Assessing Parental Self-Efficacy in Helping Children Succeed in Primary Schools in Tanzania

Abstract

The present study assessed factors associated with a parental self-efficacy in helping primary school children succeed in Tanzania. The study assessed how social contextual variables, parents' perceptions of general invitation for involvement from others, parents' valence towards school, parents' skills and knowledge and parents' energy and resources are associated with parents' sense of self-efficacy. The study involved parents of grade two children in four regions in Northern Tanzania. A multilevel model showed that parents' self-efficacy was predicted by parents' perceptions of the invitations from school, parents' knowledge and skills and parents' valence towards school. These findings shed light on the need for interventions to promote teachers' skills in working with parents in primary schools in Tanzania.