This document summarizes a study on parental involvement in school management in Gorontalo, Indonesia. The study found that parental involvement is important for student achievement but that interaction between parents and teachers is currently low. Parents receive little information about their children's performance and are only involved for financial reasons. The study recommends increasing communication between parents and teachers through technology, ensuring parents receive regular updates on their children's progress, and involving parents more in school decision-making to improve student outcomes.
EDU 7001 HOW WILL YOU FIND THE PURPOSE OF THE STUDY / TUTORIALOUTLET DOT COMalbert0056
This study used path analytic techniques and an ecological framework to examine the association between children’s perceptions of their parents’ educational involvement, children’s personal characteristics, and their school achievement. Fathers’ academic
Level of Influence of Parental Involvement on the Selected Tangub City Nation...Elton John Embodo
This study of mine determined the level of influence of parental involvement on the students to their studies. Assuming that the parents really influenced their children with regards to their studies, so it's focus is determine the level of influence.
This is unedited.. the grammar and the format still need to be checked by an expert.... weeks from now, I will be uploading the final version of my study,,the Edited one.
EDU 7001 HOW WILL YOU FIND THE PURPOSE OF THE STUDY / TUTORIALOUTLET DOT COMalbert0056
This study used path analytic techniques and an ecological framework to examine the association between children’s perceptions of their parents’ educational involvement, children’s personal characteristics, and their school achievement. Fathers’ academic
Level of Influence of Parental Involvement on the Selected Tangub City Nation...Elton John Embodo
This study of mine determined the level of influence of parental involvement on the students to their studies. Assuming that the parents really influenced their children with regards to their studies, so it's focus is determine the level of influence.
This is unedited.. the grammar and the format still need to be checked by an expert.... weeks from now, I will be uploading the final version of my study,,the Edited one.
Frederik Smit, Geert Driessen, Roderick Sluiter & Peter Sleegers (2007) IJPE ...Driessen Research
Types of parents and school strategies aimed at the creation of effective partnerships
International Journal of Parents in Education
2007, Vol..1, No. 0, 45-52
QuizBroz is the solution for any student looking to learn from an expert online. The platform provides both students and tutors with a one stop shop that streamlines their search
Engaged Parents, Engaged Students: Theory and Practice Ving
Research shows that parent involvement is the number one factor in student success. The more parents are engaged in their child's education, the more their children will be engaged in the classroom. Teachers will benefit from the communication tips offered in this eBook.
A toolkit for principals, teachers and parents about doing what matters most.
Everything you need is in this toolkit: clear and easy instructions; separate handouts for principals, teachers and parents; and the research evidence you need to convince everyone this is worthwhile!
Level of influence of parental involvement on the selected tangub city nation...Elton John Embodo
This study of ours is entitled "LEVEL OF INFLUENCE OF PARENTAL INVOLVEMENT ON THE SELECTED TANGUB CITY NATIONAL HIGH SCHOOL STUDENTS.
This is the final version of our study, I hope it will help you.
International Journal of Humanities and Social Science Invention (IJHSSI)inventionjournals
International Journal of Humanities and Social Science Invention (IJHSSI) is an international journal intended for professionals and researchers in all fields of Humanities and Social Science. IJHSSI publishes research articles and reviews within the whole field Humanities and Social Science, new teaching methods, assessment, validation and the impact of new technologies and it will continue to provide information on the latest trends and developments in this ever-expanding subject. The publications of papers are selected through double peer reviewed to ensure originality, relevance, and readability. The articles published in our journal can be accessed online.
Frederik Smit, Geert Driessen & Bert Felling (2009). The functioning of the P...Frederik Smit
In 2006, a beginning was made with the establishment of a national platform for ethnic minority parents and of local platforms for ethnic minority parents in thirty big cities in the Netherlands. The project is funded by the Ministry of Education, with the support of the national Dutch parents’ associations. The goal is to stimulate parental involvement and participation. To reach the ‘invisible’ minority parents, the project employs the ‘community-approach’ paradigm. In addition, various innovative approaches are introduced to stimulate minority parents and their networks to participate in schools and to implement a culture aiming at change. The platforms develop debates about the policy of community-empowered schools in which the schools’ pedagogical task is supported by other activities in the community.
