Abstract
Parents' involvement has a huge influence on children’s educational engagement during the elementary years, the study sought to examine the perceptions of Albanian parents of their involvement in their children's schooling at the Qemal Stafa School in Albania. The parental involvement construct examined in the study was conceptualized based on Epstein’s (1995) six categories of parental involvement comprising parenting, communicating, volunteering, learning at home, decision-making, and collaborating with the community. The data collected through the questionnaire were analyzed using descriptive statistics, Pearson correlation and ANOVA. The results showed a high level of parental involvement in the Albanian children’s learning development. The parents surveyed reported volunteering in many workshops that the school conducted. In addition, the results indicated that some parents maintained a good communication with teachers. The ANOVA results showed statistically significant differences in parental involvement by age, marital status, education level, Income Level. Variables such as communicating, and volunteering were identified as the most important components of parental involvement.
Highlights
In the education of children, two main agents that play a fundamental role are the school and the family
What is the relationship between parenting and communication, i.e. the two categories of parental involvement examined in the study?
Significant differences were found in regard to four of the six types of parent involvement, namely parenting (p = .001), volunteering (p = .001), decision making (p = 0.035), and collaborating with the community (p = .042)
Summary
In the education of children, two main agents that play a fundamental role are the school and the family. The family shapes the minds of children through informal education, while the school provides children with formal schooling. These two forms of education cumulatively make up children’s foundational learning (Edwards, 2002). Scores of parents tend to believe that children should be educated by those who are more suited to the tasks of teaching, training, and educating, i.e. teachers. In this mindset, they perceive the school to be solely responsible for the education of their children. Schools are often left alone to act as the sole teaching agent (Bloom, 1997) with little parental involvement, if any
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