Importance Of Parental Involvement Research Articles

Parents’ Perceptions on Parental Involvement in Their Children’s Education in Giyani Municipality Rural-based Schools, Limpopo Province, South Africa

The importance of parental involvement in children’s education cannot be overemphasized. This study aimed to explore the role that parents play in the education of their children in the Giyani Municipality, Limpopo Province South Africa. The study followed Epstein's model of school-parent-community partnerships to understand the participation of parents in the education of their children. A qualitative approach was employed to guide the gathering and analysis of the data. Fifty-eight parents that were purposively selected from the four rural schools participated in the focus group discussions that were audio-recorded. Inductive qualitative thematic analysis was used, and the ethics were observed. The findings revealed the role of parental involvement in their children’s education as working with schools, home-schooling, modelling positive attitudes, emotional support, and career counselling. This study has implications for policy and practice in a parent-teacher relationship in rural schools by suggesting that parents should be involved in policy development such as when the curriculum changes.

The Role of Parents in Implementing the Post-School Transition

The importance of parental involvement in every student's school life has been well-documented in various studies. However, empirical data in the field show that some parents of students with disabilities in Yogyakarta did not fully participate in it. This study aimed to describe the role of parents of students with disabilities in implementing the post-school transition. This study employed qualitative method and used interviews as data collection. The participants in this study were six parents of students with disabilities. This study also revealed that implementation of the transition program post-high school could succeed from parental efforts, namely: 1) the role of students were unique in the implementation transition post-school, 2) the parental role of the students’ need, particularly in the implementation of the transition period post-school, 3) the role of parents students’ need particular in giving training family in implementation of the transition period post school. However, there were a number of possible obstacles to influencing transition program success post-school, namely 1) concern about accompanying child post-school, 2) parents not knowing IEP, 3) parents not being involved in programming, and 4) parents empowerment as companions still less.

Importance of parental involvement in paediatric palliative care in Hong Kong: qualitative case study

ObjectiveTo compare and contrast the perceived care needs of children with life-limiting conditions (CLLC) from the perspectives of the children, parents and healthcare providers.DesignA qualitative case study method using semistructured...

Teachers and Parents – Partners with Different Expectations

The purpose of the present study effected in 2007 was to explore the approaches to establishing cooperation between lead teachers and parents of third- and ninth-grade primary school students, and the quality of that cooperation. The study also sought to find differences and similarities in parent and teacher expectations within different areas of their cooperation. Data were obtained from a sample of 55 randomly selected primary schools from which 141 lead teachers of third and ninth grades and 810 parents of the students from those grades were included in the study. The study focused on the following areas of cooperation: school to home communications, parent influence on school decisions, and parent involvement in different school activities. The research indicated that the third- and ninth- grade lead teachers were mostly in agreement about the importance of parent involvement and as such represented a fairly homogenous group. The third-grade lead teachers were more open about actual involvement of parents in instruction than their ninth-grade colleagues who were more cautious and restrained. In contrast to the lead teachers that represented a relatively narrow professional group, parents' views were much more dispersed. Parent education was the best predictor of their readiness to get involved in the life and work of their children's school. This was especially the case with mothers who took part in formal school conferences more often than fathers. Whether the area in which the families lived was urban or suburban did not make any difference.

Resilience and family quality of life in parents of children with autism spectrum disorders.

Resilience and quality of life (QOL) can involve a positive approach in group interventions for parents of children with autism spectrum disorders (ASD). This study aims to evaluate resilience and family QOL at the start of a psychoeducational group. Cross-sectional assessment of resilience and family QOL used the Family Quality of Life Scale (ECVF) and 14-item Resilience Scale (RS-14). The study group showed high levels of resilience. Parents considered the resources/support domain crucial, although satisfaction in this area was comparatively lower. Concerns about low satisfaction with available resources and support were notable. Gender differences were observed but not statistically significant. The study's findings support prior research on parental resilience in families of children with ASD. The literature on the QOL for these families presents mixed findings. The importance of parental involvement in service planning is highlighted. This study emphasizes the importance of resilience in parents of children with ASD, suggesting it as a potential therapeutic target. The findings underscore the need to address the perceived low quality of available resources and support. Further investigation is needed.

