The Mediating Effect of Parental Involvement on School Climate and Behavior Problems: School Personnel Perceptions.

Sónia Maria Martins Caridade,Hélder Fernando Pedrosa E Sousa,Maria Alzira Pimenta Dinis

doi:10.3390/bs10080129

Abstract

As a reflection of the culture and norms of the school community, the school climate (SC) is a potential factor connected to students’ major behavior problems (BP). Parental involvement (PI) is considered as an essential factor for SC, contributing to promote good students’ educational results, as well as better social functioning. The present study aimed to analyze the mediating effect of PI on the relationship between SC and BP, taking into consideration the school personnel perceptions. A total of 329 school personnel (teachers versus no teachers) aged between 29 and 66 (M = 50.78, SD = 7.56), mainly female (79%), were integrated in the sample. Based on the perception of the school personnel, the results indicate moderate level of PI and SC, as well as the existence of different BP in the school context. The mediating effect of PI in the relationship between the SC and BP has been demonstrated. These results suggest that, if the SC and PI are improved, it could be an effective strategy to enhance the social functioning of students in the school context. This study thus contributes to a comprehensive empirical analysis of how PI can improve the relationship between the SC and the BP of Portuguese students.

Highlights

Different definitions about school climate (SC) concept (e.g., [1]) can be found in literature
The present study has as main purpose to analyze the mediating effect of Parental Involvement (PI) on the relationships between SC and Behavior Problems (BP), taking into consideration the school personnel perceptions, a topic that has not between SC and BP, taking into consideration the school personnel perceptions, a topic that has not been previously studied in the Portuguese context
It was possible to conclude that the influence of the improvement of SC in the management and reduction of BP is visible in the face of the increase in PI

Summary

Introduction

Different definitions about school climate (SC) concept (e.g., [1]) can be found in literature. For the purpose of this study, SC was defined as a wide term involving the quality and character of school life in terms of norms and values, interpersonal relationships, social interactions, and organizational processes, structures, and culture [2]. Considered a multifaceted concept, SC includes observable characteristics of schools, organizational behavior of school personnel, and shared values among students and school personnel [3]. In this sense, SC has been conceptualized as a critical factor in school life because it establishes socially acceptable behavior at school, which is able to influence and shape interactions between all school members (i.e., students, teachers, and parents) as well as their development at various levels [4].

Methods

Results

Discussion

Conclusion