Analysis of the Semantic Field of Social Representation between Teachers and Parents of the School/Family Relationship.
This study aims to examine whether the school/family relationship (SFR) is organised in a social representation (SR). It also considers the links between the SFR and various factors (such as the pupil’s classroom or the ranking of spontaneous words).
Carried out during the school year 2010/2011 on 10 primary teachers and 151 parents, the study highlights the semantic vocabulary used to qualify the relationship. Our initial analyses were based on the verbal association methodology of Flament and Rouquette (2003). We then organised words into associative cards, which enabled us to compare them.
By way of conclusion, we observed that in our sample, teachers and parents were generally satisfied with their relationship. However, the language used to complete the questionnaire tended to influence their point of view.