The Relationship Between Parent Involvement Beliefs of Teachers and Parent Involvement Training For Teachers on Perceived Importance of Parent Involvement

Although researchers have provided support for the positive effects of parental involvement, the school system involved in this project study continues to struggle with ways to increase and develop home-school relationships. Current beliefs about parental involvement of certified elementary school teachers and how those beliefs influence involvement in their classrooms remain unclear. The purpose of this quantitative, survey research study was to examine the relationship between parental involvement beliefs, years of teaching, and parental involvement training on parental involvement practices. Bandura's social cognitive theory of self-efficacy served as the theoretical framework. The research questions addressed teachers' beliefs and practices regarding parental involvement and the relationship between parental involvement training, teaching experience, and parental involvement beliefs on the importance of parental involvement practices. Data were collected from certified elementary teachers using the Teacher Beliefs about Parental Involvement and Teacher Beliefs about the Importance of Specific Involvement practices questionnaires. Results of regression analysis indicated that teachers' parental involvement beliefs were a significant and positive predictor of parental involvement practices. Implications for positive social change include increased family involvement in classrooms and more positive home-school partnerships, both of which could result in increased student achievement.