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The purpose of this paper is to explore the utility of an evidence-based suite of programmes, The Incredible Years (IY), to enhance outcomes for children using a parent-teacher partnership model.

A review of the broad evidence base for the IY parent, teacher and child programmes, uniquely focusing on the inter-relationships between home and school contexts.

Evidence suggests that it is beneficial to parents, teachers and children to deliver IY programmes applying a multi-modal approach.

This paper, read in conjunction with other contributions in this volume, demonstrates the growing viability of partnership strategies that support children, their families and teachers to enhance school readiness, and promote positive child outcomes.

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.

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

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.

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.

The purpose of this article is to report an exploratory study which was designed to illuminate how school cultures and teachers' value orientations are affected by the educational change of parental involvement.

The qualitative research that informs this paper is conceptualized within the interpretive paradigm. Two schools were selected purposefully for the study. In‐depth interviews with 12 teachers and their principal were conducted in each school where observation took place for half a year. Eventually themes and dimensions of teachers' value demarcations emerged in times of change.

The study demonstrates that three balkanized factions of teachers were wrestling at school. The first balkanized teacher group welcomed the innovation of parental involvement. The second faction of teachers who disbelieved such innovation was found diffident and conservative, and demonstrated resistance to change. The third type of teachers was of a majority who might or might not take part in implementing change. However, once incentives were imposed from the management, they would probably be assimilated.

The study aims at illuminating teachers' responses to change. It does not attempt to make generalization.

The study reveals that managing teacher balkanization in times of change, school leaders' personal beliefs and their early intervention, are of paramount importance.

The purpose of this paper is to scrutinize the marketing orientation and market-oriented cultural elements of integrated Islamic schools. These integrated schools teach modern science curriculum alongside comprehensive religious instruction in an Islamic environment.

This is an inductive, exploratory research from an interpretivist study. Narrative inquiry was undertaken to understand the perceptions, attitudes and actions of school senior management and teachers. Content analysis of the school websites and social media pages was carried out. In total, 7 schools and 16 respondents became part of the purposive sample.

The presence of several integrated Islamic schools, experienced Islamic education leadership and Islamic education consultants are evidence of a growing sector. The schools are technologically enabled, strongly customer-oriented and adept at inter-functional coordination. The need-gap found in this sector is in competitor orientation, curriculum development and recruitment of specific criteria-based staff.

With the mushrooming of integrated Islamic schools in Pakistan, the level of competition has also risen. The schools have made a considerable investment and strives to maintain and increase the enrollment rate of the institute. This research can enlighten integrated Islamic educators about effective education marketing practices and the prevalence of marketing orientation in such schools.

In Pakistan, private primary schools strive to differentiate themselves and competitively position their value proposition. The marketization of education has begun to affect perceptions of school staff, teachers, students and academic work itself. Yet, there is scarce exploratory research on marketing done by integrated Islamic primary schools. This study will contribute foundational work for the development of a holistic marketing model tailored to the requirements of integrated Islamic schools.

The purpose of this study is to discuss the significance of “contextual factors” on the talent development of underserved populations. Understanding the “context” and background of an individual provides greater insight into their life experiences (Paik, 2013). Race, class and gender, in particular, play a role in one’s life, providing both barriers and opportunities.

To examine contextual and other factors, in-depth biographical case studies were systematically studied across 10 diverse notable artists and scientists. Over 85 autobiographies, biographies and other sources were carefully content-analyzed for commonalities and differences in artists’ and scientists’ lives.

Because of their ascribed statuses (e.g. race, class, gender), these individuals had to navigate their unique school and life circumstances. Within their sociocultural contexts, however, key relationships (e.g. parents, teachers, mentors and peers) helped mitigate the challenges. All artists and scientists had a “village” – key stakeholders who invested in them at every stage of their talent development.

Parents, teachers, mentors and peers are not only critical, but they are lifelines for talent development. Key implications discuss the role of contextual factors and support networks for aspiring diverse artists and scientists.

The theoretical framework for this study is based on the productive giftedness model (PGM) (Paik, 2013, 2015). PGM includes 10 key psychosocial and environmental factors and how they influence “productive giftedness” (e.g. achievements, accomplishments, leadership). Within the model, both “alterable” and “contextual factors” provide access to different opportunities, support and resources. The model is considered generalizable and applicable for diverse populations.

Prior to Covid, family involvement was on a forward movement of becoming a more involved, collaborative relationship between teachers and families of students. Just as family involvement was beginning to gain momentum with student-led conferences, in and out of school volunteer opportunities and families being seen as a valued perspective regarding student learning, Covid happened. This one event changed how families were seen within the school system. Through reflection with clinical candidates experiencing the effects of Covid and engagement experiences with families in the classroom, two different themes emerged regarding how schools have moved forward since Covid. Some schools found families to be a valued partner in student learning where other districts chose to use Covid as a reason for shutting the doors to family involvement. This article aims to address the family engagement timeline beginning prior to Covid, the perceptions of clinical candidates based on their experiences in classrooms, and innovative strategies for supporting future engagement with families.

The work provides a summary of family involvement pre-existent to Covid, during the pandemic and post-Covid through a review of the literature and emerging from teacher candidate experiences in the school setting.

After a careful review of literature and reflection of current teacher candidate experiences in the school system, two clear movements have emerged as Covid restrictions have been lowered. Where some districts are relieved by a lowering of visitor restrictions with the increased involvement of families in the building, other schools have tightened restrictions on families, causing increased tension on parent-teacher relationships. These schools are left caught in the pandemic, unaware or unsure of how to proceed in a post-pandemic world. This article provides key aspects to include in creating a plan for engaging with families and creating strong reciprocal relationships.

