School-family collaboration in practice: teachers’ voices on challenges and solutions

The success of education lies in the commitment of teachers to make it happen; therefore, teachers are required to increase work commitments further optimally so that success can be achieved. Several things can strengthen the teacher's work commitment, including the managerial competence of the principal, the school climate, and the teacher’s morale. This study aims to analyze the direct correlation between the principal's managerial competence and the teacher's work commitment, the school climate with the teacher's work commitment, the teacher's morale with the teacher's work commitment, the principal's managerial competence with the school climate, the managerial competence of the head of the school with the teacher's morale. It also analyzes the indirect correlation of the principal's managerial competence with the teacher's work commitment through the school climate and the indirect correlation of the principal's managerial competence with the teacher's work commitment through the teacher's morale. This research uses an influential method with a descriptive-quantitative approach with path analysis. The study sample was 148 teachers. Data collection was carried out using instruments consisting of the principal's managerial competence (67 items), school climate (15 items), teacher morale (23 items), and teacher work commitment (25 items) which has been tested for validity and reliability. This research instrument was tested for validity and reliability using a product-moment person correlation test. The research data were analyzed using path analysis to see the direct and indirect correlations between variables by conducting normality and linearity tests. The results showed that there was a positive and significant direct correlation between the principal's managerial competence and the teacher's work commitment, the school climate with the teacher's work commitment, the teacher's morale with the teacher's work commitment, the principal's managerial competence with the school climate, and the principal's managerial competence with the teacher's morale. Moreover, there is a positive and significant indirect correlation between the principal's managerial competence and the teacher's work commitment through the school climate and the indirect correlation between the principal's managerial competence and the teacher's work commitment through the teacher's morale.

Parental involvement in children’s education is a critical factor associated with children’s socio-emotional and educational outcomes. However, low parental involvement occurs more often among economically disadvantaged families. It is unclear what mechanisms may explain the association between family economic status and parents’ educational involvement. Using a large low-income sample from northwestern China ( N = 12,724), we examined the influence of two proximal processes in parents – expectation for children’s highest educational attainment and perceived barriers to involve – in linking family economic status and the involvement of parents in children’s education. We also examined whether these relations may vary by parents’ level of education. Results of structural equation modeling suggested that parents’ expectation and perceived barriers mediated the relationship between family economic status and parental involvement. These relations were particularly prominent among highly educated mothers. Findings elucidate proximal processes in parents and highlight the unique effects of economic status and parents’ level of education in understanding the link between family economic status and parental educational involvement in Chinese families.

Purpose of the study: This study examines how character values are developed through cognitive and emotional engagement within school–family collaboration. It focuses on the roles of teachers, parental involvement, and student participation in supporting character formation. Methodology: A descriptive phenomenological design was used with nine purposively selected participants, including school leaders, teachers, parents, and students. Data were collected through interviews, observations, and documents, then analyzed thematically using ATLAS.ti 7. Credibility was ensured through triangulation and member checking. Main Findings: Teacher shape character through modeling and instructional guidance; parents reinforce values through example and communication; and students show engagement through reflection and cooperative behavior. Strong school family synergy shared routines, communication, and aligned expectations enhances character habituation, though challenges remain in teacher capacity, parental involvement, and cultural constraints. Cognitive and emotional engagement act as mediating processes in character formation and align with contemporary character education theories. The study also highlights a contextual gap in the existing literature, particularly the limited attention to culturally grounded and community-based approaches in character education. Novelty/Originality of this study: The study offers a culturally rooted phenomenological model integrating cognitive emotional engagement with school family collaboration. Policies should reinforce educator training, parental participation, and consistent value-based routines across home and school settings.

