Resumen

GAJARDO JARA, Karina  y  CARCAMO VASQUEZ, Héctor. Parental educational role: Representations of High School Teachers. Acad. (Asunción) [online]. 2025, vol.12, n.3, e1213.  Epub 29-Jul-2025. ISSN 2414-8938.  https://doi.org/10.30545/academo.2025.n3.1213.

This study aims to understand high school teachers’ representations regarding the parental educational role. The research was conducted in a partially subsidized private educational institution in Chillán, Chile. It employs a qualitative methodology and a socio-phenomenological approach. Data collection was carried out through semi-structured interviews with 11 high school teachers. Content analysis was used for data interpretation. The findings reveal the core nucleus of the representation and its peripheral elements. The core nucleus is identified as the belief that parental presence and participation in the educational process, beyond formal and obligatory instances, is highly beneficial in emotional, behavioural, and academic domains. Regarding peripheral elements, the study highlights the conviction that academic outcomes are influenced by the fulfilment of the parental role, particularly in the emotional domain. Another peripheral element is the teachers' expressed need to compensate for this role when it is inadequately fulfilled at home, generating concerns that involve emotional engagement by the teachers. Additionally, it leads to the development of strategies aimed at addressing the material and emotional needs students may exhibit.

Palabras clave : Social representations; family; school; teaching staff; parental educational role.

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