Understanding Parental Involvement in School from the Point of View of School Heads

Introduction

Parental involvement is a critical factor in a child's educational and developmental journey. It plays a pivotal role in shaping a child's academic success, social skills, and overall well-being.

The significance of parental involvement in education cannot be overstated, as it has been widely recognized as a key determinant of a child's educational outcomes. Parents are the first and most enduring teachers in a child's life, and their active participation in their child's education can have a profound impact on academic achievement, cognitive development, and lifelong learning.’

Parental involvement is a profound gateway to student success. The possible benefits of parental involvement remain among stakeholders such as families, communities, education officials, and government officials [1]. Parental engagement in the school community (i.e., with faculty, staff, and administration) is essential to academic success [2]. They believe active parental involvement is a prerequisite for academic success. Therefore, parents are obligated to improve their children's academic performance.

According to Epstein (2018), parental involvement helps children and significantly affects their academic performance. First, the family is considered the essential educational support for children. Therefore, parents have a profound influence on their children's development. Furthermore, parents have an important responsibility to manage and support the development of their children. Parents' choices can help foster a fulfilling and enriching environment for their children to develop their academic potential and self-esteem [3].

Parents should also actively participate in their children's free time, including extracurricular activities and school events. Cheung and Pomerantz (2012) assert that parent engagement in the school community enhances and promotes student academic achievement. Likewise, the high level of education and dedication of the school's teachers, who work hard to ensure parental involvement, help children experience the development of socialization skills. , communication, and learning for academic excellence [1].

The role of parent involvement in students' academic success is further strengthened by a positive school culture [4]. He reports that essential characteristics of a positive school culture include providing effective and caring educational leadership and reciprocal communication between parents and school personnel in promoting academic excellence through interactive programming with parents and students. He says cultivating impactful collaborative relationships and consistent engagement promotes a positive school culture. Such a culture provides a welcoming environment that encourages and supports parent involvement. Therefore, parental involvement is associated with improved education, friendly and cooperative interactions and connections, optimistic communication, constructive feedback, and cooperation between parents and school.

According to Christensen et al. (2011), the importance of schools building better relationships so that parents can participate in home and school activities to improve their children's academic, emotional, and social health so that when schools and families collaborate, students are strengthened academically, emotionally, and socially [5]. On the contrary, parents face barriers such as busy work schedules, time management, transportation problems, lack of parental resources at school, family responsibilities, race, culture, and other Socioeconomic factors that prevent parental involvement [6].

Parental involvement remains challenging due to the apparent separation and lack of collaboration between parents and schools. Although teamwork has occurred between some parents and schools, effective and sustainable collaborative efforts continue to grow [7]. Teachers and school staff recognize parents' active role in their children's academic success. However, parent- school partnerships remain a top priority because schools do not coordinate efforts to support parent engagement [8]. Parental involvement is increasingly seen as a key challenge for educational leaders. With continuing diversity, schools will need to thrive on uncertainty, have a greater capacity for collective problem-solving, and be able to respond to a wider range of pupils. In an inclusive leadership model, Oskarsdottir et al. (2020) mentioned elements from distributed leadership such as staff participation in decision-making, transformational leadership (changing and developing the school culture), and the implementation of instructional leadership as key components for successful inclusive leadership. According to the Inclusive Leadership Handbook (2016), an inclusive leadership approach appreciates diversity, invites, and welcomes everyone’s individual contribution, and encourages full engagement with the processes of decision-making and shaping reality [9]. The aim of inclusive leadership is to create, change and innovate whilst balancing everybody’s needs.” Inclusive leaders value people, recognize basic human rights, and are aware of others' perspectives and complex systemic connections. They are also aware of the roles and responsibilities of management structures and dare to collaborate and take responsibility for results. Parental involvement improves student achievement, self-esteem, and behavior. It also helps to build strong relationships between parents and their child's school. There are many ways that parents can get involved in their children's education.

It is therefore imperative to assess the parental involvement in the school activities. This research is envisioned to understand parental involvement from the point of view of the school heads.

Methodology

The study used qualitative research design using a phenomeno- logical approach. It utilized the interview survey method. The researcher used an interview questionnaire. Interviews entailed posing questions and seeking responses from participants. Further, this qualitative research employed thematic coding to analyze the gathered data. A purposive sampling technique was used in select- ing the respondents. The purpose of choosing the participants was because they are school heads who possess the same characteris- tics to answer the research questions.

