Parent and Teacher Perceptions of Effective Parental Involvement

The primary motive of engaging this descriptive cross-sectional study about Effective Parental Involvement is gathering ground of contrast and comparison of the perception that involvement of parents in education translates to effective upbringing of the child. Equally, the survey sought to capture the differences existing within populations influenced by their demographic factors. The study utilized the researcher-generated survey founded on the Epstein’s types of parental involvement to 104 teachers and 478 parents whose children attended an elementary school in rural Georgia district. It mandated using a rating scale to capture the effectiveness of 28 activities involving parents. Equally, field testing was performed to validate the face and content. Although the survey lacked follow-up interviews to obtain a detailed understanding in an open-ended discussion, it demonstrated that parent involvement in the earlier education of their children were effective to stimulate a positive injection felt across the classroom. Lastly, the study on Effective Parental Involvement demonstrated the significant differences amongst the teachers and parents in the definitions of effective involvement of the latter, which became apparent in varying demographic factors.


  • Wright, T. (2009). Parent and Teacher Perceptions of Effective Parental Involvement. Lynchburg: Liberty University Press.
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