The Present-day school and teacher’s professionalism: the parents’ evaluation
ENThe paper aims to reveal how the pupils’ parents / guardians evaluate the present-day school as an educational institution and the teacher as an educator of a developing personality and a professional. Once the characteristics of family and school interaction are determined, it is possible to establish feedback concerning the efficiency of the developed model of education change as it faces the reality of education. The data of long-term research (school year 2002/2003 and school year 2012/2013) make it possible to state that the dynamics of the interaction between the pupils’ parents / guardians and the school is marginally positive: during the surveyed period the number of families that frequently communicate with school increased. Moreover, the number of pupils unwilling to attend school decreased. The expectations of pupils’ parents in regard to the teacher’s professionalism are still high: only personalities can educate personalities. The research revealed that the pupils’ families are not indifferent to the processes of the education system reform and wish the organizers of the education process to hear out their ideas and suggestions. Nevertheless, the parents have no intention of taking over the role of initiators in the enhancement of partnership between schools and parents: the community of educators, that still possesses the status of the leader, has to design the model of interaction between the active main institutes of socialization (family and school) in the realm of primary socialization. Keywords: school, pupils’ parents, pupils, the teacher’s professionalism, institutes of socialization, identity.