Results and Discussion

Participants’ Background Information

There were nine (9) participants in this study. They were dominated by females, all married and their positions stemmed from Head Teacher III to Principal III. Their highest educational attainment ranged from MAED completed academic requirements to Doctor of Philosophy.

Participants Understanding of Parental Involvement

Active Participation of Parents

The participants viewed parental involvement in the school with utmost the same viewpoints, they see parental involvement as the active participation of parents in the different activities in the school. “Participant 1, stated that Parental involvement for me is the active participation of parents in different activities conducted in school.” Participants 2 and 5 said that “For me parental involvement refers to the parents active Parental involvement is the one of the key elements that give major contribution in the development of the school. Parent support plays important role in the success of every program and project of the school participation in their academic education both at home and in school. It is a crucial factor in the success of their children because children are more likely to do well in the school where their Parents are involved in their education. This is one of the major concerns of the parents in the school. Participant 3 claimed that parental involvement greatly contributes to the development of the school. Thus, parents’ support plays a pivotal /crucial role in the school development. Participant 6 who is a School Principal III is one of the major elements that give major contribution to every success of the school endeavor. This was seconded by Participants, 7 and 8 when they say that success of the school is measured through the actions of their parents. This was further strengthened by participant 9 who asserted that “parental involvement is a parental participation in child’s education not only limited to school activities participation but also involvement at home such as reading with children, discussing school events, attending school functions.” Moreover Participant 4 also highlighted that “Parental involvement is an educational practice related to the development of children carried out through the actions of their parents”. Thus, all the participants claimed that parental involvement is not only confined in the participation of parents in the school activities but also includes assistance of their children at home.

The stated responses of the participants are justified by the claims of Avnet et. al, 2019) Parents have important role to play in the school and, therefore, maintaining relationships with parents can increase the likelihood that that school successfully develops children’s potential [10]. It is important to ensure that parents are involved in education and school heads have a lot to do about this. School heads should therefore build a conducive environment in which parents will feel at home, provide resources and support to them, involve them in developing programs that cater for the needs of their children and recognize their roles towards school programs. It is critical that such association is established to generate a conducive milieu which eventually enhances the performance of every student in school.

Parents will become involved in their children’s education if they believe that it is an important and a required part for the success of their child. They will also get involved if they feel they are capable, knowledgeable and if the teacher encourages their participation. Parental Involvement: “While the literature highlights that parental engagement makes a significant difference to education achievement and learning, we still need to know more about the 8 ways in which parental engagement can be enhanced and facilitated across different sectors of society [11]”.

Influences Child Behavior

Participant 1 openly said that parental involvement is one way of “getting to know the performance of their children” Participant 2 opined that “the parents’ involvement is the involvement of the parents in their child’s education. This was agreed by Participant 3 who said that through their involvement they will have time to discuss with the teachers’ school activities where they can be involved. Thus, Participant 8 also stated that “personal talk with the teachers about their children’s performance”. This way according to Participant 7 can establish harmonious relationship with the school and the teachers. Participant 4 said “It was part of the parents’ responsibility”, whereas participant 5 claims that their involvement helps school improvement. Participant 6 that parental involvement can be a part of self-volunteerism and Participant 9 response was “Parental Involvement is knowing the background of the school and its various activities”.

Casey (2022) noted that parent involvement in school governance, for instance, helps parents understand educators’ and other parents’ motivations, attitudes and abilities [12]. It gives them a greater opportunity to serve as resources for their children, often increasing their own skills and confidence. In a few cases, these parents actually further their own education and upgrade their job.

Parents as Equal Partners

Based on the narration in the discussion of the participants, it was seemingly agreed that the best influence was if the school considered parents as co-partner in educational growth of their children. Participant 5 opined that what influence parental involvement in the school was “If teachers treat parents as equal partners in education This was seconded by Participant 3 who said that “the school recognized the parents’ contribution. This was followed up by Participant 4 who said that effective communication between school and home. Participant 7 expressed that there will be greater parental involvement if the parents are comfortable, free, and willing to share to the school. This was added by Participant 2 who claimed that the school must trust the parents. Participant 8 has this to say that that is something to do with the students themselves, the children are sometimes resisting parental involvement in the school. Participant 1 declared that teachers should relate well with the parents, participant 8 added that school must offer inviting environment in the school. Finally, according to Participant 9 response was “What influence parental involvement is the outstanding performance of the school”.

