Principals' and Teachers' Practices about Parent Involvement in Schooling

Mehmet Akif Erdener

doi:10.13189/ujer.2016.041319

Mehmet Akif Erdener

Open Access

https://doi.org/10.13189/ujer.2016.041319

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Abstract

Parent involvement has an influence on children's educational engagement for all school levels. The objective of this study was to examine public school principals' and teachers' practices for improving parent involvement in schooling. This study used a mixed method to identify the school administrators' and teachers' perceptions about parent involvement in schooling. Data was collected from 64 public schools' administrators and teachers of elementary, middle and high schools. Six hundred and sixty one (55%) of surveys returned from 28 elementary schools, 27 middle schools, and 9 high schools. Data was analyzed with Confirmatory Factor Analysis (CFA) and Multivariate Analysis of Variance (MANOVA) using the Statistical Package for Social Sciences (SPSS). For qualitative part, phenomenological research method was used to investigate principals' and teachers' experiences to promote parent involvement. Findings indicated that school levels and teachers' education levels had a statistically significant impact on combined factors of parent involvement. No significant differences were found in parent involvement among principals and teachers who are from different major, gender, and seniority groups. This study showed that educator' attitudes is the most significant factor on parental involvement in schooling. Additionally, this study claimed when principals offer different time schedule for parent and teacher meetings, parent involvement is increased. One of parents is selected by Parent Teacher Organization for each grade so parents might use social media for all of meetings, offers, events, and announcements.

Highlights

Educational researchers have been interested in how parental involvement affects on students’ academic achievement and success [23]
There are no significant differences between the high school level, middle school level and elementary school level on parenting, and decision-making
Epstein et al.,[20] described the parent involvement factors as the following: parenting is an awareness of every step of child growth and development so parents might be supported with more information from teachers about parenting

Summary

Introduction

Educational researchers have been interested in how parental involvement affects on students’ academic achievement and success [23]. Studies have shown that parent involvement increases students’ academic achievement and self-esteem [12,25] while decreasing absenteeism and behavioral problems [21,33]. Children learn from their families, teachers, peers, relatives, part-time employers, and other adults in the community, so relationship among home, school, and community are very significant [17]. Epstein [17] clarified the following points: 1) many parents need more information from schools to be productively involved in their children’s education; 2) learning at home, at school, and in the community is very important for students; 3) peers, families, and the organization of activities in schools and classrooms promote students achievement positively or negatively; and 4) community-based programs might be supported to increase home, school and the community collaboration. She categorized parent involvement into six major types: (1) parenting, (2) communicating, (3) volunteering, (4) learning at home, (5) decision making, and (6) collaborating with the community

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