Perceptions Of Parental Involvement Research Articles

Special Education Teachers’ Perceptions of Parental Involvement in Inclusive Education

(1) Background: It is widely agreed that mutual partnerships between school staff and parents of students are key to creating robust frameworks of inclusive education for students with disabilities. This study explores special education teachers’ perceptions of involving parents of students with disabilities in mainstream schools in Jordan. (2) Methods: This research employs a descriptive quantitative method in the form of a Google-Forms-based online questionnaire with closed-ended questions. (3) Results: The findings indicate that parents were moderately involved in the education of their disabled children; that these parents perceived teachers and school principal to be instrumental in encouraging their involvement in this respect; and that parents face many obstacles to such involvement in their children’s education. (4) Conclusions: The findings point to a need for policymakers to create legislation that enables and mandates the involvement of parents with children with disabilities in inclusive education settings in order to implement constructive models of parental involvement where parents can be treated as equal partners in the educational process.

Hovering Is Not Helping: Relationships among Helicopter Parenting, Attachment, Academic Outcomes, and Mental Health in College Students

Helicopter parenting (or overparenting) refers to developmentally inappropriate or intrusive tactics to control a child’s behavior. Helicopter parents are usually trying to help their children, but their behavior has been associated with adverse academic, adjustment, and mental health outcomes in older children (i.e., adolescents, young adults), who should be developing more autonomy. The current study examined potential associations between helicopter parenting, attachment security, and academic and mental health outcomes in college students, hypothesizing that higher rates of helicopter parenting would be associated with more insecure attachment with parental figures and closest friends, poorer mental health (i.e., higher rates of depression and/or anxiety), and reduced academic motivation, performance, and self-efficacy. Our sample of 135 college students completed measures of anxiety, depression, and somatization, academic self-efficacy and motivation, perceptions of parental involvement, and dimensions of attachment in multiple relationships (i.e., mother, father, and closest friend). As expected, the bivariate and regression analyses revealed that higher levels of parental involvement (i.e., helicopter parenting) predicted significantly more insecure parental and peer attachment, greater internalizing, and lower effort regulation among college students.

An Investigation of Teachers’ Perception on Parental Involvement in Teaching and Learning Mathematics

Parental involvement is the foundation stone of academic success. When parents interact with teachers and with their children to encourage mathematics learning, it builds a positive relationship that leads to better teaching and learning. Previous studies indicated that parental involvement affects learners' achievement. However, less is known about the effects of teacher perceptions of parental involvement on learners' mathematics achievement in primary school. The critical problem to be explored is teachers' perceptions toward parental involvement in learning mathematics. This paper investigates teachers' perceptions of parental involvement in teaching and learning mathematics. This study was guided by the following main question: What are teachers' perceptions of parental involvement in teaching and learning mathematics? The study used a qualitative exploratory case study design. Purposive convenience sampling is used to select research participants. Participants in the study are 18 Junior Primary teachers in Windhoek, Khomas Region-Namibia. Questionnaires and semi-structured interviews were administered to eighteen (18) teachers from selected schools located in Windhoek to explore teachers' perceptions of parental involvement in teaching and learning mathematics. The study's findings revealed that lack of parental support is one factor affecting the learners' achievement in mathematics, and the teachers need training on effectively involving the parents in learning mathematics. The anticipated contribution of the study is to motivate teachers and parents to collaborate in developing appropriate mathematical knowledge in children to understand mathematics concepts, to apply them in solving everyday problems and to encourage parents to support their children's mathematics learning, to equip parents with the necessary resources and skills for mathematics should we be faced with another disruption like the Covid-19 pandemic or exist in the future and for them to develop appropriate mathematical knowledge.

The Role of Parents in Influencing Student’s Satisfaction: A Perspective of Teachers from Public and Private Sector Colleges of Pakistan

The role of teachers in facilitating the development of improved circumstances has been identified as the main factor determining feasibility. The primary categorization in this regard pertains to their perception of parental involvement in order to improve student satisfaction. Objective: To assess the perceptions of teachers in public and private sector colleges in Pakistan on the role of parents and their involvement in impacting student satisfaction. Method: The study design chosen for this research is qualitative research and the data collection technique is interview. A total of 10 participants were included in this research and the participants were teachers who have been working in public and private sector colleges in Pakistan. The data analysis approach taken for this study is thematic analysis. Results: A total of 5 themes are included and it is found that factors that impact student satisfaction and performance include; student independence, promoting a learning environment at home, time management, offering positive reinforcement, emotional support, parental communication, active listening, and encouraging curiosity. It is also found that perceptions of parents on public and private colleges are linked to income, resources support, socioeconomic factors, education level of parents, and quality of education, and the challenges faced by teachers in building teacher-parent positive relationships comprise of lack of awareness, unrealistic expectations, language barriers, and cultural factors. Conclusions: It is addressed that the role of parents in impacting student satisfaction is significant according to teacher's perception in private and public colleges in Pakistan.

