The school-family relationship:

This research work has enabled us to explore the impact of the school-family relationship on the academic performance of elementary school learners. This has led us to highlight and understand not only how the various players in the primary education sub-sector actually operate, but also the factors that influence the academic performance of schoolchildren. To achieve this, we used a mixed methodological approach, combined with systemic and content analysis, to highlight the need for complementary action and collaboration between the various players. We interpreted and discussed the results obtained using Skinner's theory of learning and the educational approach of Decroly (1932) and Montessori (1952). However, the reality on the ground is not in line with the required norm, which is that the family's school follow-up and support should efficiently complement the teacher's psycho-pedagogical action, for a good education and training of learners.

Autorentext

Mêdéssi Max Stéphane CHAOU, Teacher graduated from the Ecole Normale d'Instituteurs de Kandi, Benin; Specialist in analysis and evaluation of educational systems; Researcher specializing in pedagogical innovation in primary education. He holds a doctorate in educational sciences from the University of Abomey-Calavi, and has been teaching for 15 years.