The Relationship Between Parent and Teacher Perceptions of Parental Role, Parent Efficacy and opportunities for Parental Inveovement in Secondary Schools

• المؤلف الرئيسي: Kam, Lay Khuan
• التنسيق: أطروحة
• اللغة: الإنجليزية
• منشور في: 2003
• الموضوعات: LC Special aspects of education
• الوصول للمادة أونلاين: https://etd.uum.edu.my/1008/1/KAM_LAY_KHUAN.pdf; https://etd.uum.edu.my/1008/

This study investigated the relationship between the parents’ and teachers’ perceptions of parental role, parent efficacy and opportunities for parental involvement. This correlational study was conducted on a group of 210 teachers and 210 parents of Form Two students from four secondary schools on the Penang island. The study is guided by the hypothesis that there is a positive relationship between parents’ perceptions and teachers’ perceptions pertaining to parental roles, parent efficacy and opportunities for parental involvement in schools. In order to test this hypothesis, data were collected via questionnaires and then analysed to ascertain the relationship between the parents’ and teachers’ perceptions on the preferred forms of involvement, parents’ effectiveness in each role and the extent to which the potential barriers minimize the opportunities for parents’ participation in school. T-test was also utilized to compare the differences between the teachers’ and parents’ perceptions. Overall, there is no significant relationship between parents’ and teachers’ perceptions pertaining to parental role and parent efficacy. Teachers view parents to be more highly involved than parents themselves. Teachers and parents share the view that parents are highly effective in their parental roles. There is no significant relationship between the overall current level of satisfaction, overall current level of involvement, efficacy and barrier ratings among teachers and parents, but there is a significant relationship among teachers and parents respectively.