The purpose of this study was to examine the relationship between parent efficacy, teacher efficacy, and parental involvement in selected school activities at Frayser Elementary School, a professional development school, in Memphis (Tennessee) and to present those results in the context of data from eight other schools. Questionnaires and interviews were used to solicit information from Frayser's principal, teachers, and 100 randomly selected parents. The majority of the 21 parents who responded lived in relatively low-income households where both parents worked outside of the home. Most of the 15 teaching faculty who responded were experienced, female, primary teachers. Parents and teachers agreed that parental participation in volunteer work at school, telephone calls with teachers, and teacher-parent conferences was low. However, Frayser parents, unlike teachers, reported high levels of parental involvement in helping with homework and spending time on other educational activities. Examination of data from all 9 schools (n=221 parents and 196 teachers) participating in the study revealed that neither parent self-efficacy nor parents' perceptions of teacher efficacy were significantly correlated with parent involvement. However, two demographic variables--family structure and family income--seemed to be moderately and consistently related to parents' and teachers' perceptions of teacher efficacy, parent efficacy, and parental involvement. Teacher self-efficacy scores were significantly and negatively correlated with several indicators of parent involvement. Results suggested a weak negative relationship between teacher self-efficacy and parental involvement and a weak positive relationship between teacher perceptions of parent efficacy and parental involvement. Summaries of data from surveys, and copies of the questionnaires are attached. (Contains 22 references.) (Author/IAH)