The study suggests that regular face-to-face interactions between parents and teachers, initiated by the school, could enhance trust and foster a stronger partnership within the school community. Further research is needed to explore how schools can better support underrepresented minority groups. Moreover, international school leaders should actively promote cultural diversity, which includes providing culturally competent care for students.

Limitations: The researcher based her findings on opinions and had to rely heavily on who was available at the time. Due to the language barrier, the researcher had to use a translator and frequently, accurate responses get lost in translation. The researcher stated that the Thai parents were reluctant to participate and when they did, they did so in large groups which swayed their responses. 

Further studies: From this study, a follow-up study would be beneficial by involving the Kindergarten department and secondary school parents to see if there is a trend regarding involvement as students progress through the school.

 https://www.theseus.fi/handle/10024/265513