Parent and teacher perceptions of effective parental involvement

Parental involvement is a key factor in the success of students, but research shows differing perceptions on the definition of parent involvement. The purpose of this descriptive cross-sectional survey study was to compare and contrast the perceptions of parents and teachers about the parent involvement strategies they find most effective. This study also sought to find differences within each population based on demographic factors. Using a researcher generated survey based on Dr. Joyce Epstein's Six Types of Parental Involvement (2002), elementary school parents and teachers of a rural Georgia school district were asked to use a rating scale to indicate the level of effectiveness of 28 parent involvement activities. Field testing was conducted to enhance face validity, and content validity was strengthened through the use of a wide variety of parent involvement strategies. The responses of parents (N=478) and teachers (N=104) were compared using an independent samples t -test, and statistically significant differences were found in six of the seven parent involvement dimensions studied. Within the parent population, ANOVA and post-hoc analyses were used and found statistically significant differences within the parent population in three of the five demographic areas studied. Within the teacher population, two demographic areas were studied, and only one statistically significant difference was found. This study suggested that parents and teachers have significant differences in their views of what defines effective parental involvement, and differences were apparent when some demographic factors were taken into consideration.