Whereas in Hornby and Lafaele’s model (2011) the first two positions are occupied by parent and child (internal
factors, related to the essence of family), in our results the first two positions are occupied by the teacher-parent
relationship and the economic factor (external factors, situated outside the family, which determine its functioning).
In a certain sense, the data re-confirm the educational and social reality from our country, the insufficient training of
parents to be parents and make education, as well as of teachers to manage the relationship with the family.
Regarding the economic factor, this is unfortunately decisive not only for the financial support of education, but also
for the (non)involvement of parents in the proper action.
The 4 categories of factors related to PI become, at the same time, directions of action for improving it: 1.
optimizing the communication process (identifying more direct and efficient ways, training activities for teachers to
manage the relationship with parents); 2. ensuring a proper financing of education in terms of educational policy,
including additional financial support for children from vulnerable family environments (school should become a
real support for families, not a burden of additional costs, strengthening their motivation to support their children’s
education, as well as the involvement of parents themselves in this process); 3. enhancing the parents’ level of
education, formative actions for adults and for spending free time with their children; 4. knowledge of the age
particularities and the children’s needs at any age.
In our opinion, based on the results of this research, we may propose the exploitation of several suggestions
given by the teachers, as well as building possible solutions based on their real needs. Basically, all the suggestions
are correlated with accentuating the involvement and responsibilisation of teachers and parents in approaching and
managing PI.
Given the results of our research, we may argue that educating parents, like a component of adult education, should
become an element of the academic curriculum of training for the teaching career. As a component of continuous
training (although there is also the possibility of intervening in the initial training programme!), universities may
design programmes for empowering teachers with competences characteristic of relating with the family. As shown
by our data, the way in which parents are involved in their children’s education correlates with the educators’
abilities of relating with the family. From this perspective, school itself should design adult education programmes
which may support parents, so that these may identify their role and position in their children’s education and build
an efficient set of correct skills in relating with these and with the teachers.
Thus, we may suggest the organization of constant education programmes to empower teachers in approaching
adults, the manner of relating to the children’s parents being no strong point for many teachers, but rather a frequent
source of disruptions and even conflicts. It is necessary to clarify the areas of parent involvement, the place and role
which the legal frame may give to the parent, so as to avoid confusions and mistakes. In this respect, we may opt for