Search results

Instructional leadership is an educational leadership approach in which principals are regularly and actively involved in a wide range of activities aimed at improving teaching and learning. The current study sought to answer how the principal's role in promoting parental involvement is part of their instructional leadership responsibility.

Data were collected through semi-structured interviews with 24 Israeli principals. Data analysis was a three-step process: sorting, coding, and categorizing.

This study revealed that principals encouraged two types of parental involvement: academic-oriented, designed to support student learning and achievement, and non-academic-oriented, designed to accomplish other goals. From the instructional leadership perspective, principals should mainly prioritize academic-oriented parental involvement. Implications and further research are discussed.

The question of how the role of principals in encouraging parental involvement can become a part of principals' instructional leadership has not yet been explored. The present study narrows this gap in the existing research literature.

Using structural equations modeling, this study explored the association between school ethical climate (characterized by values of caring, rules and a professional code) and two types of parental involvement: cooperation‐based and conflict‐based. The mediating effects of perceived parental influence and trust and parents’ socioeconomic (SES) level were considered as well. School‐level data were obtained from 157 teachers representing 20 elementary schools in Israel, and individual‐level data were obtained from 936 parents. Results showed that an ethical climate characterized by rules and a professional code was more common and more strongly related to parental involvement than a caring climate. Different patterns were detected for the two SES groups: high‐SES parents tended to be less involved (both cooperation‐wise and conflict‐wise) than low‐SES ones when the school climate was perceived as more ethical. Results have implications for research on school values and school culture.

The involvement of parents in schools and their contribution towards their children’s academic learning have been a focal point in educational research. The purpose of this paper is to identify the factors that influence parental involvement in secondary schools and subsequently proposed a comprehensive parental involvement model.

Research articles, reports and dissertations on the factors that influence parental involvement were reviewed to obtain related empirical evidence for the development of a workable model.

A conceptual framework was proposed to understand the factors that influence parental involvement. The role of creativity in principals’ leadership practices and parental involvement in secondary schools were found to be related. Additionally, this relationship was found to be mediated by school practices and school climate.

A framework on the factors that influence parental involvement guided by literature review and three main hypotheses for testing were proposed, which require further empirical assessment.

The school–parent partnership shares a common understanding of the educational needs and social development of the children. The school administrators, school community, stakeholders and related policymakers can effectively leverage the findings of this study in the effort to enhance parental involvement within the school context.

Only a handful of research-based studies probed into the factors that influence parental involvement in secondary schools within the Malaysian context. This study identified several significant factors that enhance parental involvement in secondary schools.

The purpose of this quantitative study was to fill the knowledge gap and to investigate relationships between cultural background and various demographic factors influencing parental involvement behaviors that prompt them to engage in their children's academic activities.

A quantitative research method was used to collect data to answer research questions and explore relationships between variables (Fraenkel et al., 2015). The researchers created the survey on Qualtrics and conducted a pilot study to improve the survey based on the recommendations of the pilot study's participants. Some items were reworded suggested by an expert committee to finalize the instrument. This survey mainly consisted of two sections to collect data on participants' demographics and cultural background. The participants used multiple-choice options to answer items pertaining to family demographics. They were asked to use a 5-point Likert scale: very often = 5, often = 4, sometimes = 3, rarely = 2 and never = 1 to respond to survey items regarding cultural background and parental involvement behaviors.

The correlation coefficient showed a statistically significant relationship between parents' expectations, educational level and their involvement behaviors in children's academic achievement. However, parents' income and cultural background had no statistically significant relationships with parental involvement in their children's academic achievement.

The results of this study have potentially broad implications for educational leaders, policymakers, educators and parents to develop policies for diverse students to enhance their educational achievements.

The researchers reviewed extensive literature and found the gap in regional studies particularly related to one of the fastest-growing, financially stable and highly educated ethnic groups in the country. The researchers developed a brand new instrument on Qualtrics and distributed a survey via online and direct administration to collect primary data from 200 participants.

The management of secondary schools in Kenya has faced a number of challenges over the past few years. These challenges have been manifested in the many ways including lack of financial transparency, which culminate in unaffordable secondary schools fees. The aim of this paper is to present the findings of an investigation into the contribution of parents to the financial management of secondary schools in Kericho district of Kenya.

The study was exploratory in approach with a descriptive survey being used as a method of inquiry. A sample size of 30 (47 percent) was selected from 64 secondary schools in the district. From this sample, proportional sampling was then used to get seven provincial and 23 district schools into the sample. Purposive sampling was used to get the schools from each category and the respondents from each school into the sample. Questionnaires and interview schedules were used to solicit information and perceptions from principals and students.

