Youth Character Development and Teacher-Parent Partnership: A Systematic Literature Review

Abstract

Background: Collaboration between teachers and parents is essential in the growing years of youth since it helps them build character, such as a sense of responsibility or empathy. Still, difficulties like different strategies and time constraints can affect communication.

Objective: This research aims to analyse how parents' and teachers' involvement in fostering adolescent character forms, including supporting and inhibiting factors.

Methodology: This research uses a qualitative approach with a Systematic Literature Review (SLR) and PRISMA analysis. Some database searches were conducted using English search terms. This review included nine articles.

Result: It was found that various efforts and forms of teacher-parent partnerships, such as parent-teacher meetings, socialisation programmes, communication, and others, are involved in adolescent character development, as well as things that support and hinder these partnerships.

Conclusion: Various efforts are made between teachers and parents in fostering adolescent character; various forms of cooperation maximise supporting factors and minimise inhibiting factors for cooperation between teachers and parents in fostering adolescent character.

Unique Contribution: This research opens up various opportunities for further studies on adolescent character development through cooperation between teachers and parents.

Key recommendation: To minimise inhibiting factors while maximising supporting factors for teacher-parent partnerships, it is necessary to expand innovative strategies to strengthen teacher-parent partnerships in developing adolescent character.