Stakeholders' Perceptions of the Basic Academic Support Policies: Focusing on the Home-School Partnership in Chungcheongnam Province

Purpose: This study aimed to examine the overall performance of the policy operation in the first year of the 2024 Chungnam Basic Academic Competence Support System, focusing on the connection between home and school, and to provide suggestions for future policy implementation. Methods: A survey was conducted with 966 teachers who had experience operating the Chungnam Basic Academic Competence policy program and 924 guardians of related students, and focus group interviews (FGI) were conducted with a total of 14 parents, teachers, and education office officials. Results: The survey results showed that both elementary and middle school teachers perceived the supplementary curriculum program as extremely helpful in addressing learning gaps and improving academic skills. However, they recognized the serious lack of connection with families as a reason basic academic assessments were not well conducted. Parents of elementary and middle school students generally evaluated the policy positively, but one of the reasons for dissatisfaction was the lack of information about the policy and support due to poor communication between school and home. According to the FGI results, parents requested the provision of information about the policy and programs, sharing information regarding their child's remedial education process and outcomes, use of various channels for direct communication, and parent education to enhance understanding of their child. Teachers pointed out that parents often did not cooperate due to concerns about the stigma associated with their child being a target for academic support and suggested strengthening policy promotion and training for parents. Education office officials believed it is necessary to raise awareness of the importance of basic academic skills and increase participation through parent education, as well as suggested producing and distributing policy explanations and performance promotional materials, creating opportunities for parent feedback, and enhancing teachers' counseling capabilities. Conclusion: Suggested policy recommendations are that multifaceted efforts are needed to strengthen home-school cooperation and enhance communication. Education is also required to improve policy awareness and prevent stigmatization, and furthermore attention should be given to improving the efficiency and professionalism of basic academic education program operations.