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ERIC Number: ED554084
Record Type: Non-Journal
Publication Date: 2013
Pages: 203
Abstractor: As Provided
Reference Count: N/A
ISBN: 978-1-3031-5560-4
ISSN: N/A
Teacher Perspectives on Parental Involvement in an Urban Elementary School
Mannix-Lesh, Delane Sharon
ProQuest LLC, Ed.D. Dissertation, Walden University
Literature shows that parental involvement impacts student performance, but many schools struggle to maintain parents' involvement. The relationship between teacher invitations and parents' willingness to get involved has been studied as part of the struggle. This correlational study investigated the association between the beliefs of teachers in an urban elementary school struggling with involving parents and their practices of inviting parental involvement. Guiding this study were Azjen's theory of planned behavior on attitude and resulting behaviors, Hoover-Dempsey and Sandler's 3 overarching categories about importance of invitations to parents, and Bandura's theory of behavior control, stating that mastery experiences lead to greater self-efficacy. A 6-scale survey, Teacher Involving Parents Scale (TIPS), was given to teachers (N = 52) in the study school. Spearman rho coefficients indicated a statistically significant association between teachers' practice of inviting parental involvement in the classroom and teachers' (a) beliefs about parental involvement (r[subscript s] = 0.43, p = 0.001); (b) beliefs about the importance of specific parental involvement practices ( r[subscript s] = 0.29, p = 0.04); (c) beliefs about parents' efficacy (r[subscript s] = 0.32, p = 0.02); and (d) reports about parental involvement (r[subscript s] = 0.52, p = 0.00). No significant association was found between teachers' practice of inviting parental involvement in the classroom and teachers' self-efficacy. Implications for social change include teachers' examination of their beliefs and practices toward parental involvement so that each teacher can identify personal goals for self-development to better involve parents. This examination could potentially result in increased collaboration between parents and educators. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A