Redefining boundaries: unveiling the schism in teacher-parent perceptions of educational engagement.

This study investigates the relationship between parental involvement and students' intrinsic motivation at the elementary level in the District of Dera Ghazi Khan (DGK). The primary objectives were: to analyse students' perceptions of parental involvement and intrinsic motivation, and to examine the relationship between these two variables among elementary school students. The total population comprised 60,100 male and female students enrolled in public schools located in both urban and rural areas across DGK. A representative sample of 398 students was selected through stratified random sampling. Data was collected using a structured questionnaire, and the analysis was conducted using SPSS version 26. Descriptive statistics revealed moderate to high levels of perceived parental involvement and intrinsic motivation. Correlation analysis indicated a significant positive relationship between various dimensions of parental involvement—parenting, communication, volunteering, and learning at home — and students' intrinsic motivation. The findings highlight the importance of family engagement in fostering students' intrinsic motivation to learn, suggesting that schools should encourage and facilitate greater parental involvement in their children's education.

Both parental involvement and self-regulated learning are important predictors of students’ study success. However, previous research on self-regulated learning has focused instead on the school environment and has not focused on the home situation. In particular, investigations into the role of parents in self-regulated learning when children enter middle school have been limited. The present study examined the relationship among students’ perceptions of parental involvement, their self-regulated learning and school achievement in the first year of middle school. Survey data from 5939 Flemish students were processed using mediation analyses and revealed that students’ perceptions of parental involvement in school work was associated with students’ self-regulated learning and their school achievement. Moreover, how students perceived parental involvement was associated with students’ achievement through the self-regulated learning factors. These results underpin the importance of parents in education at the middle-school age. Schools should be aware of this and enhance parents’ educational involvement and the stimulation of self-regulated learning in the home environment.

Parental involvement (PI) is an important factor in children’s academic learning. In this study, teachers’ and parents’ perceptions of parental involvement on inner city children’s academic success were examined. The setting of the study was in an inner city Tittle I elementary school with a 90% African American student population. A purposeful random sampling method was used in the study. Fifty five parents and 14 teachers participated in the study. The Parental Involvement Survey was used to collect data from the 69 participants. Collected data were analyzed with SPSS. The findings revealed that parents and teachers perceived that family, extended family, and community support were important for inner city children’s academic success. Teachers and Parents differed significantly on parental expectations, rewards, and educational decision making for the children. The paper discussed the implications of the research findings as well as suggestions for future research.

This study examined pupils', parents', and teachers' perceptions of parental involvement and its relationship to pupils’ academic performance, using a descriptive–correlational design. Data were collected through structured questionnaires and open-ended teacher responses. Most pupils were enrolled in intermediate grades (Grades 4–6), the majority of parents were aged 31–40, and all participating teachers were female. Pupils reported high parental involvement in expectations, communication, and homework support, but lower involvement in school participation. Correlation analysis showed a moderate, positive, and significant relationship between pupils’ perceived parental involvement and academic performance (r = 0.359, p = 0.01). Teachers’ ratings similarly revealed a moderate-to-strong significant association (r = 0.406, p = 0.003), while parents’ self-rated involvement showed a negligible and non-significant relationship. Overall, findings suggest that strengthening trust, flexibility, and school-based participation is essential for sustaining effective parent–school partnerships and enhancing pupils’ academic outcomes.

V tri-letni vzdolžni raziskavi smo preučevali učinke navezanosti na starše in začetne prilagoditve na študij na zaznave študentov glede vključenosti staršev v njihovo akademsko delo. Poleg tega smo obravnavali prispevek večjega števila starševskih dimenzij na akademsko, čustveno in socialno prilagajanje študentov po treh letih študija. Na vzorcu 171 hrvaških študentov smo aplicirali vprašalnike glede navezanosti na starše, vključenosti staršev v njihovo akademsko funkcioniranje in prilagajanja na študij. Rezultati hierarhičnih regresijskih analiz so pokazali, da je vključenost staršev v akademsko delo študentov v drugem letniku študija v večji meri povezano s kakovostjo navezanosti na starše kot z začetno prilagoditvijo na študij. Medtem ko je navezanost na starše statistično značilno napovedovala le čustveno prilagoditev, je podpora s strani staršev pomembno napovedovala akademsko in socialno prilagoditev po treh letih študija. Rezultati nakazujejo, da imajo različni dejavniki, vezani na starše, tudi v času študija še vedno pomembno vlogo pri različnih vidikih prilagajanja študentov na študij.