Valuing families in the school setting is crucial for developing strong relationships among teachers, students, student supports and the families who are raising these children. With increased social emotional needs in students, post-Covid, allowing families to contribute to discussion and planning regarding their children is mutually beneficial. Including families in school learning, planning and opportunities leads to positive family engagement and overall increased success in students, extending to the value educators place on involving these families. In addition, modeling how to postively engage families in school learning supports clinical partnerships with area universities. Where schools and classrooms are developing intergrated plans to include families in school learning experiences, future educators are able to better see and value the role of the family in education. When clinical candidates are not able to observe positive interactions between schools and families, there is a disconnect between school learning and home life that may never be explored.

The purpose of this paper is to propose and validate the process of parent teacher meeting in private schools through applying BPM life-cycle approach and using quality tools to fill the gap of standardized practices for parent teacher meeting (PTM).

BPM life-cycle approach (Dumas et al., 2013) was used and two focus groups were conducted at first and second stage. The recommendations of previous studies for third, fourth and fifth stage of BPM and quality tools like SIPOC chart, responsibility assignment matrix (RAM) and CTQ trees were used for process management.

The previous studies reveal that, in developing countries, most of the private schools are not fully aware from the benefits of PTM. Beside, where the evidence of PTM is seen in few instances, no standardized process is available to conduct an effective PTM process. Owing to long-term sustainability and reciprocate economic benefits, school management is desired to have a standardized PTM process for an effective all-round performance. Likewise, the parents have a lot of expectations from schools and they want to be treated in a mannered way in which their complaints are formally addressed from the school management. The authors formulated all three phases from start to end process. The proposed process is validated in four private schools and got satisfactory results in terms of increased parents’ participation and decreased number of complaints.

This process will facilitate school managers to deal with parents effectively, collect the data from PTM, analyze it and use for the continuous improvement. Implementation of this process will ensure better meeting environment for the parents as well as for the teachers. The study bridges between quality management tools and BPM approach to improve the state of art of BPM practices that will lead to generate a trend of application of quality tools and management theories in private schooling industry.

The authors first time used BPM life-cycle approach to manage the process of PTM in private schools. The authors design a process to match the working of schools and the application of desired quality tools.

The purpose of this paper is to report on a case study of 93 parents’ attitude toward their involvement at various levels of school education in a special school. It also examines the relations between parents’ education backgrounds and different levels of parental involvement.

This study adopted quantitative research approach. A questionnaire composed of 30 items under six scales was developed with reference to Ng’s (1999) six-level Model of Home-School Cooperation which was adopted to frame the study.

The study indicates that parents’ inclined to be involved more outside the school including “two-way communication,” “supervision of children at home” and “participation in parent organizations and activities” than that inside the school such as “volunteering,” “providing advice on school policies” and “participating in decision making.”

In spite of its small scale in a case-study special school, the paper does not aim at generalization but illuminates how parental involvement was carried out.

The study carries implications for school management and policy makers when promoting and implementing parental involvement in special schools.

For the school personnel, a total and positive relationship could help enhance efficient and effective management of education. Second, more resources should be provided by the Education Bureau for special schools to educate parents and subsidize their involvement. Third, more training opportunities regarding knowledge and skills of parental involvement should be provided for frontline teachers.

This study examines the construct of respect, its manifestations in teacher-student relationships, and it relationship to ethics of care and sustainable development. The study found that students place a high premium on being respected by their teachers and measure expressions of respect chiefly through the attention received through listening. Students’ perspectives on the quality of the schools’ leadership and the teaching and learning environment were found to be shaped by their assessments of the degree to which they feel respected. In a number bivariate correlations, the study found strong, positive correlations between the variable ‘listening’ and other variables that characterize the teacher-student relationship, in particular respect for teachers and principals and comfort with the teaching and learning environment.

The study makes the case that the act of showing respect is a critical component of the ethics of care and sustainable development. The study recommends that one strategy that teachers and educational administrators should adopt in seeking to strengthen teacher-student relationships, exert positive influence on students’ behaviours and academic performance, and thus ensure the sustainability of healthy social environments is to invest in the creation of organizational cultures and administrative systems and processes that create the avenues through which respect for students can be demonstrably seen.

The current study examines the ways preschool teachers handle parents' WhatsApp groups. The study explores the associations between professional capital, perception of the application, and communication patterns with the parents utilizing WhatsApp, an instant message application.

A group of 214 Israeli preschool teachers were sampled using a survey questionnaire. The independent variables were two components of professional capital: (1) human capital, measured by tenure and income and (2) social capital, measured by the type of locality and the teacher's place of residence, in or outside the kindergarten's neighborhood. The dependent variable was the general perception of the app and the decisional capital manifested in the pattern of engagement with the pupils' parents.

In general, preschool teachers welcome the app, especially its ability to send pictures, while they disapprove of the constant intrusion it causes. Tenured and high-income teachers tended to restrict sharing a WhatsApp group with parents. Joining a group with parents was common among private, low-income, and non-tenured young teachers. In terms of social capital, teachers who lived and worked in a communal settlement differed from their city colleagues. Teachers in such communities expressed a much more positive perception of the WhatsApp application, in comparison with teachers from urban areas.

The results demonstrate the importance of professional capital in monitoring daily routine, communication, and emotions. The findings support the social constructivist approach, holding that technology affords a variety of uses and are integrated into the existing social structure.