This presentation explores ideas and strategies to help teachers and schools move beyond traditional practices of asking parents to participate and support school activities into forming full engaged partnerships.
Frederik Smit, Geert Driessen, Roderick Sluiter & Peter Sleegers (2007) IJPE ...Driessen Research
Types of parents and school strategies aimed at the creation of effective partnerships
International Journal of Parents in Education
2007, Vol..1, No. 0, 45-52
QuizBroz is the solution for any student looking to learn from an expert online. The platform provides both students and tutors with a one stop shop that streamlines their search
Engaged Parents, Engaged Students: Theory and Practice Ving
Research shows that parent involvement is the number one factor in student success. The more parents are engaged in their child's education, the more their children will be engaged in the classroom. Teachers will benefit from the communication tips offered in this eBook.
A toolkit for principals, teachers and parents about doing what matters most.
Everything you need is in this toolkit: clear and easy instructions; separate handouts for principals, teachers and parents; and the research evidence you need to convince everyone this is worthwhile!
Level of influence of parental involvement on the selected tangub city nation...Elton John Embodo
This study of ours is entitled "LEVEL OF INFLUENCE OF PARENTAL INVOLVEMENT ON THE SELECTED TANGUB CITY NATIONAL HIGH SCHOOL STUDENTS.
This is the final version of our study, I hope it will help you.
International Journal of Humanities and Social Science Invention (IJHSSI)inventionjournals
International Journal of Humanities and Social Science Invention (IJHSSI) is an international journal intended for professionals and researchers in all fields of Humanities and Social Science. IJHSSI publishes research articles and reviews within the whole field Humanities and Social Science, new teaching methods, assessment, validation and the impact of new technologies and it will continue to provide information on the latest trends and developments in this ever-expanding subject. The publications of papers are selected through double peer reviewed to ensure originality, relevance, and readability. The articles published in our journal can be accessed online.
Frederik Smit, Geert Driessen & Bert Felling (2009). The functioning of the P...Frederik Smit
In 2006, a beginning was made with the establishment of a national platform for ethnic minority parents and of local platforms for ethnic minority parents in thirty big cities in the Netherlands. The project is funded by the Ministry of Education, with the support of the national Dutch parents’ associations. The goal is to stimulate parental involvement and participation. To reach the ‘invisible’ minority parents, the project employs the ‘community-approach’ paradigm. In addition, various innovative approaches are introduced to stimulate minority parents and their networks to participate in schools and to implement a culture aiming at change. The platforms develop debates about the policy of community-empowered schools in which the schools’ pedagogical task is supported by other activities in the community.
This presentation explores ideas and strategies to help teachers and schools move beyond traditional practices of asking parents to participate and support school activities into forming full engaged partnerships.
Safeguarding Handbook 2014 - Sample PagesAndrew Hall
The Safeguarding Handbook for schools and colleges is the essential strategic guide for Designated Safeguarding Leads. This 80-page book pulls together all the statutory government guidance to ensure that procedures in schools are as effective as possible.
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Working Together to Safeguard Children
Creating Recording Systems
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OFSTED and Safeguarding
Buy a copy a www.safeguardinghandbook.co.uk
Induction Slideshow Privacy And ConfidentialityD S
A slideshow intended for new youthworkers, as part of their induction. Gives basic information for anyone working with young people, so they are aware of their employers' expectations
You need to listen carefully for clues that your organization has failed to engage in a deep examination of the company’s core values. If you sense this, or inherit a listless organization, resolve to do something about it right away. Nothing is more important if you want to build a leadership culture.
Exploring the Parental Involvement in Learners' Education: A Phenomenological...Rosemiles Anoreg
Parental involvement is the foundation for family-school relationships that empower
parents, improve student academic achievement, and encourage parents to participate in their children’s education. By collaborating, relationships between the family and school are enhanced, resulting in a healthy at-home and at-school learning environments. The study's purpose was to explore based on parents' own experiences and Epstein's idea of six types of parental involvement.
