Levels of early school leaving – relationship between parents, teachers and academic achievement
DOI:
https://doi.org/10.18485/uns_evkonyv.2024.4Keywords:
early school leaving, social consequences, family, school, community of studentsAbstract
According to Schmitsek, Early School Leaving (ESL) became a significant societal concern in many EU countries during the 1980s and 1990s. Mazrekaj and De Witte (2020) argue that early school leaving results in numerous adverse social consequences, such as crime, unemployment, and early childbirth. Therefore, it is essential to investigate the factors that contribute to early school leaving. Russell Rumberger (1995) categorized the influences on early school leaving into three levels: (1) family, (2) school, and (3) the community of the students. This research aimed to gain a comprehensive understanding of the factors that may lead to early school leaving from the students’ perspectives, focusing on three key areas: parental support, relationships with teachers, and the class community. The questionnaire designed by Hanna Tomaszewska-Pekala and her colleagues (2017) aligned closely with the research objectives and comprised 40 items. Our results indicated that students who communicate their issues with teachers tend to achieve better academic performance (0.657**). Additionally, the study revealed a significant relationship between parental involvement and academic success (0.586**), as well as a strong connection between students’ future aspirations and parental support (0.407**). Overall, the findings underscore the importance of enhancing family support, improving school environments, and fostering positive community influences to effectively address early school leaving.
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