Speech-language pathologists’ practices and perceptions of parent involvement in paediatric services funded by the NDIS in Australia

Purpose: There has been concern that a shift in disability funding to the National Disability Insurance Scheme (NDIS) in Australia may have influenced paediatric speech and language intervention to involve parents less in service delivery. This study aimed to describe paediatric speech-language pathologists’ (SLPs) practices and perceptions of parent involvement in NDIS-funded speech and/or language intervention. Method: Seventy-two paediatric SLPs currently practicing in Australia with NDIS-funded speech and/or language clients completed an online survey. The survey assessed SLPs’ self-reported practices supporting parent involvement through Likert scale responses and included open-text questions about perceived barriers and facilitators in NDIS-funded intervention services. Results from the survey were analysed using descriptive statistics, significance testing, and thematic analysis. Result: The majority of SLPs indicated commitment to involving parents in intervention. Experienced SLPs used more family-centred practices and Department of Education (DE)-based SLPs used fewer. Barriers arose from SLP, parent, and workplace characteristics. Facilitators included communication and rapport building, utilising a family-centred model of service delivery, and parent characteristics. Conclusion: This self-selected sample of Australian SLPs utilised many techniques to facilitate parent involvement within NDIS-funded paediatric speech and language intervention. Results indicate NDIS-funded SLP services for families are family focused.

Parental involvement in the case of primary school children with autism during COVID-19

Background: Parental involvement is crucial for the holistic development of a child with autism, with parents forming an integral part of educational planning and interventions.Aim: This qualitative study aims to understand teachers’ perceptions of parental involvement during the COVID-19 pandemic in the case of primary school children with autism.Setting: This study was conducted with 12 teacher participants from four primary schools that accommodate learners with autism in the Western Cape, South Africa.Methods: We conducted individual semi-structured online interviews that were recorded, supplemented by field notes and policy documents related to parental involvement. Data collection and data analysis were informed by Epstein’s model of parental involvement.Results: Teachers encountered barriers when attempting to build positive partnerships with parents of children with autism during the COVID-19 pandemic. Teachers excluded parents from decision making and their reliance on technology created additional barriers. Teachers failed to recognise that parental involvement was largely determined by their access to devices and data.Conclusion: Teachers and parents should work collaboratively to build trusting relationships characterised by effective communication and a shared commitment to overcoming barriers to parental involvement. Schools that participated relied on alternative innovative ways to involve and communicate with parents during the COVID-19 pandemic. Thus, it can be concluded that schools can take the lead to facilitate parental involvement even when parents seem unwilling and hesitant to take responsibility.Contribution: Epstein’s model of parental involvement can be used by schools to create enabling environments that will promote involvement at primary school level.

Exploring collaborative strategies used by school management teams to sustain parental involvement in Xhariep District schools

The annual analysis of schools’ results shows that Xhariep District still has many underperforming schools at the primary level, requiring continuous intervention from the Free State Department of Basic Education. This article explored collaborative strategies used by School Management Teams to sustain parental involvement in Xhariep District primary schools. The article is based on one of the authors' Masters dissertations. It is a qualitative research project that is based on the collaboration theory. After conducting a convenience sampling, 15 participants, including SMTs, teachers, and parents, were interviewed to determine their perception of parental involvement. The research used the inductive thematic analysis method, resulting in the identification of categories and trends and the interpretation of findings. The results of this study suggest that many societal issues contribute greatly to negative educational outcomes in the district. Most learners continue to become less interested in going to school, thus dropping out at the primary school level. The study also found that the contribution of parents to education is essential to ensuring a child's academic success, well-regulated school attendance, and acceptable levels of behaviour in and out of school. Therefore, the article recommends that parents be empowered and developed to have the necessary attributes essential to their participation and educational partnerships with schools.