<p>This study examines the relationship between perceived parental involvement, family structure, and academic performance among high school students, while also considering family structure as a contextual variable. A quantitative, cross-sectional, correlational study design was employed to collect census data from one hundred fifty students using a ten-item questionnaire that was validated through expert judgment and pilot testing. Academic performance was measured using official grade records, and the data were analyzed using descriptive statistics and Spearman’s rank correlation. In this study, the family environment is operationalized as students’ perceptions of parental involvement, while family structure is analyzed as a separate contextual variable. The results revealed a moderate, positive, and statistically significant association between parental involvement and academic performance (<em>ρ</em> = 0.45, <em>p</em> = 0.01). However, no significant differences in academic performance were observed across family structures (nuclear, single-parent, and extended). The findings suggest that time constraints in single-parent households may limit participation in school-related activities and reduce academic support for students. While these family-related factors are relevant, other variables not examined in this study may also contribute to student achievement. Recommendations include strengthening evidence-based parental support strategies, improving family–school communication, and developing culturally responsive initiatives tailored to vulnerable rural communities. Overall, the study underscores the importance of policies that acknowledge the multifaceted nature of family–school influences on learning.</p>

This study investigated how students’ prior achievement is related to their homework behaviors (i.e., time spent on homework, homework time management, and amount of homework), and to their perceptions of parental involvement in homework (i.e., parental control and parental support). A total of 1250 secondary students from 7 to 10th grade participated in the study. Structural equation models were fitted to the data, compared, and a partial mediation model was chosen. The results indicated that students’ prior academic performance was significantly associated with both of the students’ homework variables, with direct and indirect results linking achievement and homework behaviors with perceived parental control and support behaviors about homework. Low-achieving students, in particular, perceived more parental control of homework in the secondary grades. These results, together with those of previous research, suggest a recursive relationship between secondary school students’ achievement and their perceptions of parental involvement in homework, which represents the process of student learning and family engagement over time. Study limitations and educational implications are discussed.

This article draws from a larger doctoral study that examines parents' and teachers' perceptions of parental involvement in early childhood learning. The Covid-19 lockdown happened on March 18, 2020, in Cameroon before data collection was completed, therefore presenting an opportunity to investigate home-school relationships during this period. The private nursery school's initiative in organising distance learning during the lockdown was unexpected, considering Cameroon is a lower-middle-income country where most families struggle to afford digital tools for online learning. Thus, I was interested in finding out perceptions of how this was achieved. New approaches for data collection were adopted using WhatsApp messaging and Zoom interviews with parents and teachers; WhatsApp messaging was especially chosen to suit participants' needs in this context. The head teacher was recruited as a teacher-researcher who elicited children's stories through conversation and drawing techniques. There were challenges in renegotiating participants' consent and setting Zoom interviews due to differences in time zones and poor network connectivity. After data collection, retrospective ethical approval was sought to include the additional information in my research. The insights gained from the study can be helpful for researchers concerning emergency response strategies in data collection, steps for gaining further ethical approval and adding knowledge on research methodology about online data collection.

244. Parental Involvement In Contraceptive Access And Decision-Making: Qualitative Findings From Adolescent Contraceptive Users In Atlanta, GA

Parent involvement is considered a vital educational factor that is associated with students' academic success. Engaging parents in the educational process is a challenge confronting many school districts across the United States. This is a significant problem for schools in low socioeconomic communities where lack of resources for parents and teachers creates barriers to involvement initiatives.

