Historical Formation and Characteristics of Parental Educational Involvement Policies in Korea

The purpose of this study was to analyze the historical formation and characteristics of Parental Educational Involvement Policies in Korea. The research results are as follows:After the " 5. 31 Education Reforms" promoted by the Kim Young- sam government, the social and legal status of parents in education has been improved. Before the " 5. 31 Education Reforms", parents were recognized as supporters and volunteers in school. Through the " 5. 31 Education Reforms", however, parents began to be recognized as educational sovereigns. With the School Governing Board being introduced, parents could participate in decision-making of school management. In addition, various support policies for parental empowerment were introduced. However, there needs to be some improvement of these Parental Educational Involvement Policies. First, the unequal relationship fixation caused by unbalanced power structure between school staffs including teachers and parents has persisted. Second, "Policy-Environment discord" and " Normative Policy discord" have been generated. Third, policies for improving the Collaborative Leadership of teachers are not established enough. Fourth, the policy to establish mutual communication system between parents and school is insufficient. Lastly, policies that take advantage of parent enthusiasm for education as a strategic asset are not sufficient. For post-Covid-19 era, a newly revised social deal on education should be established in Korea. In the new deal on education, Parental Educational Involvement Policies are needed to be more progressive and democratic.