According to the study conducted by alleges that there are many reasons for developing and establishing a partnership between school, family, and community [13,14]. The main reason for such a partnership is to aid students in succeeding at school. Other reasons include improving the school climate and school programs, developing parental skills and leadership, assisting families in connecting with others in the school and the community, and assisting teachers with their work. All these reasons emphasize the importance of parents playing an active role in their Childrens’ education and keeping a strong and positive relationship with schools.

Parents as Best Ally

Parent-teacher collaboration is an important part of a student’s education. When the family of a student can communicate with their child’s teacher, the two sides can work together to build a relationship and create an optimal learning environment, both at home and at school. Indeed, collaboration is the key word so that the school and the parents can best work together. Participant7 said “One way to form collaboration with parents is to consider parents as the best ally” which was seconded by participant 9 who elaborated collaboration with parents through different school activities. In this, Participant 1 explained that “in collaboration, the school must always take the initiative”. Participant 2 however explained that during collaboration, share positive and negative feedback about the students. Participant 4 elucidated that “the school must encourage the parents to spend time in the school” like what Participant 5 has expressed “involve parents in meetings, planning and decision making. Participants 8 however, explained that the school should give parents a hands on role in their scheduled activities. Participant 3 said that “In order to have effective collaboration with the parents, the school should have use variety of communication tools”. Moreover, participant 6 added that these communication tools take in the form of print communication, use of mobile phones through call and texting and use of social media such as messenger.

These findings greatly conform with study on Positive Collaboration With parents that states when parents become involved in schools, children do better, teacher morale improves, and parents rate the school higher and the entire educational process benefits [15].

Assessing the School Activities with Parents Involvement

Numerous School Activities

The participants were asked about the school activities the parents would like to attend; thus, their favorite activities were conferences and meetings. Participants 2, 8 and 9 said that they would prefer to attend “General Assembly Meeting”. This school activity usually takes place first week of the opening of classes. In the assembly, school rules and regulations were discussed including grade computation, school uniform, and school activities. There is a separate meeting for election of officers. Participants 4 and 7 said it was “Brigada Eskwela”. This activity takes place one or two weeks before the opening of classes. This is to prepare classrooms, and the environment before the class begins. In here, the spirit of volunteerism is exhibited. Participants 1 and 3 said that the parents would like to attend “Sports activity”. Participant 6, would like to attend “socialization activities” sponsored by the school and Participant 5, said during “Card Day”.

According to the study conducted by Martinez (2015) traditional forms of parent involvement include participating in school activities (e.g., Parent Teacher Associations [PTA]), back-to-school nights, open houses, parent-teacher conferences, or volunteering at the school. Moreover, parental involvement has become a priority on school campuses nationwide due to research that suggests involving parents in their children’s school activities had a positive effect on school achievement [16,17].

Spirit of Volunteerism

There were several ways on how the school should ask the parents to get involved in the activities, but the resounding response of the participants was geared towards motivating them to get involved through the spirit of volunteerism. Participant 9 expressed “the school should encourage active participation through the spirit of volunteerism”. Participant 8 holds the same sentiment as Participant 9 that on exploring the principle of volunteerism. The school should encourage the parents to attend school activities as claimed by Participant 7. Participant 4 however, said that “The school should demonstrate positive view of education as a showcase to encourage parents to get involved with the activities. Also, Participant 5 claimed that “The school should ask the parents the way they would like to be reached out if they were properly communicated”, Participant 2 said that “They should be provided with the schedule of activities”, Participant 3 shared the same thought with Participant 5 that “They should be reached out through open communication and ask to collaborate”. Participant 1 explained that “Their involvement goes beyond the academic performance of their children”. Finally, Participant 6 rooted response was “Parents should be asked to be involved in the activities through general meeting/orientation”.

