PhD

This study examined the factors that motivate or constrain the involvement parents’ involvement in their child’s education. Munroe employed qualitative and quantitative research methods including “(i) non-participant and participant observations of PTA meetings, parent-conferences, and classrooms; (ii) questionnaires administered to parents and teachers; (iii) focus-group discussions with parents and with teachers; and (iv) semi-structured interviews with other key informants” (Munroe, 2009, p. 11). The findings indicate that though parents want to be involved in their child’s education, both at home and school, involvement varied from low to moderate. This has been attributed to: “(a) strong parental role construction; (b) weak perceived sense of parent efficacy; and (c) moderate perception of invitation from others which is attributed to frequent general invitation from the school and infrequent specific invitation from the teacher” (Munroe, 2009, p. 12 ).  She also noted “the study found that an invitation from others, especially teachers, can positively influence parental involvement, provided that the invitation and opportunities for involvement are mindful of the life context of the parent and the learning needs of the child” (Munroe, 2009, p. 13). Munroe identified several types of interventions to raise parental involvement and recommendations for policy makers, school administrators and teachers colleges to change the parenting involvement landscape and harness the real interests of parents in assisting their children to succeed.