Parent Involvement in Education: Toward an Understanding of Parents' Decision Making

TLDR

Parent involvement is linked to positive student outcomes, yet the decision processes behind parental engagement remain poorly understood. The study investigates how four parent factors—role construction, efficacy, resources, and perceived teacher invitations—relate to parent involvement at home and school, using the Hoover‑Dempsey and Sandler decision‑making model. The authors surveyed parents of elementary students in an urban district, applying the model to assess the four variables' influence on involvement. Teacher invitations had the strongest impact on all three types of parent involvement, whereas parents’ efficacy and resources were less influential than expected. Keywords: parent involvement, decision making, teacher practice, teacher training.

Abstract

Abstract Parent involvement (PI) in education is associated with positive outcomes for students; however, little is known about how parents decide to be involved in children's education. On the basis of the K. V. Hoover-Dempsey and H. M. Sandler (1995, 1997) model of parent decision making, the authors examined the relationship among 4 parent variables (role construction, sense of efficacy, resources, and perceptions of teacher invitations) with PI activities at home and school. The authors surveyed parents of elementary students from an urban district. Specific invitations from teachers had the largest effect on the 3 types of parent involvement. Parents' sense of efficacy and level of resources were less influential than anticipated. The authors discuss implications of the findings for teacher and school practices, policy development, and future research. Keywords: parent involvement and decision makingteacher practicesteacher training