According to Epstein (2018) parents are encouraged to contribute their time, talents, and abilities via volunteering activities to help in classrooms and at schools [3]. The key to increasing school participation is volunteering—during office hours, meetings, tutoring programs, school events, fundraisers, and student extracurricular activities. Children can benefit from parent volunteerism due to a parent’s access and interaction in the school setting. In addition, these parents could learn how the school system works and potentially manipulate the system in favor of their children [18,19].

School Collaboration with Parents

Participant 1 succinctly said that “allowing them to attend various activities made them feel that they belong to the school, the school collaborates with them and is open for communication “The parents have the right to voice out their opinions during the meeting, participated actively in planning and expresses open communication with the school administrators and teachers, Participant 2 claimed. Participants 3 and 6 have expressed that getting their support leads to a harmonious relationship between the school and the parents. This was followed by the thought of Participant 4 who spelled out that active participation and involvement of parents to whatever program and projects benefits the learners. According to Participant 5, “The school activities are best venues for the parents to talk about the performance of their children and what are the activities the school is implementing”. Participant 7 has this to say, “In our school, we have established strong parent and teacher relationships and the school community, the conduct of regular meetings give chance to the parents to talk about plans of the school” This was further strengthened by the responses of Participants 8 and 9 who opined that school activities are the opportunities for the parents and the school to forge better collaboration.

To win the support of the parents, the school motivates them which definitely leads to harmonious relationship among them, thus gearing towards collaboration. The organization of the Parent Teacher Association at the beginning of the school year signals the participation of the parents in the planned school activities. The Association, however, is also given the freedom to plan their activities which redound to the development of the school.

What the school do to improve collaboration with the parents? The participants said “The school always promote collaboration relationship with parents knowing the important role of the parents”. The school takes the initiative to talk to parents through meetings, sharing with them the positive as well as the negative feedbacks of their children’s performance. The school also encourages parents to spend time in school and to participate in the different programs and projects of the school. There is also a strong connection between the school and the community. Working hand in hand with the parents and children the way to talk about future plans both in physical development and academic aspect of the school.

According to the study conducted by Haim Shaked (2022), school heads encourage two types of parental involvement: academic- oriented, designed to support student learning and achievement, and non-academic-oriented, designed to accomplish other goals [20]. Involved and supportive parents who take part in their child’s education offer a good learning environment. The school–parent partnership shares a common understanding of the educational needs and social development of the children. In the timeless words of [21]: “When schools work with families to support learning, children tend to succeed not just in school, but throughout life”. The school administrators, school community, stakeholders, and related policymakers can effectively leverage the findings of this study in the effort to enhance parental involvement within the school context [22].

Beyond Parenting

The parents who are considered as one of the major stakeholders in the school system have involved themselves in the different activities of the school. However, they maybe have limitations. Participant 1 stated that “During the six months of stay here in school I think it’s about 75% of parents regularly attended in school activities.” Participant 3 and 9 stated that “Participation of parents during Brigada Eskwela, Gulayan sa Paaralan, PTA meetings every quarter is high involvement.” Participant 4 Parents participation in establishing Gulayan sa Paaralan is so much appreciated. Some lacking materials in the classroom pertaining to pupils welfare from which school cannot provide will be given by the parents. Updating pupils progress/ consultation if problems may arise to inform them about the matter. Participant 8 stated that “The extent of parental participation in the school activities parents actively participate in PTA and school events such as Gulayan sa Paaralan. The parents are very cooperative in every activity of the school. ”According to Participant 5 The extent of parental participation in the school activities is defined by their willingness to participate and in the kind of program or activity the school is implementing. Though their participation is voluntary they are encouraged to take part in the different activities especially in the development of their children’s academic performance and in the promotion of a conducive learning environment. Participant 6 said that “I would rate our parents participation in different school activities from 95- 100%. As a whole they are mostly cooperative and in full support to all the schools endeavor.” According to Participant 7 ‘The extent of parental participation in the different school activities vary and influenced by the different factors such as socioeconomic status and practices of schools. During PTA conferences parents often attend scheduled conferences with teachers to discuss their child’s academic progress, behavior, and over all well-being.” Participant 2 said that “Although parents participation is very significant the school PAP’s their role must be limited. They should not/must not influence the grading system of the learners. They should not be authoritative with school policies, rules and regulations and the like to maintain harmonious relationships among other internal and external stakeholders . However, the school administrators greatly appreciate the cooperation and the contribution of the school programs and activities.