The Influence of Parental Involvement on the Learning outcomes of their Child...iosrjce
Parental involvement in their children's education has been proven by research to improve the
children's confidence, interest and performance at school. A qualitative case study to evaluate the influence of
parental involvement was conducted. The study sample was purposively sampled and consisted of 20 school
heads, 20 teachers and 20 pupils. The researcher was the main research instrument during data gathering. She
assumed the role of the interviewer and an observer. Data were analysed using thematic content analysis. The
findings showed that, parents who had children enrolled in rural and public urban schools were less committed
to their children's learning. Further, they were not worried much about their children’s school environment.
They consulted less with the teachers and did not supervise their children’s home work. Parents whose children
were in private schools had better communication and interaction with their children’s teachers. There were
various models that were used to improve parent-teacher relationship for the betterment of the children's
learning needs. The study recommended -devolvement of engagement strategies, improved communication
channels, supervised parental involvement in school activities andmonitoring and evaluation measures to assess
performance, progress, outcome and impact of engagement strategies.
STRATEGIES USED TO GAIN AN EFFECTIVE PARENTAL INVOLVEMENT: SCHOOL ADMINISTRAT...ijejournal
This preliminary study examines the perceptions of school administrators (principals and assistant principals) and teachers regarding the management of parental involvement. Principals, assistant principals, and teachers from both Jewish and Arab elementary schools were interviewed. Using a qualitative research approach, results show that the active participation of parents is the most important factor to achieve beneficial outcomes. At the same time, it is important to draw clear limits to their involvement. The school administrators and the teachers were in favor of parental involvement and some of them expected more involvement for the child’s sake (especially in Arab schools). They believed that it is very important for the student’s academic achievement and success. Regarding parental involvement in pedagogic issues, the staff were more hesitant, with some against this kind of involvement. Principals’ leadership seems to be key for successful parental involvement and the optimal strategies are partnership and collaboration, not only with the parents but also with the teachers.
Literature ReviewAn essential concern in special education is th.docxcroysierkathey
Literature Review
An essential concern in special education is the attitudes and the views of teachers in regard to the involvement of the parents in facilitating the smooth learning process for special needs children. According to Berkant, Oz, and Atilgan (2019), the perceptions held by teachers can determine the degree of collaboration that exists between the teacher and parents of children with special needs. In a study to investigate the attitudes of teachers in regard to parental involvement in their children's education, Abdull, Seedee, Alzaidiyeen, Al-Shabatat, Alzeydeen, and AlAwabdeh (2011) found that in-service teachers have a positive attitude on parental involvement in the education of their children. Accordingly, many teachers are bound to support initiatives and programs that seek to foster teacher-parent involvement in facilitating a smooth learning process for children with special needs (Abdull et al., 2011). The study findings by Abdull et al. also indicated that older teachers are more likely to proactively support parental involvement in the education process of children with special needs. Notably, such elderly teachers have accumulated years of experience and, unlike young teachers, understand the special needs of these children and the role that active participation and involvement of the parent can play towards making the process of learning for these children a smooth one.
In another study similar to that by Abdull et al., Dor and Rucker-Naidu (2012) investigated the attitudes of teachers on parental involvement. Using a sample of 56 elementary and secondary schools sampled from Israel and USA for comparison, Dor and Rucker-Naidu (2012) found that teachers perceive parental involvement in education as a voluntary undertaking in that parent of children with special needs as well as normal children can choose when and how to get involved in helping facilitate smooth learning for their children. Dor and Rucker-Naidu (2012) also found that teachers in both Israel and the United States are supportive of parental involvement, and many teachers are empowered by active parental involvement in the education process of children (Dor, 2013). Further, in a study that investigated teachers' perspectives of the varying factors that can have an impact on parental involvement in special education programs, Blackman and Mahon (2016) found that there are both in-school and out-of-school factors that can influence parental involvement in special education programs. In-school factors include processes and systems for parents consultations and discontinuation of programs, while out-of-school factors with the potential to influence parental involvement according to teachers are levels of collaboration and coping.
Researchers have devoted much effort and resources to understand the role and the impact of parental involvement in the success of special education programs. Such an effort is of great importance, and the findings in these stud ...