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

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).

EFFECTS OF POLYGAMY ON ACADEMIC PERFORMANCE OF PUPILS IN PUBLIC PRIMARY SCHOOLS IN TOWNSHIP WARD, TURKANA CENTRAL SUBCOUNTY, KENYA

Polygamy is considered both in developing and developed countries as a determinant of child schooling performance. Empirical findings from developed countries consistently confirm that the trade-off between reduced parental involvement and education exerts negative pressure on academic performance. The purpose of the study was to examine the effects of parental involvement in polygamous families on the academic performance of public primary pupils in the Township Ward of Turkana Central Sub County. The study was anchored on Structural Functionalism Theory because of its explicit exposure to how family socialization as a basic social unit builds on the well-being of the future of the individuals in society. The study adopted mixed methods research design. The target population was 42763 comprising 21374 primary school pupils, their 21374 parents, and 15 head teachers in the Township Ward of Turkana Central Sub County. The researcher adopted a purposive sampling technique in selecting the pupils and the head teachers who participated in the study. Quantitative data was collected using close-ended questionnaires from pupils and polygamous parents while qualitative data was collected from the headteachers using interview schedules. Quantitative data analysis techniques included percentages and mean. Study findings were presented using frequency distribution tables. Qualitative data was analyzed through categorical themes. The study revealed that reduced parental involvement affects negatively the academic performance of pupils in Turkana. The study also revealed that the percentage of educated mothers and fathers from polygamous families is as low consequently leading to a low parental involvement in the child’s academic work. In light of the findings, the study proposed recommendations to various stakeholders to formulate policies that will ensure local leaders unite and launch a robust community sensitization campaign on the importance of parental involvement in the studies of their children.

Parents’ Competencies and Involvement in Facilitating Modular Instructions: Its Relation to Students’ Personality Development

This study assessed the parents’ competency, involvement in modular instructions, the implementation of distance learning modality, and its relationship to the healthy development of the students. The study utilized a descriptive- correlation design with 280 grade six students from a public elementary school in the Schools Division of Quezon for the School Year 2021-2022. The samples were mostly children of married, high school graduate parents and majority were twelve-year old female students. The results showed that the parents are ‘much competent’ in facilitating modular instructions in terms of knowledge, attitudes, and practices. Meanwhile, the parents are ‘very often’ involved in facilitating modular instructions in terms of school work support, financial support, and moral support. On the other hand, the intermediate students agree on the level of personality development in terms of motivation, self-esteem, and self-reliance, signifying positive effects of parental involvement on students’ personality development. Furthermore, there is a very strong significant positive relationship between the parental competencies and involvement and the personality development interpreted of the students. The results imply on the importance of parental involvement in the personality development of the children specially during the absence of face to face classes.

Parental Involvement in Monitoring Students’ Academic Performance

The present study was undertaken to determine the level of parental involvement in monitoring the academic performance of students at the senior high level within Kassena Nankana Municipality in the upper East Region of Ghana. Three research questions were formulated for the study. Purposive and random sampling technique were adopted for sampling the participants for the study. Participants of the study included 50 parents, 100 teachers and 100 students. Self-developed questionnaire was used for collecting data from the sampled parents, teachers and students. Cronbach alpha was used to determine the reliability of the items. Data collected from the participants were analyzed using descriptive statistics (percentage, mean and standard deviation) and inferential statistics (ANOVA). The results of the study proved that the level at which parents participate in monitoring the academic performance of students at the senior high school is very low within the municipality. The results of the study also indicated that poverty, low level of education, single parenting, work load of parents, negative attitude of teachers and parents toward each other and large family size are the major barriers of parental involvement in monitoring students’ academic performance. It was recommended that parents should spend enough time with children at home and discuss with them about their academic performance, Parents should communicate frequently with teachers in order to know the academic performance of their children, Management of senior high schools within the municipality should discuss with parents on the importance of parental involvement in education and Parents-Teachers Association meetings should be organized frequently at least once every semester since it is one of the best means through which teachers can get access to parents and interact with them.

