A comparative study of parental communication, participation, and support for schools in three countries: Türkiye, South Korea, and Iran

Document Type : Research Paper

Authors

1  Ph.D. Student in Curriculum Planning, Department of Educational Sciences and Psychology, University of Tabriz, Tabriz, Iran

2  Associate Professor of Educational Administration, Department of Educational Sciences and Psychology, University of Tabriz, Tabriz, Iran

Abstract

Objective: Understanding the differences and similarities between countries in the role of parents in school can help policymaker’s model successful experiences. This research is a comparative-analytical study with the aim of the comparative study of the way parents communicate, participate and support schools in three countries: Turkiye, South Korea and Iran.
Methods: A qualitative comparative study method was used, utilizing the four-stage Brody approach, namely description, interpretation, juxtaposition, and comparison. Among all the countries in the world, South Korea and Turkiye were selected by researchers as examples for comparison with Iran due to their cultural affinity, relatively high ranking in educational indicators, and greater access to information. The method and tools of data collection are documents and information available in the official databases of these governments, books and publications related to the research topic. The criteria for inclusion in the review were documents that were preferably up-to-date and relevant to the information. Documents published between 2018 and 2023 were selected. To determine internal validity, the accuracy of the documents was evaluated, and to determine external validity, the degree of importance of the documents was evaluated.
Results: The results show that in Turkiye and South Korea, in general, they give more importance to the education system and schools, and for this reason, schools in these countries are also more in touch with parents. In Iran, while schools play an important role in academic growth and education, their communication with parents is less and, as a result, the benefit of parents' abilities in improving the education system is less. Comparative analysis shows that in Iran, the pattern of communication with parent’s lacks institutional and policy coherence and requires redesigning the communication and partnership structure between home and school.
Conclusion: In general, developing interaction between parents and schools and educational institutions requires the development of cultural programs, the development of parent participation programs, the development of interactions with schools, the development of programs to benefit from parents' abilities, and the development of effective parent-school communication. Ultimately, strengthening the role of parents in schools can be an effective step in improving the quality of education, increasing the school's social capital, and developing the country's educational system.

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Main Subjects

References

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Journal of School Psychology
Volume 14, Issue 2
August 2025
Pages 27-44

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