Literature ReviewAn essential concern in special education is th.docxjeremylockett77
Literature Review
An essential concern in special education is the attitudes and the views of teachers in regard to the involvement of the parents in facilitating the smooth learning process for special needs children. According to Berkant, Oz, and Atilgan (2019), the perceptions held by teachers can determine the degree of collaboration that exists between the teacher and parents of children with special needs. In a study to investigate the attitudes of teachers in regard to parental involvement in their children's education, Abdull, Seedee, Alzaidiyeen, Al-Shabatat, Alzeydeen, and AlAwabdeh (2011) found that in-service teachers have a positive attitude on parental involvement in the education of their children. Accordingly, many teachers are bound to support initiatives and programs that seek to foster teacher-parent involvement in facilitating a smooth learning process for children with special needs (Abdull et al., 2011). The study findings by Abdull et al. also indicated that older teachers are more likely to proactively support parental involvement in the education process of children with special needs. Notably, such elderly teachers have accumulated years of experience and, unlike young teachers, understand the special needs of these children and the role that active participation and involvement of the parent can play towards making the process of learning for these children a smooth one.
In another study similar to that by Abdull et al., Dor and Rucker-Naidu (2012) investigated the attitudes of teachers on parental involvement. Using a sample of 56 elementary and secondary schools sampled from Israel and USA for comparison, Dor and Rucker-Naidu (2012) found that teachers perceive parental involvement in education as a voluntary undertaking in that parent of children with special needs as well as normal children can choose when and how to get involved in helping facilitate smooth learning for their children. Dor and Rucker-Naidu (2012) also found that teachers in both Israel and the United States are supportive of parental involvement, and many teachers are empowered by active parental involvement in the education process of children (Dor, 2013). Further, in a study that investigated teachers' perspectives of the varying factors that can have an impact on parental involvement in special education programs, Blackman and Mahon (2016) found that there are both in-school and out-of-school factors that can influence parental involvement in special education programs. In-school factors include processes and systems for parents consultations and discontinuation of programs, while out-of-school factors with the potential to influence parental involvement according to teachers are levels of collaboration and coping.
Researchers have devoted much effort and resources to understand the role and the impact of parental involvement in the success of special education programs. Such an effort is of great importance, and the findings in these stud.
Running head PARENTAL RESPONSIBILITY1PARENTAL RESPONSIBILITY.docxtoltonkendal
Running head: PARENTAL RESPONSIBILITY 1
PARENTAL RESPONSIBILITY 3
Parental Responsibility
Kristie L. Carter
Columbia Southern University
Parental Responsibility
Corno, L., & Xu, J. (2004). Homework as the job of childhood. Theory into Practice, 43, 227-233.
This article was formed based on the interviews that were conducted on the parents by the authors. According to the authors, homework helps the child to develop good time and management skills. The article emphasizes on the importance of parents involving themselves in helping their children with their homework. The research also brings about the century-old practice of doing homework suggesting that it is essential part of childhood. The authors state that the homework creates a situation in which a child has to complete certain tasks with minimal supervision and with little training. Children that are experts in their homework demonstrate their responsibility in managing tasks. The authors believe the homework helps prepare the children for jobs in the future. Since homework plays an important role in a child’s development, the parents are entitled with the responsibility of ensuring that the homework is done. The parents have to help their students in areas that face difficulty.
Horowitz, A., & Bronte-Tinkew, J. (2007). Research-to-Results: Building, engaging, and supporting family and parental involvement in out-of-school time programs (Publication No. 2007-16). Washington, DC: Child Trends.
The author of the article points out the parental involvement in out-of- school programs. According to the article, it is the parent’s responsibility to be involved in out-of-school programs. The research states that the family involvements in the child’s activities help them to improve their academic performance and their relationships with their parents. Parental involvements in school programs have been found to improve children’s attention. The article findings were that parental involvement increased student engagement. It further states that most of the parents fail to attend to these functions due to their tight work schedules, access or feel uncomfortable to attend. The authors suggest for school to come up with multiple programs that help to engage families and help build trust. The article uses Concerned Black Men national to help support their argument and emphasize on the need for parents to be responsible for their children. They emphasized on the importance of good relationship between the parent and child.
Parcel, T. L., &Dufur, M. J. (2001). Capital at home and at school: Effects on student achievement. Social Forces, 79(3), 881-911. Retrieved from EBSCO database.