The Importance of Parental Involvement in Early Childhood Education for Children Under 4-Year Old

Parents’ involvement in children's education has been considered one of the important aspects of children’s ongoing learning process and development success. The Malaysian government policy and initiative has introduced the term partnership to describe parents, schools and teachers regarding their involvement in children's education. Parents know their children best more than anyone, and settings which refer to the teacher, school or centre should prepare and provide for the children’s individual needs. This will help to increase children’s progress in their learning and development, resulting in better outcomes for the children. The objective of the study was to identify and analyse parents’ views on their involvement in their children’s education. The research project is a small-scale qualitative study that used semi-structured interviews to gather data. Data was gathered from the small sample of the setting population in order to gain insights into the samples’ perspective on the parents’ involvement in the children’s education. This study concluded that parents as respondents believe and are aware that they play an important role in their children’s learning process and also development.

Parental Involvement on Students' Achievement During Lockdown

The pandemic of Covid-19 has changed how education works in the current time. A student’s learning development has always been placed on the responsibility of the campus. However, during the pandemic, parental involvement has become vital in the world of education. The involvement of just a few parents may influence the quality of instruction in a classroom or at home and, thereby, influence the academic development of many students in Indonesia. This research aims to determine parental involvement students’ education in Pringsewu, Lampung. Besides, it was also to help lecturer and administrators to provide activities that encourage parents to participate in students’ activities at home. The data was collected via questionnaires and phone interviews. The participants involved were 10 parents and 5 lecturers from Muhammadiyah University, Pringsewu, Lampung. Based on the finding of this research, parental involvement has had a big influence in student’s academic achievement. Although the importance of parental involvement is widely acknowledged in the educational society, most of parents showed that many parents still do not get involve effectively in their student’s education whether in campus or at home. In conclusion, parental involvement is very essential and will help to enhance student’s social relationships and promote a sense of self-esteem and self-efficacy

Reading Interest to Millennial Students: Reading Self-Concept and Perceptions of Parental Involvement as Predictors

Purpose - this study aims to determine the relationship between self-concept of reading with reading interest in elementary school students; to determine the relationship between perceptions of parental involvement with reading interest in elementary school students; and to find out the relationship between self-concept of reading and perceptions of parental involvement in stimulants with reading interest. Methods - This research uses a correlational quantitative method. In this study, researchers used a scale, there are reading interest scale, the scale of self-concept reading, and the scale of perception of parental involvement. The sample in this study was 47 elementary school students. The sampling technique used purposive sampling with the characteristics of male and female students of elementary school, grades 3, 4 and 5, ages 8 to 11 years, living with parents and having good reading fluency. The analysis used is Pearson product moment correlation analysis and regression analysis. Findings - the results of the analysis show (1) There is a positive relationship between self-concept of reading with reading interest in students with a correlation coefficient (rxy) of 0.652 (p <0.01) with a contribution of 42.5%; (2) there is a positive relationship between the perception of parental involvement with reading interest in students with a correlation coefficient (rxy) of 0.697 (p <0.01) with a contribution of 48.6% and there is a relationship between the concept of self-reading and perception of parental involvement stimulants with interest in reading with a value of r = 0.690; F = 28,383; (p <0.01) with a contribution of 56.3% to interest in reading. The score of reading interest category is in the medium category with 83.00%, while the self-concept reading variable is in the high category with 59.70% and the perception variable of parental involvement is in the medium category with 93.00%. The findings of this study indicate that the importance of parental involvement and reading self-concepts in students increases student reading interest.

Promoting Emotional Well-Being Through School Mental Health Services

The influence of emotion on thoughts, memories, behaviors and everyday decisions is currently being researched across multiple disciplines of psychology. Children and adolescents are not born with the skills needed to regulate their emotions; these skills are something learned over time. However, some children are never properly taught these skills, which can cause difficulties in the school environment because they are more likely to experience problems both academically and behaviorally. This paper explores the possible benefits of offering mental health services in schools that are focused towards promoting emotional health while also developing emotional regulation skills for children. Beginning with the ways in which children learn to express their emotions and the factors that contribute to an inability to express emotion appropriately, to the influence of emotions on academic performance, how emotional regulation skills can benefit academic success, how we can best build these emotional regulation skills in the school setting, discussion of Emotion Regulation Therapy (ERT) which is an example of a service that could be used, the importance of parental involvement when offering these types of services and concluding with possible obstacles that could interfere with the effectiveness of these services in the school setting

