Study on Parental Involvement Preparation at a Preservice Institution in Mongolia

Sukhbaatar, Batdulam
September 2014
School Community Journal;Fall2014, Vol. 24 Issue 2, p189
Academic Journal
In 2008, in order to meet global standards for basic education, Mongolia adopted a new educational system replacing an 11-year system, under which children started primary school at age seven, with a 12-year system in which schooling commences at age six. Since education should be an active collaboration between school and family, having younger students in the new school system means parental support becomes even more essential in assisting primary school teachers to manage the higher learning expectations implied by this change. This study is aimed at investigating how primary education preservice training at one of the three national teacher-training institutions in Mongolia prepares teachers for parental involvement. To meet this objective, the study conducted document analysis, questionnaire surveys, and key-informant interviews. Thirty-two primary education major senior students were surveyed, while 17 stakeholders were interviewed. Participants expressed their concerns about barriers to parental involvement and teachers' overall lack of skills in developing parental involvement approaches in schools. The student teaching practice was found to be what best prepared preservice teachers for the topic, but their supervising classroom teachers also played a key role in shaping preservice teachers for parental involvement. However, classroom teachers have dissimilar skills in and attitudes towards involving parents. In addition to teachers' lack of skills in implementing parental involvement activities, heavy workloads, a limited understanding of family diversity, and gender issues also contributed to a lack of parental involvement.


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