The article talks of the effects of family and school capital on math and reading scores. It also considers the effect school capital on social, human, and financial considerations in school. The article refers to the family social capital as the parental involvement in the children activities ...
Challenges Parents Face While Participating in the Education of Their Childrenpaperpublications3
Abstract: The significance of parental participation in education achievement of learners at any level cannot be over-emphasized. Despite the Kenyan government policy that requires parents to be actively involved in the education of their children at six levels. Available studies show that parents are not as actively involved as required and even those who are involved; their involvement is limited to provision of finances, facilities and attendance of meetings. The study sought to investigate challenges facing parents in their active participation in the education of pre-school learners in Kiogoro Division, Kisii County, with a view of suggesting ways of promoting active parental participation in education of pre-school learners. The study reviewed various literatures on some past studies and assessed their contribution to the objectives of this study. The study used descriptive survey design to carry out the study with both qualitative and quantitative methodologies of collecting data. The study sample comprised of 10 pre-schools, 10 primary school head teachers, 10 pre-school teachers and 111 parents. The study used simple random sampling to select pre-school teachers and parents. Purposive sampling was used to select primary school head teachers and pre-school teachers. Data was collected by use of questionnaire, interview schedule and document analysis guide. Coded data was presented using Statistical Package for Social Sciences (SPSS) version and analyzed using descriptive statistics such as percentages presented in tables as well as Pearson correlation to establish the relationship between the variable. The study found that lack of clear policies in preschools regarding parental participation, lack of proper mode of communication with their children; poor parent-preschool teacher relationship, unfavourable head teachers’ leadership style and illiteracy among the parents were some of the challenges facing parents in their active participation in education of preschool learners. Parents should be encouraged through various programs on participation in education welfare of their preschool learners. Awareness programs for parents should be organized informing them on the benefit of their participation in education activities for their children. Parents should also be enlightened on the best communication practices with both their children and the school administration to foster good parent-teacher and parent-child relationship. The study suggest that future studies should be done on institutional factors influencing parental participation in education welfare of the preschool learners and socio-demographic factors influencing parental participation in education welfare of the preschool learners.
Ethnobotany and Ethnopharmacology:
Ethnobotany in herbal drug evaluation,
Impact of Ethnobotany in traditional medicine,
New development in herbals,
Bio-prospecting tools for drug discovery,
Role of Ethnopharmacology in drug evaluation,
Reverse Pharmacology.
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
How to Split Bills in the Odoo 17 POS ModuleCeline George
Bills have a main role in point of sale procedure. It will help to track sales, handling payments and giving receipts to customers. Bill splitting also has an important role in POS. For example, If some friends come together for dinner and if they want to divide the bill then it is possible by POS bill splitting. This slide will show how to split bills in odoo 17 POS.
The Indian economy is classified into different sectors to simplify the analysis and understanding of economic activities. For Class 10, it's essential to grasp the sectors of the Indian economy, understand their characteristics, and recognize their importance. This guide will provide detailed notes on the Sectors of the Indian Economy Class 10, using specific long-tail keywords to enhance comprehension.
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The Art Pastor's Guide to Sabbath | Steve ThomasonSteve Thomason
What is the purpose of the Sabbath Law in the Torah. It is interesting to compare how the context of the law shifts from Exodus to Deuteronomy. Who gets to rest, and why?
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
Home assignment II on Spectroscopy 2024 Answers.pdf
Accommodating parental participation in managing school
1. Journal of Education and Practice www.iiste.org
ISSN 2222-1735 (Paper) ISSN 2222-288X (Online)
Vol.4, No.12, 2013
29
Accommodating Parental Participation in Managing School
Moh. Syahrun Ibrahim *
Letters and Culture Faculty, State University of Gorontalo, Indonesia
* E-mail: moh.ibrahim@ung.ac.id
Abstract
The objective of this research is to know to what extent parents should be accommodated in managing school.
Qualitative method was used to explain to what extent parents need to be actively involved in managing school
for the betterment of students’ achievement. Interview and questionnaires were the main instruments used in
collecting the data from 50 parents of students of Senior High School in Gorontalo, Indonesia in 2012 who were
purposively chosen as informants in this research. Additional data were also taken from students themselves and
teachers in this school. The data were then analyzed descriptively to answer the problem statement above. The
results show that parental involvement in their children’s education highly correlates with children’s success at
school.
