Teachers Involving Parents (TIP): Comparing Tanzanian In-service and Pre-service Teachers' Beliefs on Parental Involvement

Abstract

In this study, we compared in-service and pre-service teachers’ perceptions of parental involvement. The study involved 106 in-service teachers from 55 primary schools and 509 pre-service teachers from five teacher colleges. Hoover-Dempsey and Sandler’s model of parental involvement and its questionnaire was used to assess pre-service and in-service teacher’s general beliefs about parental involvement, the importance of specific parental involvement activities, teachers’ beliefs about parent’s efficacy for helping a child succeed in school, and teacher beliefs on the importance of parental involvement in promoting girls education. The parametric test (independent sample t-Test) indicated similarities and differences in pre-service and in-service teacher beliefs on parental involvement. Findings showed more significant means for pre-service teachers on general beliefs about parental involvement and teachers’ beliefs on parents’ efficacy in helping a child succeed in school. Results showed more significant means for in-service teachers’ beliefs on the importance of specific involvement practices and equal means for both pre and in-service teachers on teachers’ beliefs on the importance of parent involvement in promoting girls’ education. This study recommends including parental involvement in teacher education curriculum and ongoing professional development to in-service teachers to stimulate effective parents’ involvement in children’s education. Funding information:The authors received funding from the Flemish Interuniversity Council (VLIR-UOS) for a JOINT project “A capacity building teacher training to enhance parental involvement in primary education as a key factor in child literacy” (JOINTTZ2020JOI031A101).