The interactive effects of perceived parental involvement and personality on teacher satisfaction

Abstract

Purpose

This study aims to examine the relations between teachers' perception of parental involvement and teacher satisfaction. It further aims to investigate how this relationship may be moderated by interpersonal personality traits.

Design/methodology/approach

A questionnaire was conducted; participants were 572 classroom teachers who teach at public elementary schools in Taiwan.

Findings

Hierarchical regression results indicated that parental involvement at home was considered the most effective factor influencing teachers' satisfaction, followed by teacher‐parent contact. Parental involvement at school was less important. Furthermore, extraversion moderates the relationship partially; teachers low in extraversion perceived home‐based involvement associated with teachers' satisfaction more strongly than those high in extraversion. In contrast, the study found no moderating effect for agreeable teachers.

Originality/value

This article presents an original empirical study that expands the model of parental involvement in order to improve understanding of how teacher's perception of parent involvement is linked to teacher satisfaction.

Citation

Li, C. and Hung, C. (2012), "The interactive effects of perceived parental involvement and personality on teacher satisfaction", Journal of Educational Administration, Vol. 50 No. 4, pp. 501-518. https://doi.org/10.1108/09578231211238611