Keywords: parent, involvement, students, academic performances
1. Introduction
School performance is better among students whose parents know where they are, who they are with, and when
they plan to come home. Such parents also exercise reasonable control over non-school activities. Considering
the above facts, it is important to make the school well-managed in terms of enabling and encouraging much
more participation from all educational stakeholders, particularly parents, in improving the educational process
to enhance students’ academic performance.
This research explores the phenomenon above regarding to what extent parents should be accommodated in
managing school for the improvement of their children achievement in school. There are two points which are
discussed in this research such as: parents and teachers interaction, parents and school partnership in managing
school.
2. Method
Qualitative was used to get a comprehensive description about parental participation in managing school. There
were 50 parents of students of Senior High School in Gorontalo, Indonesia in 2012 employed as informants in
this research. They were chosen purposively from different kinds of ethnicity, intellectuality, personality, social
and economic background as the representation of all parents whose children are studying in Senior High School
in Gorontalo. Interview and questionnaires were the main instruments used in collecting the data from primary
sources namely parents and secondary sources such as students and teachers in this school.
Interview and questionnaires were used to get the information needed in conjunction with teaching and learning
process included the interaction between students and teachers, the communication between teachers and parents.
The collected data were then analyzed and interpreted to the needs of this research to explain to what extent
parents should be involved in managing school for the betterment of students’ achievement in school.
3. Findings
In this research, it is found that the interaction between parents and teacher is categorized in low. It happens
more and less twice a year when they were invited to receive their children’s academic report book. In this very
limited time, teachers let parents know only a little about their children’s academic performances since there
were many parents were siting waiting for their turn. Consequently, parents had little time to get more valuable
information about their children in relation to academic development.
Besides, parents and parental guardians were only informed about their children’s performances if only their
children did something wrong either in or out of school. Even some parents are disappointed since the school
staff did not let them know about several cases occurred which involved their children in. In addition, they said
that if they were informed earlier, they would probably prevent their children from doing bad things which can
cause bigger and worse impact such as drop out. Parents hope that they should be informed regularly about their
children’s activities and performances in the school.
On the other hand, some teachers argued that they gave some pieces of information to parents or parental
guardian regarding to students condition in school. Some of the teachers sent letters to parents and parental
guardian informing all about the students activities and behaviors in class. They are wondering why parents
claimed that they did not get the messages. In fact, teachers are also aware of one possible answer to this doubt
namely students did not inform or give the letter to their parents or parental guardian because they were afraid if
their parents got angry having read or known the bad news.
2. Journal of Education and Practice www.iiste.org
ISSN 2222-1735 (Paper) ISSN 2222-288X (Online)
Vol.4, No.12, 2013
30
Realizing this phenomenon, some teachers are now realizing the benefit of using information and technological
devices such as mobile and e-mail. Therefore, they can inform parents about their children academic
performances in school directly and as soon as possible. Parents who have access to these devices are happy with
this choice to bridge the communication gap between them and teachers. Nowadays, teachers have moved on
and used such gadgets to let the students’ parents know what happen to their children in relation to school
programs.
However, to some extent this choice cannot satisfy all parents. Some parents have different ideas about the use
of these devices because not all of them have access to these technological tools due to socio-economic,
education and geographic reasons. It is therefore, some of them suggest that teachers or school need to find other
alternative solutions to enable parents to have a good interaction with teacher and school for the betterment of
their children academic achievement in school.
In accordance with school decision making process, some parents said that they are still not actively involved in.
Parents based on their previous experiences assumed that school leaders and teachers will involve them and ask
them to take a part mostly due to financial reasons. Other than that, parents are sometimes passively involved. In
addition, they are only informed about the result and what they need to do regarding to the result of school
leaders’ decisions and policies.
4. Discussion
4.1 Parents and Teachers Interaction
Educational quality will be questioned if there remain discrepancies between the result and the expectation of the
teaching and learning process. A good result will be reached through a good teaching and learning process and
vice versa. To attain a better result in the educational process, parental involvement is important without a doubt
(Jacobs & Harvey, 2005). Hence, it is imperative that teachers and parents collaborate with each other in
maintaining good interaction to deal with students’ learning process and achievement.