Despite an extensive body of literature on the relationship between the parents’ education and the child’s academic outcomes, there is considerably less research into the factors that influence parent involvement. The purpose of this study is to examine the correlates associated with parent involvement with their child inside and outside of school. I use Pierre Bourdieu's theory of the Forms of Capital and Habitus, specifically focusing on cultural capital, to frame my analysis. I use data from the 2007 National Household Education Survey of Parent and Family Involvement (n=10,628), a nationally representative sample, to examine if mother’s level of education is associated with different dimensions of parent involvement. I examined six dimensions of parent involvement: parent involvement at school, parent volunteering, cultural activities, cultural outings, group activities, and homework help. Mother’s level of education was significantly associated with all types of involvement except homework help. Introduction Education has long been the subject of sociological inquiry, from Emile Durkheim (1922) to Pierre Bourdieu (1986). Coleman’s (1966) landmark report, “Equality of Educational Opportunity,” drew attention to the relationship between socioeconomic status (SES) and academic outcomes for children. Parent involvement mediates this relationship (GonzalezDehass, 2005). Studies show that parental involvement has a positive effect on academic outcomes (Lareau, 1987; Bowen & Lee, 2006). Parent involvement in research is often explored as a multidimensional concept (Kohl et al., 2000), which means there are different ways parents can become involved in their child’s education. For example, parents can help their children with schoolwork at home, attend parent-teacher meetings, or take their child to a museum or library, and all of these activities would be considered different types of involvement. While types of involvement are often associated with one another, involvement in specific activities is dependent on the parents’ available resources (Grolnick and Slowiaczek, 1994). However, the extent to which parents become involved in their child’s education is more than a matter of desire. Parents with more resources are better able to become involved (Grolnick and Slowiaczek, 1994), and parent resources can extend beyond economic capital. This paper uses the theoretical framework of Pierre Bourdieu’s Forms of Capital and habitus to explore if parental resources and mother’s level of education are associated with parent involvement. The theory of different forms of capital suggests that parents transfer their status to their children

This study investigates the complex interplay between school climate, work stress, motivation, and teacher performance in higher education institutions within Tangub City. Grounded in both international literature and local observations, it emphasizes how teacher morale and effectiveness are influenced by environmental, psychological, and organizational factors. Motivated by firsthand insights from teachers experiencing high stress and declining motivation, the research aims to develop a causal model that clarifies these interactions and informs targeted interventions to improve teacher well-being and institutional outcomes. This study developed a causal model of teachers' performance by examining the relationships between school climate, work stress, and motivation among teaching personnel at Tangub City General College (TCGC) and Northwestern Mindanao State College of Science and Technology (NMSCST). A descriptive-correlational design was used, and survey questionnaires were used to assess school climate, work stress, teacher motivation, and teacher performance. Structural equation modeling explored the relationships between variables, highlighting areas for improvement in conflict tolerance, scheduling flexibility, and recognition systems within the work environment. Results indicated that task distribution and communication issues significantly contributed to work stress, while psychological needs and professional development opportunities influenced motivation. Teachers generally performed well in creating supportive learning environments, although proficiency in technology use and instructional strategies was lower. The causal model revealed that psychological needs mediated the relationship between work stress, motivation, and performance, with Model 3 providing the best fit. The study underscores the importance of addressing extrinsic and intrinsic factors to enhance teacher effectiveness. Recommendations for policymakers and educational institutions include improving scheduling flexibility, workload distribution, professional development, and recognition systems to foster a supportive work environment and meet teachers' psychological needs. The study sample included 228 instructors selected through proportionate stratified random sampling to ensure representation across all strata.

added by over 1,000 teachers to a survey of teachers' practices. Results of the survey of 3,700 teachers in about 600 schools in Maryland are described in Becker and Epstein (in this issue). The teachers' comments reflect the variation in years of experience and in the number and types of contacts individual teachers have had with parents. Each theme can be viewed from two perspectives-there are potential advantages, but there are also potential problems, with any parent-involvement technique. Teachers' comments reveal their contrasting opinions on the benefits expected from parent assistance at home and on the organizational structures used to conduct parent-involvement activities. Some teachers are very positive about parent involvement; others have been discouraged by their attempts to communicate and work with parents.

Collaboration between the school and the family is increasingly privileged as one of the means to promote educational success and perseverance. This is based among other things on a sharing of responsibilities between parents and teachers. Although knowledge has evolved in relation to collaborative school-family relationships, it has far from developed in all Qubec schools. The division of responsibilities appears more rhetorical than practical. More work must be done. The objectives of this paper are to (1) conduct an overview of parental involvement and school-family collaboration literature under the angles of concept definitions and influential factors; and drawing on Hoover-Dempsey et al. 's models (1997, 2010), and 2) to propose an integrative model of factors and processes linked to parental involvement and school-family collaboration. Given that the challenges facing teachers appear to have increased exponentially and that parents' conditions for exercising their role have become more complex, it appears to be timely to have parents and teachers sitting together and share their vision in order to develop a common understanding and a collective vision of the current situation regarding school-family collaboration. The proposed integrative framework is intended to provide a tool to the main actors eager to engage in a reflective activity.