School Management Strategies to Improve Parental Involvement: Insights from School Principals in Southern Tshwane Primary Schools

Parental involvement plays a very important role in the development of a child's formal education. Even though there are many benefits of parental involvement, there are many factors that constrain parental involvement. This study explored various management strategies that might serve as guidelines to improve parental involvement in Southern Tshwane primary schools. The conceptual framework that informed this study was Factors that Determine School Effectiveness by Heneveld and Craig as well as Epstein's theory of overlapping spheres and her typology on parental involvement that served as the theoretical framework for this study. A qualitative research approach was the method used for this study, as it allowed the researcher to conduct in-depth interviews with six principals in Southern Tshwane primary schools. An extensive literature study and relevant documents were also examined to collect rich and comprehensive information. The research indicates that most schools comprehend the importance of parental involvement, yet lack structured implementation frameworks for parental involvement. The study recommends that schools need to plan, manage and implement a parental involvement programme according to the unique circumstances of the school.

Parental Involvement in Computer Science Education and Computing Attitudes and Behaviours in the Home: Model and Scale Development

This work is situated in research on Parental Involvement (PI) in Computer Science (CS) Education. While the importance of PI in children's education is well established, most parents have little experience in CS and struggle to facilitate the learning of a child in the area. If PI in CS Education is to happen, then we argue that parents need support and that understanding the current behaviours and attitudes toward CS in the family context is important to discerning the form that support should take. This article therefore describes the development of an instrument to identify factors relating to parental attitudes toward and motivation for PI in CS education. Relevant variables situated in the context of parental computing behaviours and attitudes in the home were identified using a literature review and expert focus group. These include computing usage, availability, confidence, and experience. To measure these variables, a survey instrument was developed and administered to a large sample of parents ( n = 1228). Results of exploratory and confirmatory factor analysis confirm that the instrument measures five constructs, namely “Confidence,” measuring parental confidence levels with computing; “Attitude to PI”; “Motivation for PI”; and two types of “Usage”: Creation and Consumption. Results of Pearson correlation revealed significant positive relationships between confidence and both positive attitudes toward, and motivation for, PI, with linear regressions confirming that confidence was a significant predictor of both. Regression analysis also identified that creative usage was a predictor of positive attitudes to PI, and that programming experience was a predictor of attitude to, and motivation for, PI. These findings were further validated through triangulation with qualitative data from focus groups with the target population. We conclude that this understanding of the predictors of PI attitudes and motivation should inform the design of initiatives to address parental engagement in CS Education.

PENTINGNYA KETERLIBATAN ORANG TUA DI LEMBAGA PAUD DALAM MENSTIMULASI PERKEMBANGAN SOSIAL EMOSIONAL ANAK USIA DINI

There are still many parents who take their children to go to kindergarten institutions with the aim that their children can learn to read, write, count and be good at (reading) the Koran. Like what happened in Hauriyah Halum Integrated Kindergarten. Since the learning process is implemented, parents only fulfill all the needs of the children requested by the institution for the learning process including completing school administration. After that, the parents are only tasked with taking the child to school in the morning and picking up the child from school after the learning process, and sometimes asking how many stars the child's work got. Parents do not think at all about the child's behavior while at school, such as annoying friends, making noise during the learning process, hitting friends, and saying bad words to friends. This is often conveyed by the teacher every time the child comes home from school with the hope that the parents advise the child while at home. However, every day there is no visible change and even more protracted. For this reason, it is necessary to do counseling on the importance of parental involvement in kindergarten institutions in stimulating children's socio-emotional development from an early age. Therefore, it is necessary to carry out community service in the form of counseling. The extension method is in the form of lectures and questions and answers. This community service aims to ensure that teachers always involve parents in educating children, especially in stimulating children's social-emotional development from an early age. So that children can follow the learning process and behave well to teachers and friends while they are at school. As a result of this community service, it is hoped that all parents can train themselves or get used to behaving well in front of children at all times while at home as teachers have been accustomed to while the child is in school.