Children gain education at first from their family, in this case parents. However, as children enter school,
teachers join in the process of shaping children’s minds, attitudes and behaviors by forming a partnership with
parents and administrators (Brannon, 2008). Students can get a better learning result if they are supported by the
quality of teaching being done by the teachers and their parents’ contribution by giving full attention towards
what their children are learning. Christopher (1996) reckons that education consists of one-third teacher, one-
third parent and one-third student. He further explains that when these sides work together, the result is a
stronger educational system and a successful child.
In line with this statement, Brannon (2008) suggests that if the school and the families are supporting each other,
then children are going to learn and internalize those values as important to their parents and at school, so they
will see them as important in the world. Furthermore, Christopher (1996) argues that children who succeed have
parents who take an interest in their children and schools. If children know that their parents believe school is
important in order to succeed, they will also consider the importance of schooling. In addition, DeBarshee (1995)
claims that families play an important role in socialization of children into the values of the school.
What is more, good communication which builds among these elements could empower parents to be partners to
help prevent bad academic behavior appearing (Purdie, Caroll & Roche, 2004). Therefore, maintaining a good
relationship with parents will make them feel well-informed and understand the purpose for the class rules and
consequences. Having said that, parents can also cooperate much more with teachers when academic problems
arise.
Parental involvement, through encouragement and monitoring of educational and behavioral activities conducive
to successful educational outcomes, are considered to be critical factors in academic success (Flouri, 2006;
Markose, 2008). For this reason, school and educators need to be aware of possible parental influences and
should promote and recommend the involvement of parental attention in education. Eventually, parents and
teachers should work collaboratively to optimize positive attitudes towards school and learning and the academic
intrinsic motivation in students.
However, working with parents can be tough and sometimes exhausting. It can be nerve-wracking, and there are
some parents whom can never reach or make happy no matter what teachers do (Christopher, 1996). Despite the
problem, there are many beneficial outcomes from working together with parents. Furthermore, Beckman (as
cited in Ehli, 1995) comments that there are a number of key points for teachers to remember when they
communicate with parents: (a) give accurate information to parents, (b) recognize parents for the work they have
accomplished with their children, (c) provide clear, ongoing evaluations of the child’s progress, (d) use as little
jargon as possible, (e) sometimes call a conference to share good news, (g) ask parents what they have tried and
be open about incorporating some of their suggestions into a plan, (h) schedule conferences flexibly so that both
parents can attend.
From the above point of view, it is clear that parents should be informed about what the expectations are and
3. Journal of Education and Practice www.iiste.org
ISSN 2222-1735 (Paper) ISSN 2222-288X (Online)
Vol.4, No.12, 2013
31
what materials are needed. This in turn helps everyone adjust to a new learning situation. Axford (2007) advised
that parents should also take some initiatives to give extra time to making a positive rapport with school,
particularly teachers dealing with their children’s schooling.
4.2Parents and School Partnership in Managing School
Schools are ordinarily thought of as institutions including pupils, staff, administrators and possibly board of
education members. At this time, however, it is useful to think of a school as being part of a system which
includes other individuals and groups such as parents, social agencies, governmental agencies (district, province
and national), profit and non-profit enterprise, mass media and indeed all citizens.
Parents, teachers and community, as well as government, are partners (Beare & Lowe Boyd, 1993) sharing
responsibility for the educational process. Parents are in a position to support the school and through the
observation of their own children, provide and inform comment on children’s school performance. Meanwhile,
teachers or schools are those performing the teaching and learning process. Therefore, they know about students’
learning ability and should inform parents what happened in the classroom or at the school in relation to students’
academic performance for the improvement of their achievement. Partnership in the teaching and learning
process may be seen to have additional educational importance.
The involvement of parents in school is part of a wider concern. Parents are only one of a number of possible
participating groups. Their involvement may be in one or more of a number of different areas of decision which
may be taken at a number of possible levels. In considering the involvement of parents in school, some teachers
(Interviewed, May, 2012) suggested that there are several types of involvement of parent in school, for instances:
(1) meeting with teachers for information, (2) contributing through finance or work to facilities, (3) using
facilities and resources for their own purposes, (4) providing resources for extra curricular activities, (5)
providing resources for curricular activities, (6) conducting a joint enterprise with the school, (7) participating in
the development and the implementation of the policy.
