Parents’ and teachers’ perceptions of parent involvement practices in the elementary school

Abstract

Research has shown the importance of parent involvement in a child's academic, psychosocial, and emotional well-being. While parent involvement has been increasingly encouraged over the past decades, the relationship between parents and teachers has become a source of great tension. This study examines the relationship between parents and teachers and the areas where it may be problematic or adversarial. A comparison of parent and teacher means was analyzed in examining parents' and teachers' perceptions of how well schools are performing each of the six parent involvement practices as identified by Joyce Epstein and the National Parent Teacher Association. Results indicated that teachers rate schools higher than parents on five of the six practices. Using Heider's Balance Theory, a comparison of parent and teacher means for each practice revealed whether the practice was balanced or imbalanced. Results indicated that five of the six practices were balanced leading to an emotionally pleasant relationship and satisfaction within the parent-teacher relationship. Finally, multiple regression was used to analyze which of the parent involvement practices was the greatest predictor of satisfaction within the parent-teacher relationship. While all six predictors were significant in contributing to the satisfaction within the parent-teacher relationship, Student Learning at Home was the greatest predictor of parents' satisfaction in the parent-teacher relationship. It can be said from this study, that the greater the number of parent involvement practices that are implemented and functioning effectively coincides with greater satisfaction within the parent-teacher relationship.