Teachers’ Perceptions of Parental Involvement in School Decision Making: A Western Australia Case Study

This paper discusses the attempts of Israeli education, in a similar fashion to other national educational systems, to shape a territorial identity for the pupils of the new State. The Israeli school used a variety of educational means to shape a person who would be modelled on his new birthplace’s landscape, including the use of textbooks, illustrations, and maps, to aid in the process of creating a desired image of the homeland’s landscape. The hidden curriculum used textbooks employing mathematics questions to learn details about the geographical expanse. Alongside the use of a written curriculum, Israeli education made use of the extra curriculum by becoming physically familiar with a place and creating a local time based on the seasons of the year. Local nature was studied during moledet (homeland) lessons, similar to the Weimar Republic of Germany’s Heimatkunde studies, as well as during other subjects, such as nature studies and Bible. These studies integrated national goals and progressive humanistic educational schools of thought which viewed a child’s encounter with nature as a vital part of his or her education. The readers, which were built on a timeline of the seasons and the school celebrating nature festivals, created a natural time frame for the pupils in which they acted and studied. The discussion about the ways territorial identity was structured by the Israeli education system is another chapter in the wider debate about national education and illustrates the schools’ function as one of the State’s national social agents, particularly in its early years.

Vaxberg Zivit, Adolescents At-Risk in the Situation of Transition: Assistance Programs in the Israeli Educational System [Mlodziez zagrozona w momencie przejścia do szkoly wyzszego szczebla – programy pomocowe w izraelskim systemie oświaty]. Studia Edukacyjne nr 36, 2015, Poznan 2015, pp. 465-489. Adam Mickiewicz University Press. ISBN 978-83-232-2958-2. ISSN 1233-6688. DOI: 10.14746/se.2015.36.26 Adolescents at-risk are defined as adolescents who may be found in physical, mental, or emotional situations of risk. Most of them come from dysfunctional families, poverty, or delinquent social environment. Their problems are expressed mainly in the emotional, educational, social and behavioral realms and lead them to absences from school, low educational achievements, behavior problems, and social difficulties. These problems increase dramatically in the phase of transition from middle school to high school. This transition is characterized primarily by: (a) change from a familiar, intimate place to a large, strange, and anonymous place, (b) change of role – from being the oldest pupil to being the youngest one, and (c) separation from significant adults and friends. The Israeli educational system has developed special assistance programs for the transition phase of adolescents at-risk. These programs operate in two parallel and complementary dimensions. During school time, there are special programs such as psychodrama groups which are aimed at strengthening the learners’ perseverance and increasing their success in the normative frameworks. After the school hours, the programs provide them with activities such as mental support and help in their homework preparation.

This study used a qualitative approach to examine health promotion policies in the Israeli education system, analysing 24 written policy documents (2011–2023) and conducting semi-structured interviews with senior policymakers. The analysis revealed that policy documents did not address health promotion in a multicultural society, and programme evaluations have not been conducted for over a decade. Additionally, there is a lack of knowledge about policy implementation in schools serving minority or low-income students. Although the policy addresses minorities, practical responses for groups, such as immigrants and Israeli Palestinians in peripheral areas are inadequate. We also found significant involvement of external entities and third-sector organisations that implement these policies with limited oversight. Furthermore, the findings suggest that the policies emphasise urgency and place responsibility on schools for promoting healthy lifestyles, yet some health issues are omitted. Findings suggest potential health disparities between ethnic and socioeconomic groups, viewed through an intersectional lens.

ABSTRACTPrevious research indicates that social relationships can influence the probability of successfully finding a first job. This paper contributes to this field of research by empirically analysing the rarely studied question, if social networks can help adolescents find an apprenticeship in the strongly company-based vocational training system of Germany. In contrast to most previous studies, not only the youth's networks, but also their mothers' networks are taken into account. In addition to the social, the ethnic composition of the networks is also considered. Event data analyses of German panel data on natives and migrants from the project ‘Young Immigrants in the German and Israeli Educational System’ show that adolescents' networks have no effect on the success of an apprenticeship search. In contrast, the mothers' networks play a crucial role.