School efforts to promote parental involvement: the contributions of school leaders and teachers

Abstract

School leaders and teachers are two important agents within the school organisation to promote parental involvement. The aim of the study was to investigate how school leaders and teachers foster parents' involvement in their children's education. It was hypothesised that both transformational school leadership for the support of parental involvement and inviting behaviour from the part of teachers encourage parents to become more strongly involved with their child's education. Surveys were administered to 2,151 parents and 90 teachers of 18 elementary schools spread across Java, Indonesia and analysed using multilevel regression analyses. Results showed that transformational leadership did not have significant direct effects on parental involvement. Significant effects were found of teacher invitations on parental involvement. In particular, teacher invitations contributed to school-based parental involvement, such as recruiting parents as volunteers and involvement in decision-making at school.

Parental Involvement or Interference? Rural Teachers’ Perceptions

“…As a result, ambitious children with big dreams often cannot continue their education due to their parent's vulnerable socioeconomic circumstances [45]. Parental involvement, in other words, is significantly linked to the teachers because if teachers coordinate with parents, then parents would be able to participate in their children's learning [19,25]. us, teachers should consider barriers concerning parental involvement and work extra by considering the children as their own [13,46].…”

“…eir perceptions play a vital role in encouraging or discouraging parents from being involved in their children's education [23,24]. For instance, when teachers have a high regard for parents, they most likely encourage them to participate [2,25]. However, teachers' unpleasant and uncaring attitudes discourage parents [10], which results in communication breakdown, and both start blaming each other, especially when the child seems passive in learning [26,27].…”

Keterlibatan Orang Tua dalam Penerapan Nilai-nilai Luhur Pendidikan Karakter Ki Hadjar Dewantara

“…Temuan dari penelitian ini menunjukkan bahwa IKWM atau komite sekolah memiliki peran sangat besar dalam mendukung keberlangsungan program-program sekolah. Hal ini sejalan dengan hasil penelitian yang dilakukan (Yulianti et al, 2020) yang menemukan bahwa komite sekolah merupakan salah satu bentuk keterlibatan orang tua. Orang tua yang terorganisasi, dapat menjadi suatu sumber perubahan dalam suatu sistem pendidikan (PTA, 2009) dimana adanya organisasi orang tua dapat membuat suatu perubahan dalam skala lebih luas antara lain (1) berkontribusi pada peningkatan hubungan sekolah-masyarakat, keterlibatan orang tua, rasa kebersamaan, dan moral guru (2) mampu meningkatkan hasil belajar anak (3) mempengaruhi kebijakan aliran sumber daya untuk meningkatkan sekolah yang berkinerja rendah (4) mengembangkan kapasitas orang tua, siswa, dan anggota masyarakat untuk mengadvokasi perubahan dan (5) membangun organisasi yang efektif di sekolah dan masyarakat mereka, dan menggunakan penelitian dan data untuk menyajikan proposal.…”

Women in Leadership: Insights from Female Principals of Rural Secondary Schools in Vhembe District of South Africa

“…This finding corroborates Ndebele's (2018) where parents were indicated to support the female principals due to of the trust relationship between the two parties. Yulianti et al (2020) adds that teachers should be in a good relationship with the school leaders and parents because they are important agents within the school organisation to promote parental involvement. Unfortunately, this is not the case with the relationship between the sampled principals and most teachers.…”