Teacher perceptions of parental involvement in a rural Newfoundland school

Abstract

The purpose of this study was to evaluate the parental involvement program of a rural Newfoundland Kindergarten-Grade Eight school and the school district to which it belongs, to identify the strengths and weaknesses of this program, and to develop an action plan for the improvement of parental involvement in this school and district, from the perception of teachers.

Data was collected through school visitations, personal interviews, printed materials, and personal knowledge of the researcher. The results were tabulated using a home-school planner (Appendix A).

Five components of a home-school relations program were identified and studied; they include the home and school as co-communicators, co-learners, co-teachers, co-supporters, and co-advisors/decision makers.

Recommendations for further research include an ongoing school-parent relations needs assessment; a study comparing parents and students perceptions of parental involvement in schools; a comparative study of parental involvement in several rural schools in Newfoundland; and a comparison of the parental involvement at various levels of schooling (Primary, Elementary, Intermediate, and Senior High).

It was concluded that schools must endeavour to foster strong parent-school relationships, to capitalize on the creativity, insight, and talents of teachers, students, parents, and members of the community, and offer the highest quality of education, ultimately resulting in improved student achievement. Improvements in home-school relations, however, must be well-planned, based on sound research, supported by the district office, and put into action by the school committee.