The views of Dutch primary school principals on contributing to children's upbringing in education and collaborating with parents

Abstract

This study focuses on how professionals in primary education contribute to children's upbringing, and engage in upbringing-related collaboration with parents. Eleven Dutch principals are interviewed about views, practices, and leadership. All of them recognise upbringing in education, and describe interwovenness of care, teaching and upbringing. Contributions to upbringing strongly relate to learning. Especially children's school readiness and the establishment of conditions for learning require intensified upbringing support. Teachers’ empathy and attitude of equality support the collaboration with parents on upbringing. The narratives reveal the complexities of leadership on upbringing and teacher-parent collaboration, amid the differing upbringing contexts, interests and views.