School Climate and Teachers’ Perceptions of Parental Involvement in Jewish and Arab Primary Schools in Israel

This study examines educators’ views of parental involvement in the two diverse cultural and national educational systems in Israel. Respondents include 799 teachers from 52 Jewish and Arab primary schools. Our assumption - that Jewish teachers encourage parental involvement more than the Arab teachers, because of the progressive, Western liberal orientation of Jewish schools as opposed to the authoritarian and closed school climate of the Arab schools - was refuted. The findings indicate that in both educational systems, teachers are less inclined to engage in parental involvement. Parents are generally more involved in their children's education at home, while teachers rarely encourage parents' involvement in decision-making processes or voluntary activities in the schools. The teachers' main obstacles with regard to encouraging parental involvement are that they feel disrespected and underappreciated by parents, and they believe they lack the necessary skills to successfully negotiate with parents during crises.

School – family relations: Greek parents’ perceptions of parental involvement

While the value of the school-family partnership is universally accepted, it is not always easy to promote effective parent-teacher partnership. A central question that emerges is how schools can ensure that they develop their home-school relationship in a way that acknowledges the needs and perspectives of children, parents and teachers and enhances parents’ participation in school activities. Our main assumption is that we can better understand school-family relations, by examining the beliefs held by both teachers and parents about their relationship. This study addressed Greek parents’ perceptions of teachers, as well as their own role and responsibilities, parental involvement activities and areas of cooperation with teachers. Analysis of 581 questionnaires to parents revealed that parents perceived distinctly separate roles between teachers and parents. Teachers were perceived as “experts” in academic domains, while parents were perceived as “guardians” of children’s social and emotional growth. Both teachers and parents’ role was to keep each other informed about children’s achievement in school and home setting respectively. Results of the study are discussed in terms of implications for initiatives to develop school-family relations in teacher training programmes.

Adolescent homework management strategies and perceptions of parental involvement

Throughout adolescence, the school, family and peer group can play an influential role in a young person’s psychological development and adjustment to school. This study focuses on the importance of the family during the adolescent period as it applies to developmental opportunities and the self-regulation necessary for the acquisition of psychological autonomy and new skills. How do adolescents perceive parental involvement? Does this parental support meet their need for autonomy and help adolescents acquire the necessary academic skills? This study examines the way in which French adolescents perceive the topic of homework and the interest their families show in it. Research is based on the parental involvement models of Epstein (2001) and Hoover-Dempsey and Sandler (1995), which focused on parental practices of monitoring schoolwork. These practices reflected the overall roles, involvement, and support of parents in their adolescent’s education. On a voluntary basis, 504 adolescents aged 12−15 responded to a questionnaire, with questions adapted from the ‘Child perceptions of parent’s structuring and activities related to homework’ (Cooper et al., 1998). The results of this study show that the perceived involvement and efficacy of parents have an effect on adolescents’ self-regulation strategies. This parental interest, then, is implicitly passed on to the adolescent by way of parental homework assistance.

Parent Involvement to Enhance Students’ Learning in Lingmethang Cluster Schools of Bhutan

Research has consistently demonstrated the influential role of parental involvement in the academic success and overall well-being of students at various grade levels. This paper synthesizes and analyzes findings from a multitude of studies that underscore the significance of parents' active participation in their children's education.
 Parental involvement and parent-school partnership strategies are critical factors to children’s academic success. In this qualitative case study, parents’, teachers’, and administrators’ perceptions of parental involvement and parent-school partnership strategies were examined in Lingmethang cluster schools under Mongar District, Bhutan. The study also focused on exploring the parents’ understanding of their involvement in schooling processes based on the six typologies of Epstein.
 This study adopted a qualitative case study employing interview, observation and document analysis tools. A purposeful sampling method was used in the study. Nine parents, nine teachers, and nine administrators participated in the study. Data was collected and analyzed. The findings revealed that most parents are more involved in non-academic activities than academic activities. Barriers that parents, teachers, and administrators encountered in relation to school involvement and support are also noted. It was perceived that parental, school, and community involvement were important for children’s academic success and that parent-school partnerships and support were critically necessary.
 By synthesizing and critically examining these findings, this paper contributes to a better understanding of the vital role parents play in shaping the educational journey of their children. It emphasizes the importance of fostering strong partnerships between schools and families to promote student success and holistic development. The implications of the research findings are also suggested for future research.