The Teaching Practices of Social Studies Teachers and the Four Cs of 21st Century Skills of Aeta Learners in Subic District, Schools Division of Zambales, Philippines

The aim of this study was to determine the relationship of the teaching practices in the field of Social Studies and the Four Cs of the 21st Century Skills of the Aeta Learners in the District of Subic, Zambales, Philippines. The study has a descriptive correlational design. It was made use of the descriptive-survey, checklist method and rubrics. Based on findings, the Aeta students were found to have a "Good” level of Creativity, Collaboration, Critical Thinking and Communication Skills in both pre assessment and post-assessment while the social studies teacher’s Teaching Practices were found to be “sometimes” applied in the teaching and learning process. The results also show a positive moderate relationship between the teachers' Teaching Practices as to "Delivery" and the Aeta learners' Creativity, Critical Thinking and Communication Skills and a positive low relationship between the teacher-respondents' applied Delivery and the Aeta learners' Collaboration Skill. Results also show a positive moderate correlation between the Teaching Practices under "Evaluation" and the Creativity, Critical Thinking and Communication Skills of the Aeta learners. Based on the results, the researcher recommended School Administration and Teachers to adopt initiatives and establish good two-way communication, create opportunities to connect, establish a school-wide structured opportunities for parents’ involvement and communicate often about the need for and importance of parental involvement, and teachers must engage students more on learner-centered approach, expose students on experimenting, exploring, questioning, creating assumptions, using analysis, imagination, synthesizing information and evaluation.

What Empowers Ethnic Minority Parents to Change towards Supporting Their Children’s Learning of Chinese in a Hong Kong Home-School-Community Project?

Recent literature has emphasized the importance of parental involvement of immigrant families in supporting their children’s education and learning advancement. Support from parents spiritually and in terms of familial resources is important in helping their children to overcome cultural differences and learning demands. However, few studies systematically explore how the parents can be empowered in the first place to provide such support. This paper attempts to fill this research gap with findings from Hong Kong, a place where such empowerment to migrants and ethnic minority parents has been badly needed. The learning of Chinese is a great challenge for these parents and their children for life, career and education. Yet, these parents often feel little hope that they can support their children in going over the language hurdle. Chinese scripts are non-phonetic, and Chinese speech is tonal. Few of the parents are themselves literate in Chinese. In view of this, parental empowerment has been taken as one focus in a five-year collaborative project “C-for-Chinese@JC” based on a home-school-community model. In-depth interviews were conducted with twenty ethnic minority parents upon open invitation in 2020. Six types of emergent parent changes were identified through their participation in program activities. Based on an analysis of the critical incidents associated with the changes, two critical aspects were identified in the parental empowerment process, which include: 1) Parents’ seeing their children making improvements in their Chinese learning; 2) Parents’ seeing themselves being able to play a part in the activities related to the learning and expanding their own community social networks. The paper concludes with suggestions for future research on parental empowerment and change, including the need of synergetic inputs from NGOs, schools and universities under the home-school-community (h-s-c) model.

Importance of parent involvement in gestual communication training of communicative skills development in children with Down's Syndrome

Importance of parent involvement in gestual communication training of communicative skills development in children with Down's Syndrome

PARENTAL INVOLVEMENT ON CHILD’S EDUCATION AT HOME DURING SCHOOL LOCKDOWN

The pandemic of Covid-19 has changed how education works in the current time. A child’s learning development has always been placed on the responsibility of the school. However, during the pandemic, parental involvement has become vital in the world of education. The involvement of just a few parents may influence the quality of instruction in a classroom or at home and, thereby, influence the academic development of many children in Malaysia. This research aims to determine parental involvement child’s education in Selangor, Malaysia. Besides, it was also to help teachers and administrators to provide activities that encourage parents to participate in their child’s school activities at home. The data was collected via questionnaires and phone interviews. The participants involved were 10 parents and 5 teachers from a local primary school at the selected area during Movement Control Order (MCO). Based on the finding of this research, parental involvement has had a big influence in their child’s academic achievement. Although the importance of parental involvement is widely acknowledged in the educational society, most of parents showed that many parents still do not get involve effectively in their child’s education whether in school or at home. In conclusion, parental involvement is very essential in primary education and this will help to enhance child’s social relationships and promote a sense of self-esteem and self-efficacy