Eureka! Institutional Repository

The notion that the roles of school and family are not interconnected has been outdated for decades. After extensive research, both in the Greek educational system and abroad, it has become clear that cooperation between teacher and family has been proved to be beneficial, not only for the teachers and parents, but for the child as well. Especially when the child suffers from conduct and emotional disorder, the need for cooperation with the family becomes imperative in order to handle some difficult situations that prevent the child from being integrated in the school environment. Thus, the purpose of the present study is to examine the views of 120 primary school teachers of the regional unity of Kozani, concerning the role of cooperation between teachers and parents in the context of Conduct disorder management. In specific, the present study examined the ways teachers use to communicate the behavioral problems of the children to their parents, the ways teachers choose to cooperate with the parents as well as the ways they choose to initiate parents in order to cope with the Conduct disorders of their children. All the above views were studied in relation with some of the teachers’ demographics. According to the statistical results of the quantitative study, the teachers who participated in the research seem to display a quite moderate attitude towards the examined actions they choose to take in order to communicate and cooperate with the parents, since they are neither very frequent nor rare. Finally, the teachers’ demographics do not affect significantly the specific ways teachers choose for their cooperation with the parents.