Early Childhood Education (ECE) is extensively recognized as a critical basis for lifelong learning, development, and success. Parental involvement is a significant component affecting the quality and effectiveness of ECE. Despite the renowned significance of parental engagement in ECE for enhancing developmental outcomes, there is a substantial variation in the extent and quality of parental involvement in Kenya. Initial observations advocate that factors such as parental level of education, household income, marital status, age, and gender may play a vital role in shaping this involvement. Nevertheless, limited empirical evidence describes how these factors influence parental engagement in ECE within the Kenyan context. Therefore, this study investigated the determinants of parental engagement and involvement in ECE in Kenya, focusing on the effect of socioeconomic factors such as household income, educational achievement, and marital status. The study sampled 300 parents using a multistage sampling method and administered the Parental Engagement Assessment Questionnaire (PEAQ). The study employed a multivariate logistic regression to assess the determinants of parental engagement and involvement in ECE in Kenya. The multivariate logistic regression revealed that advanced levels of parental education and income correlate with increased participation in children's education, while economic restrictions significantly limit the parental contribution to their respective children’s education. The study highlights the need for community support, policy advocacy, and targeted interventions to improve parental engagement in ECE. By addressing these issues, the study aims to contribute to developing operative strategies that empower parents and improve educational outcomes for young children in Kenya, eventually setting a solid basis for lifelong learning and development.

Parental involvement has emerged as a critical factor influencing students' educational outcomes and psychological well-being. This comprehensive review examines the existing literature on how parental engagement affects emotional stability and academic success among students across different educational levels. Through systematic analysis of 85 peer-reviewed studies published between 2010 and 2023, this review identifies key mechanisms through which parental involvement operates, examines various forms of parental engagement, and synthesizes findings on their differential impacts. The evidence consistently demonstrates positive correlations between active parental involvement and improved academic performance, enhanced emotional regulation, and better social adjustment. However, the quality and type of involvement matter more than quantity, with authoritative parenting styles and academic support showing the strongest associations with positive outcomes. Over the past decade, both indigenous and foreign research has thrown light on various outcomes of parental involvement, focusing on its forms, emotional influence, impact on academic performance, and the socio-cultural factors that shape students' lives. A reiterated theme across studies is the positive correlation between active parental engagement and students’ emotional well-being and scholastic improvements. Despite these benefits, emerging challenges such as cultural disparities, low economic background, and increasing digital distractions complicate the regular involvement of parents with their children. This review underscores how patterns of parental participation vary across cultural contexts and how these differences influence their effectiveness. The insights gained have meaningful implications for shaping educational policies, enhancing school-family collaboration, and developing targeted interventions. The paper concludes with practical recommendations and avenues for future research.

Research done in the United States shows that parental involvement in children’s education positively affects such educational outcomes as school persistence (Teachman et al. 1997; McNeal 1999), postsecondary educational attainment (Sandefur et al. 2004), and academic achievement (Muller 1993; Ho Sui-Chu and Willms 1996; Epstein 2001). Of course, parental involvement is multidimensional and comprises such home-based activities as parent-child discussions of school, parenting style, and monitoring children’s behaviors. It would also include school-based involvement such as attending parentteacher organization (PTO) meetings or school events, and parent-teacher interactions (Muller and Kerbow 1993; Ho Sui-Chu and Willms 1996; Downey 2002). Notwithstanding the generally positive impact of parental involvement, this effect varies across families of different backgrounds, at least in the United States (Teachman et al. 1997; Desimone 1999; McNeal 1999). Not only are lower socioeconomic (SES) parents less likely to participate in educational activities within and outside of the home, as compared with higher SES parents, but the same amount of parental involvement produces greater benefits among high SES students. Ralph McNeal (1999) found that lower SES students gain less from parent-child discussion than do higher SES students, even when comparable discussions occur. Parent-child discussion significantly reduced the likelihood of dropping out of high school for higher SES students, while such a beneficial effect of parent-child discussion did not exist for lower SES students. Parent-teacher organization involvement had the similar pattern of the interaction with SES. There are policy implications to the unequal effect of parental involvement across family SES. Efforts simply to increase the overall level of parental involvement may not result in overall positive effects. The greater effect of parental involvement for higher SES students, as found in American education, suggests that educational efforts generally to encourage more parental involvement could actually exacerbate, rather than attenuate, educational inequality by family SES. Parental involvement could produce greater benefits for higher SES students than for lower SES students. To understand how

