Abstract
The main purpose of this study was to define and conceptualize the term parental involvement. A questionnaire was administrated to parents (140), teachers (145), students (120) and high ranking civil servants in the Ministry of Education (30). Responses were analyzed through Smallest Space Analysis (SSA). The SSA solution among all groups rendered a two dimensional solution with a coefficient of alienation .18. The SSA map clearly divided 44 parental activities into four quadrants. The left and right regents represent the focus of parental activity: The left regent represents in-school activities and the right side represents out-school activities. The upper and lower regents represent the organizational level: The upper regent represents organizational based activities and the lower regent represents student-based activities. The initial findings also demonstrated that parental involvement can be defined by the 44 actions, which are deployed on the SSA map in a polarized facet. The facet includes four elements (separation index 1.00): Resources, school welfare, control processes and pedagogical and wellbeing contents. We now have a better understanding of what constitutes school-related parental involvement; we know that it reflects a broad spectrum of parental actions and activities, which can take place either at school or outside the school. The involvement can be expressed actively or passively, often relating to the school as an organization and often in the personal context of one's own child.
Highlights
Students whose parents are more involved have higher school grades than do their peers
Factor analysis was intended to assist with first stage confirmation of the facet concerning the focus of parental activity
Even though the professional literature has previously addressed the issue of parental involvement, including different attempts to define the term, as yet there has not been an attempt to conceptualize the term by investigating all stakeholders involved
Summary
Students whose parents are more involved have higher school grades than do their peers. It may seem that there is nothing controversial about it, since it is considered socially desirable to encourage parents' to become involved in their children's education. Some researchers have claimed that the direct cause for students’ high scholastic achievements is parental involvement confined to the home, which includes discussions with the children about their experiences at school and about the importance of studying [9]. Others have claimed that it is parental involvement in the school that is the key to students’ academic success [10,11]) Such results have been reported in meta-analyses, such as those done by Jeynes [5,12] indicating that the relationship between parental involvement and students' achievements is statistically significant. The various interpretations indicate that the term defies a single definition and, merits further examination, in an effort to attain greater clarity, let alone reach a consensus among researchers [13]
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