The findings of this study indicated that Principals and students perceived parental involvement in financial management as present to some degree in most schools. The results also indicated that parental involvement had positive influence on financial management outcomes. Since schools' finance is critical in school management outcomes, it is therefore important for education stakeholders to increase parental involvement.

Parental participation can have positive impacts on the processes of teaching and learning with active and frequent contacts between parents and school administration improving school's financial accountability and transparency. Participation will strengthen the partnership between parent teacher associations, community and school administration in addition to democratizing school governance.

Based on the findings of the study, parental involvement in the area of financial management is still low in the district. It was also noted that parental involvement greatly influenced the way finances in schools were managed. From these observations, parental levels of involvement in the area of school finances affect financial transparency in schools.

The purpose of this exploratory study is to explore parent and school administrator perspectives on the value and nature of parent involvement in the city of Abu Dhabi through their perceptions of roles and responsibilities.

The study is conducted in a random purposive sample of Public–Private Partnership schools during Abu Dhabi Education Council’s school reform.

Findings show that while both administrators and parents agree on the value of parental involvement, the perceptions of their own and each others’ roles and responsibilities means that parent involvement is characterized by unfulfilled expectations.

Recommendations are made to arrive at realistic roles and responsibilities for parent involvement and recommendations for a model of mutually responsive practice to evolve within a policy framework, with the support of ADEC, and informed by international and locally based research.

The paper sheds light on a new educational dimension beyond curricula and instruction.

The purpose of this paper is to examine the perceptions of parental involvement among 317 teachers in the Arab education system in Israel.

A questionnaire measured teachers’ attitudes regarding parents’ involvement in the school relating to pedagogy, resources, and control.

The findings show that Arab teachers perceive parents’ involvement as related to pedagogy and resources rather than control. In addition, the research results revealed that young teachers in terms of age, and seniority of teaching, and teachers who are not members of the management team demonstrated a stronger perception of the pedagogy and control components than did older and senior teachers and teachers who are members of the management team. However, older and senior teachers and teachers who are members of the management team had a stronger perception that parental involvement related to resources than did young teachers and teachers who are not members of the management team.

Implications and directions for future research are discussed.

The paper contributes to our understandings of the different components that affect parental involvement in developing and minority societies.

The purpose of this paper is to examine antecedents and consequences of parental involvement and over-parenting as it relates to college students’ college experiences and workplace expectations.

An online survey was completed by 482 undergraduate college students; the survey contained questions about parenting behaviors, personality and demographic items, and workplace scenarios to which participants responded.

Statistical analyses revealed that over-parenting was more common when college students lived at home and had fewer siblings. Additionally, over-parenting (but not parental involvement) was associated with lower student self-efficacy as well as maladaptive responses to workplace scenarios.

Data are correlational and were collected from students only. Future longitudinal research that includes the parent and employer perspective is needed.

This is one of the first studies to empirically examine the antecedents and outcomes associated with over-parenting. Over-parenting is assessed in relation to college and workplace outcomes.

The purpose of the study is to research the current state of fathers' involvement in childcare during parental leave and to assess attitudes of Russian population towards possible measures that can expand the use of parental leave by fathers in Russia.

The authors conducted a survey of Russian parents with children under the age of 18 months in 2022. The sample accounts for 1,000 people; the survey covered almost all Russian regions.

The authors found that the ideal workload of fathers is not expected to exceed a third of the total parental workload. Russian parents are not ready to admit dissatisfaction with the existing distribution of workload during parental leave. However, an egalitarian demand for greater involvement of fathers in parental responsibilities is forming, and an interest in transforming the parental leave policy is emerging.

The value of the study consists of assessing the effectiveness of measures that may have a beneficial effect on the use of parental leave by fathers, as well as identifying consequences of the possible introduction of mandatory parental leave for fathers.

The purpose of this paper is to summarise the results of a review of the literature linking parental involvement in their child’s education to attainment at or before primary school.

The search involved nine electronic databases supplemented by other sources, and yielded 4,898 apparently relevant reports. Of these, 127 were reports of attempted evaluations to see whether enhancing parental involvement led to higher attainment outcomes for children.

None of these studies was a large, robust evaluation. The overwhelming majority (121/127) reported research with serious limitations, and they were almost equally divided between those claiming success and those saying that the intervention had been ineffective or harmful. Of the remaining six, three offered positive outcomes, and these were generally complex interventions in which parental involvement was only part of a package of measures taken to improve results.

Therefore, the paper has three main messages for an area where practice and policy interventions abound. Research has to improve greatly.