The stated responses of the participants are justified by the claims of Erdener (2014), working together and partnering with the school while participating in decision-making, such as with the PTA, parental outreach like open houses, school board membership, and community networking would help boost parental participation [23]. According to the extent to which parents are engaged and the likelihood of that engagement being sustained over time is dependent upon how they perceive themselves as actors in their children’s education. Parental role construction therefore plays a decisive part in the likelihood of a parent becoming engaged in education.

Parents’ Empowerment

Participant 7 said “parents should be empowered”. This was seconded by Participant 9 and 4 who said that share responsibility with them. Personalize engagement with them. Participant 8 echoed to build harmonious relationship with them. Participant 6 explained that “The school should issue more frequent communication”. This was seconded by Participant 1 who said to encourage open communication with them. Participant 3 however, exclaimed that the school should create all around activities. Meanwhile, Participant 2 said that the school should educate the parents. while Participant 5 explained that school should understand parents challenges.

The stated responses of the participants are strengthened by the research of Dempsey & Dunst (2004) parental empowerment results in mutually inclusive relationships in which all parties focus on the future of the child, participate in confirmatory dialogues, and work to meet child-centered goals. In order for the process of empowerment to be effective and last over time, it needs the support of teachers and administrators within the individual school environment. This involves all who work within the school to provide a continuum of services and experiences so that the parents use their own skills and competencies as they work on identified goals to benefit their child [25].

Barriers/ Problems Encountered

Parent’s Economic Profile

There were several barriers identified as far as parental involvement is concerned. The primordial barrier was the parents’ financial status. This was the unanimous response of the 9 School Heads. They were hesitant to participate because of financial concern. Additionally, Participant 1 stressed that that parents’ education is one of the deterrents why they cannot help/assist their children in their home works. Participant 2 added that “The barrier or problem encountered involving parents in the school affairs/activities is the socio-economic status of the parents. Some of them have no permanent work”. Participant 3 cited that some parents are not interested in their children’s academic performance This was further elucidated by Participant 4 that the main problem that might be encountered in involving parents in the school activities is they might influence the grading system, they might have manipulated the programs and sometimes they feel that they are more intelligent than the school personnel. Participant 4 thought that their attitude towards parents seems to be the barrier in their involvement . Participant 5 opined that “Some parents are working, and were hesitant to hold school positions”. This was further explained by participants 6 and 7 that if they are in their offices or station of work, they are maybe in the rice fields. Participants 8 and 9 said that aside from they are working parents, consideration is their health status and worst they do not care at all.

Research has position parental involvement as a critical condition to support student learning and well-being. Simultaneously, the evidence shows the weight of the SES in the capacity of parents to provide support for schooling due to inequalities in the distribution of economic, social, and cultural capitals among families [11,18,19,26]. For example, a recent metanalysis found that parental education is related to the capacity to provide support, showing that parents with higher education can offer more home support to their children [26].

Conclusions

Based on the results of the study, the following conclusions were made. Majority of the participants were females, married, and hold a position from Head Teacher III to Principal III and their highest educational attainment ranges from MAEd academic requirements to Doctor of Philosophy. The participants understanding of parental involvement were active participation of parents in different school activities, it influences child behaviour, parents as equal partners and parents as best ally. Parents were involved in numerous school activities, spirit of volunteerism, school collaboration, beyond parenting, and parent’s empowerment. Barrier or problem encountered of the school heads was the parents’ economic profile.

Recommendations

In line with the results and conclusions of the study, the following recommendations were drawn: The school participants should continue to attain post graduate education and attend various seminars and for as regard school leadership especially those involved with Parental Involvement. That the participants should maintain the strong link between the school and the parents. To continue to involve the parents in various activities of the school, school heads should build a conducive environment in which parents will feel at home, provide resources and support to them, involve them in developing programs that cater for the needs of their children and recognize their roles towards school programs. It is critical that such association is established in order to generate a conducive milieu which eventually enhances the performance of every student in school. The school may initiate basic education literacy to the parents of the learners who lacks education. Future researchers may include other stake holders, like parents, students and teachers in the same nature of study.

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