Subjective Theories of parents and guardian of an Antofagasta’s state-subsidized school regarding their own participation in their children’s academic performance

Abstract

This research is aimed at describing and interpreting the Subjective Theories of parents regarding their participation in the academic context of their children. For this purpose, five focus groups, including 23 parents whose children attend 1st and 2nd grades of primary school, were conducted. Data collection and analysis were carried out through the Grounded Theory, which showed Subjective Theories related to the importance of parents in the children´s learning process. These theories describe and distinguish the roles that, in parents’ opinions, the actors in the educational system should have. Also, they emphasize the specific personal characteristics that the teacher must have for improving students’ learning. Finally, the Subjective Theories about parents’ participation in their children’s academic context, both inside and outside home, are analyzed.