Insights into teachers’ perceptions of parental involvement as a predictor of educational inequity

ABSTRACT For many decades, parental involvement (PI) has been discussed as an important variable in students’ development. However, those concerned with educational policy, practice, and research have traditionally helped perpetuate the well-known and undisputed narrative of the ‘parents who care’ who are actively involved in all aspects of student learning. Drawing on quantitative and qualitative data from a total of 485 teachers working at Austrian schools, the current study aims to contribute to a recently growing research paradigm that challenges traditional understandings of PI that are biased toward families who adhere to expected behaviours of home and school involvement and academic socialisation. The results suggest that primary and secondary teachers’ ratings of PI differ between diverse students and at different school levels. Moreover, participants’ explanations for disparities in PI between students align with a deficit-oriented, narrow understanding of PI, aimed at middle-class families that cling to traditional activities of PI.

Родительское участие и академическая успеваемость старшеклассников во время действия приказа о контроле за перемещением граждан в период COVID-19

<p>Parents and children have been affected by the COVID-19 Movement Control Order (MCO). Parental involvement is often linked to children’s academic performance. This study first examined the link between parental involvement and children’s academic performance during the MCO. Next, it examined the differences in academic performance before and during the MCO. Malaysian secondary school students (<em>N</em>=130, 61.6% female) aged 16-17 (<em>M</em>=16.42, <em>SD</em>=0.4967) responded to questions about their parents’ involvement from before and during the MCO and completed the Inventory of Parental Influence. Exam grades from before and after the MCO were also collected. The results revealed a low to moderate positive correlation (<em>r </em>= 0.291,<em> p</em><0.05) between parental involvement in three areas (discussions, home care, and communication) and academic performance. During the MCO, students’ perception of parental involvement at home increased, <em>t</em>(129)-5.82, <em>p<.</em>05). However, there was also a significant decrease in students’ academic performance during the MCO when compared to before the MCO, <em>t</em>(123) = 2.058, <em>p</em><0.05. Implications and future research recommendations are suggested.</p>

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).

Parent-child perception differences in home-based parental involvement and children's mental health in China: The effects of peer support and teacher emotional support.

Parents' perception of parental involvement or that of children has been found to be associated with the mental health of children. Rather than scrutinizing whether parents' perception or children's perception matters more, this study investigated whether and how parent-child perception differences (parents' perceptions minus their children's perceptions) in home-based parental involvement were related to anxiety, depression, and stress in children. We surveyed 2219 adolescents (approximately 12-14 years old) and their parents in nine middle schools in eastern China. Findings indicate that parent-child perception differences in parental daily involvement (e.g., Depression: β=.065, p < .01) and parent-child communication (e.g., Depression: β=.107, p < .001) were detrimental to the mental health of children, and that perceived peer support and perceived teacher emotional support might mitigate the adverse effects.

Athletes’ perceptions of unsupportive parental behaviours in competitive female youth golf

Research exploring athletes and coaches’ perceptions of parent involvement in youth sport has demonstrated the presence of maladaptive parent involvement in youth sport. This research has provided insights into inappropriate parenting practices displayed in the youth sport environment. However, representative of the broader sport parenting literature, data has been primarily gleaned from sports such as tennis and football. In a bid to diversify participant populations, the present study sought to examine female youth golfers’ views of unsupportive parental behaviors within the competitive youth golf environment. Fourteen online synchronous focus groups were conducted with 61 female youth golfers in the specializing (n = 27) and investment (n = 34) stages of development, recruited from seven countries across three continents (Australia, Canada, England, Finland, Ireland, New Zealand, and Scotland). Reflexive thematic analysis revealed three higher-order categories of unsupportive parental behaviors: Emotional Ill-Treatment; Physical Ill-Treatment; and Pressurizing Behavior. Parenting practices consistent with emotional ill-treatment (e.g., verbal ill-treatment) have been previously discussed within the sport parenting literature, however the presence of physical ill-treatment displayed by parents toward child-athletes has not been commonly reported. The present research provides novel insights into athletes’ perceptions of these maladaptive behaviors, and demonstrates that, similar to other youth sports, unsupportive parental behaviors are evident in the youth golf environment. The findings of the current research further reinforce the need for reporting mechanisms for allegations of abuse within youth sport, continued stakeholder education, the development of safeguarding cultures, and also the need to explore parents’ experiences of exhibiting maladaptive involvement. Lay summary: Female youth golfers’ views of unsupportive parental behaviors in the specializing and investment stages of development were explored. Three higher order categories of unsupportive parental behaviors in competitive youth golf were identified: Emotional Ill-Treatment; Physical Ill-Treatment; and Pressurizing Behavior. IMPLICATIONS FOR PRACTICE Findings highlight the need for applied practitioners to work with sport organizations in developing and implementing holistic safeguarding cultures, to prevent child maltreatment in youth sport. Findings can be utilized by applied practitioners, governing bodies, and sport organizations to inform the content of future educational resources and programs for parents of youth golfers,