Parental involvement in school can be done through a school committee or individually. The school committee
provides a number of tools and resources to assist parents, the Principal, and teachers initiating conversations
about family-school relationships, and to support them so that they can grow into real, sustainable partnerships
(UU Sisdiknas, 2003). Parents have been considered crucial members on the team because of the unique
understanding of their child's needs, medical history, likes and dislikes, and daily routine. Parents are expected to
act as advocates in asserting their child's interests and making decisions about what is best for them.
Apart from its useful things, there are organizational and structural weaknesses in the school committee which
may contribute to an ability to attain a parity of power with administrators and school boards. Myers and
MacBeath (2001) stated that the persistence of these problems and the lack of remedial action by school
committees are blamed on the inability of the poor and disfranchised, which are supposedly represented on the
committee, to organize, to participate and to deliberate.
All schools have a school committee whose members are mostly students’ parents, females; indeed, being a
parent is often a prerequisite for membership. The poor and ethnic minorities are relatively few in number.
Therefore, their interests are rarely represented and voiced in the school decision-making process (personal
communication, May, 2012). Other members are most often representatives of home school organizations and
government or other civic improvement groups. Nonetheless, some parents perceive the school committee as
only a complement to the organization because it is only active, or conduct a meeting if there is something to be
discussed, mostly in terms of getting money collected from parents.
Besides, parents are rarely involved in the school decision-making process to deal with students’ achievement.
Thus, their membership on a school committee is half-hearted. Moreover, family socio-economic conditions
make most parents busy fulfilling their family’s basic needs rather than going to school meetings or taking part
in school programs to cope with students’ learning achievement.
In addition, parents are often distraught by the system. This leads to feelings of fear and frustration that increase
as the system becomes more complex. Teachers (personal communication, May, 2012) stated that many parents
are able to neither understand nor identify themselves with the system. Furthermore, they argued that most of
parents need to spend most of their time earning a living and have little available leisure or energy to devote to
either learning about the task or doing the tasks required.
Yet, one of the main concerns of schools, parents and committee should be to understand and become familiar
with the system. Therefore, changes in the attitudes, skills and knowledge of the members of a school committee
and school council are significant (Langer, 2004). It is also important to pay attention to the change of school
structure enabling more parents’ effective involvement in managing the school. What is more, parents will be
effectively involved if there is well maintained communication between school and them and vice versa.
Direct and well-managed flows of information will enable parents’ and the committee to provide meaningful
advice to administrators and boards. Consultation, thus, becomes the focal point of all parents’ and committee
activities and the culminating point of their co-operation towards the improvement rests on constant and efficient
4. Journal of Education and Practice www.iiste.org
ISSN 2222-1735 (Paper) ISSN 2222-288X (Online)
Vol.4, No.12, 2013
32
communication between parents and school or educational authorities. Having strength of information provided
by management and boards, parents will be in a better position to state their thoughts and desires in relation to
school decision making in managing the school to enhance students’ academic achievement. School and parents
should co-operate and maintain good communication in relation to students’ academic performance.
5. Conclusion
Parents should be given opportunities to discuss children’s performances and get information about the school’s
programs. By and large, parents seek more information than the school provides. Moreover, the school should
also use its best endeavors to stimulate and encourage parental response and initiative in order to establish a
genuine working partnership. This will not only involve the deliberate encouragement of parental assessment,
particularly of their own children’s work and progress but also more widely, of the school’s successes and
failures. Furthermore, it is important to keep parents involved in every decision-making process and school
activities to promote students’ achievement.
To gain this objective parents should be considered as partners and regularly informed about their children’s
performance both inside and outside the classroom, such as their class activity, attendance, strengths, weaknesses,
and be asked to play a key role in rectifying them. In addition, to promote and sustain parental participation in
their children’s activities and achievement in school, it is suggested that they be involved in managing the school
in relation to decision- making processes to improve their children’s academic achievement.
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