Engaging parents in schools and building parent-school partnerships: The role of school and parent organisation leadership. (2016)

• Record Type: Journal Article
• Authors: Povey, Jenny; Campbell, Alice Kate; Willis, Linda-Dianne; Haynes, Michele; Western, Mark; Bennett, Sarah; Antrobus, Emma; Pedde, Charley
• Is Part Of: International journal of educational research. Volume 79(2016)
• Page Start: 128
• Page End: 141
• Publication Date: 2016
• Subjects: Parent engagement -- Parent involvement -- School leadership -- School climate -- Parent organisations -- Disadvantaged schools; Education -- Evaluation -- Periodicals; Curriculum evaluation -- Periodicals; Education -- Periodicals; Program Evaluation -- Periodicals; Éducation -- Évaluation -- Périodiques; Programmes d'études -- Evaluation -- Périodiques; Éducation -- Recherche -- Périodiques; Curriculum evaluation; Education -- Evaluation; Periodicals; 370.72
• DOI: 10.1016/j.ijer.2016.07.005
• Languages: English
• ISSNs: 0883-0355

Abstract

Highlights: One-fifth of Principals do not support parent involvement in school governance. One-tenth of Principals held negative views about the school's P&C Association. Parents in disadvantaged schools, don't feel capable or confident to get involved. High school parents lack confidence to get involved, find schools unwelcoming. Abstract: A growing body of research suggests that a positive school climate and Principal leadership are pivotal to building parent-school partnerships and supporting parent engagement in child learning more generally. To begin investigating these factors, surveys were distributed to Principals and Presidents of parent organisations in 1233 Queensland State (i.e. government or public) Schools. Results indicated that although overall Principals have very positive attitudes towards parent engagement, they differ somewhat in whether or not they expect parent engagement in areas such as school governance and mandatory requirements. The most commonly perceived barriers and effective engagement strategies were identified, and differed significantly across schools according to the school's location and level of disadvantage. The implications for future research and interventions are discussed.