Interprofessional Collaboration in the Context of Pain Management in Neonatal Intensive Care: A Cross-Sectional Survey

PurposeDescribe interprofessional collaboration (IPC) in the context of pain management in neonatal intensive care based on healthcare team members’ perceptions of partnership, cooperation and coordination. DesignA descriptive cross-sectional study design was used. BackgroundIPC improves the quality of pain management for neonates. IPC is teamwork involving both professionals and the neonates’ parents. Parents play an important role in the holistic care of their infant, which includes pain management. MethodsData was collected with Assessment of Interprofessional Collaboration Scale (AITCS-II) from the healthcare teams featuring representatives (n = 132) of multiple professional groups who were working in neonatal intensive care units (n = 4) in Finland. Descriptive statistical methods and the Mann-Whitney or Kruskal-Wallis nonparametric tests were used to analyze the data. ResultsThe results were examined in three subscales of IPC (partnership, cooperation and coordination) on three different levels: “need to focus on developing collaborative practice”, “moving towards collaboration” and “good collaboration”. Participants perceived all the subscales as well as the overall level of IPC for pain management in neonatal intensive care to be at level “moving towards collaboration”. ConclusionParticipants appreciated each other as professionals and were willing to cooperate, but they had different perceptions of parental involvement in IPC. Attention should be paid to IPC in specific contexts such as pain management.

New approaches to data collection with research participants

This article draws from a larger doctoral study that examines parents' and teachers' perceptions of parental involvement in early childhood learning. The Covid-19 lockdown happened on March 18, 2020, in Cameroon before data collection was completed, therefore presenting an opportunity to investigate home-school relationships during this period. The private nursery school's initiative in organising distance learning during the lockdown was unexpected, considering Cameroon is a lower-middle-income country where most families struggle to afford digital tools for online learning. Thus, I was interested in finding out perceptions of how this was achieved. New approaches for data collection were adopted using WhatsApp messaging and Zoom interviews with parents and teachers; WhatsApp messaging was especially chosen to suit participants' needs in this context. The head teacher was recruited as a teacher-researcher who elicited children's stories through conversation and drawing techniques. There were challenges in renegotiating participants' consent and setting Zoom interviews due to differences in time zones and poor network connectivity. After data collection, retrospective ethical approval was sought to include the additional information in my research. The insights gained from the study can be helpful for researchers concerning emergency response strategies in data collection, steps for gaining further ethical approval and adding knowledge on research methodology about online data collection.

Rural Children’s Perceptions of Parental Involvement in Their Education in Pakistan

Drawing from focus group discussions, this study reports 40 school-aged children’s (12–14 years, boys and girls) perceptions of parental involvement in the context of a developing country with a collectivist culture. The results indicate that despite parental interference, adherence to local customs, poverty, and illiteracy, children felt encouraged by their parents through strategies that reinforced their motivation to continue their education. Extended families’ educated members can also compensate for parents being unable to support their children in learning. The study highlights the role of the socio-cultural context in understanding parental involvement.

Kindergarten teachers’ spiritual well-being impacts holistic early childhood education

ABSTRACT This paper reports significant findings from an exploratory investigation of factors influencing kindergarten teachers’ perceptions of holistic early childhood education (HECE) following the release of a recent policy document relating to Early Childhood Education by the Hong Kong Special Administrative Region. A comprehensive four-page survey questionnaire was completed by 165 teachers, in 22 Kindergartens across three Districts in Hong Kong. The questionnaire sought responses on demographics (including spiritual well-being); six aspects of ECE detailed in the HKSAR document; teachers’ expectations of HECE; and their perceptions of parental involvement in their young children’s development. This study revealed that kindergarten teachers’ spiritual well-being was a key demographic factor contributing to their expectations of holistic early childhood education.