Cilj ovog istraživanja bio je ispitati postoje li razlike u percepciji uključenosti u rad škole između opće populacije roditelja i predstavnika roditelja i to s obzirom na ključne dimenzije multidimenzionalnog modela participacije. Istraživanje je provedeno na reprezentativnom uzorku roditelja djece od drugog do osmog razreda iz 30 osnovnih škola iz cijele Hrvatske (N=1122). U ovom radu prikazani su rezultati dobiveni na uzorku roditelja opće populacije (N=908), te uzorku predstavnika roditelja u tijelima školske uprave (N=144). Dobiveni rezultati ukazuju da je odnos škole i roditelja u Hrvatskoj pretežno tradicionalan, što znači da odgojno-obrazovne ciljeve određuje škola, a tek ponekad o njima obavještava roditelja. Komunikacija s roditeljima relativno je rijetka i orijentirana na pojedinačne probleme i pretežno je inicira škola. Unatoč tome, roditelji općenito pokazuju visoki interes za sve dostupne oblike suradnje sa školom i smatraju da su oni korisni za njihovo dijete. Roditelji iz uzorka predstavnika roditelja uživaju bolji socioekonomski status i obrazovaniji su od roditelja opće populacije, te imaju percepciju veće uključenosti u rad škole. U usporedbi s roditeljima opće populacije, skloniji su partnerskom pristupu u suradnji sa školom. (IN ENGLISH: The aim of the study was to examine the differences in the perception
of school-parent cooperation between parents of general population
and parents-representatives in school bodies on several dimensions of parent participation in school life.
Research data was collected on a representative sample of primary school children parents, grade second to eight, from 30 primary schools in Croatia (N=1122). This paper presents the results of parents of the general population (N=908) and parent-representatives (N=144). School-parent communication in Croatia is still traditionally oriented meaning that school determines the educational goals by itself and inform parents about them only sporadically.
Emphasis is placed on the role of the school: the educational plans are made by teachers, communication with parents is relatively rare, and focused on the individual issues, and is mostly intiated by the school. Parents generally show a high interest in all forms of the school participation and believe such participation can be useful for their child. Parents from the parent-representatives sample have a higher socio-economic status, they are better educated than the
parents from general population, and perceive themselves as more involved in the school participation. When compared to other parents, parent representatives are more oriented to partnership orientation.
