Early Childhood Education Teachers’ Perceptions of the Family–School Relationship in the Region of Murcia
Keywords:
family–school relationship; parental involvement; early childhood education; CPPRFE; teachersAbstract
Family–school collaboration is a critical quality indicator in Early Childhood Education, yet recent evidence reveals a gap between pedagogical discourse and actual participation practices (Ceballos-Vacas et al., 2025). This study examines Murcian teachers’ perceptions of that relationship using the 15-item CPPRFE questionnaire (Rabal et al., 2020). The instrument was administered to 48 Early Childhood teachers—90 % female—from public and charter schools. Objectives were to (a) describe overall and item-level ratings, (b) estimate internal consistency, and (c) test age-related differences (< 35 vs. ≥ 35 years). SPSS 28.0 was used for descriptive statistics, Cronbach’s alpha and independent-samples t-tests. Teachers reported a positive perception (M = 2.91, SD = 0.41) and excellent reliability (α = .94). Older teachers scored significantly higher than their younger counterparts (t = 4.14, p < .001). Findings are discussed in terms of pre-service and in-service teacher training and policy initiatives aligned with European recommendations (European Commission, 2021).
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