Parental involvement plays an important role in shaping students’ academic achievement, emotional well-being, and spiritual development, especially within faith-based educational contexts. This study explored how Catholic senior high school students experience and perceive parental involvement in relation to their academic and spiritual resilience. Using a qualitative descriptive approach within an interpretive paradigm, data were collected through semi-structured interviews with six Grade 12 students from two Catholic educational institutions in Manila, Philippines. Thematic analysis following Braun and Clarke’s framework was used to analyze the narratives. Findings revealed that students experience parental involvement as a multidimensional process characterized by academic guidance and parental sacrifice, emotional reassurance, shared faith practices, and sustained communication. These forms of support strengthened students’ capacity to cope with academic pressure and personal challenges by providing motivation, emotional stability, and spiritual meaningmaking. However, several factors were identified as hindrances to effective parental involvement, including parental time constraints, communication gaps, physical distance due to work or migration, generational differences, and emotional pressure associated with parental expectations. Based on these findings, guidance service interventions are proposed to strengthen family engagement through parent formation programs, communication workshops, family-oriented activities, and counseling initiatives. The study shows that parental involvement in Catholic school contexts supports not only students’ academic perseverance but also their spiritual resilience, thus offering a more holistic understanding of how family engagement can be strengthened through school-based guidance and pastoral programs. The study highlights the importance of strengthening school-family partnerships in fostering academic perseverance and spiritual resilience among students.

Does parental homework involvement mediate the relationship between family background and educational outcomes?

Situated in social capital theory, the purpose of this mixed-methods study was to investigate the relationship between African-born immigrant parents’ educational level, income status, family structures, and academic performance of their children in the United States (U.S.). To that end, 205 African-born immigrant parents from a metropolitan city in the U.S. were surveyed using the modified Longitudinal Immigrant Student Adaptation Questionnaire. The participants’ (N= 205) responses to the questionnaires were analyzed using Chi-square tests and the participants’ (n = 45) interview responses were analyzed using ATLAS.ti qualitative analysis software. Findings from the quantitative data showed relationships between parents’ income, educational level, family structures and academic performance of their children. Interview findings revealed that hard work and resilience to succeed, parental expectations and academic goals, parental support and investment in education, parental involvement, parent-teacher interactions, and parental educational experiences influenced parents to support their children’s education. The authors discuss the implications of these findings for teachers who are tasked to render better educational settings for African immigrant students to succeed in United States schools.

This study examined the impact of parental participation on students’ cognitive behavior and the implementation of inclusive classroom strategies at Marigondon Elementary School, Lapu-Lapu City, Cebu, Philippines. The primary objective was to examine the relationship between the level of parental involvement and the specific inclusive strategies employed, such as differentiated instruction and peer tutoring, to support students with diverse learning needs. The study used a descriptive-correlational research design. Stratified random sampling was employed, with 100 parent-respondents and 10 teacher-respondents. Survey questionnaires served as the primary instrument, and data were analyzed using frequency, percentage, weighted mean, and Pearson’s correlation. Results revealed that most parents were moderately involved in their children’s education. The extent to which parents and teachers utilized inclusive strategies was also moderate. Hypothesis testing showed a weak negative correlation between parental involvement and the strategy employed. This means that as parental involvement increases, the effectiveness of the strategy employed decreases, but the relationship is not strong. This suggests that higher parental involvement does not necessarily lead to more effective or inclusive support strategies. In conclusion, while parental involvement is essential, it is not enough to ensure improved cognitive behavior or effective strategy use. However, identifying other factors, such as teacher guidance, resource availability, and individual student needs, provides a roadmap for improvement. It is recommended that schools offer targeted training and resources to help parents effectively support learning in inclusive settings, offering a hopeful path forward for all stakeholders.

School and family are the main socializing agents for children. Therefore, effective communication and collaboration between these contexts is essential, although sometimes there are barriers to school-family partnership, particularly when they try to play a more active role in the educational process. It is widely recognized that parent involvement in school has successful contributions to student school outcomes. Moreover, It is crucial for addressing effectively bullying, as it is a problem student behaviour in Greek society as well.In this context, the present research aims to explore teachers' views about family-school communication and collaboration regarding the extent to which they address effectively bullying. 150 primary education teachers from public schools in Rhodes participated in this research, which conducted in 2015. Results show that teachers endorse the importance of school-family collaboration for addressing bullying. In addition, they consider this collaboration important, as it has an important influence on children's attitudes to school, and their behaviour in school environment. Furthermore, they suggest that school-family collaboration may improve students' social skills, which can enhance their emotional development and reduce their social isolation from the peer group. Finally, they assert that school-family collaboration can empower children's relationship with their parents and teachers, and in the long term it can contribute in enhancing their school achievement.