What Will Teachers Do to Involve Parents in Education?: Using a Theory of Reasoned Action

Autor/inn/en	Pryor, Brandt W.; Pryor, Caroline R.
Titel	What Will Teachers Do to Involve Parents in Education?: Using a Theory of Reasoned Action
Quelle	In: Journal of Educational Research & Policy Studies, 9 (2009) 1, S.45-59 (15 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1934-6875
Schlagwörter	Parent Participation; Parent School Relationship; Teacher Attitudes; Parent Teacher Cooperation; Questionnaires; Elementary School Teachers; Secondary School Teachers; Intention; Theories; Motivation; Decision Making + Suchen Sie Ihr Suchwort? Elternmitwirkung; Parent-school relationship; Parent school relationships; Parent-school relationships; Parent-school relation; Parent school relation; Eltern-Schule-Beziehung; Lehrerverhalten; Parent teacher relation; Parent-teacher cooperation; Parent-teacher relation; Parent-teacher relationship; Parent teacher relationship; Eltern-Lehrer-Beziehung; Fragebogen; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Theory; Theorie; psychologische; Motivation (psychologisch); Decision-making; Entscheidungsfindung
Abstract	Parents' involvement in their children's education is associated with a variety of benefits, including higher achievement, yet teachers are not uniformly supportive and encouraging. Teacher attitudes and beliefs about parental involvement are a predictive factor which schools, and preservice programs, could influence, yet little is known about how to influence those attitudes and beliefs. This study used the proximal variables of a theory of reasoned action to investigate both the intentions of teachers to perform eight parental involvement behaviors, and how those intentions were formed. Data were collected by questionnaire and analyzed primarily by multiple regression. The expected differences were found between elementary and secondary teachers. Teachers' intentions varied widely, depending on the behavior, and the theory's predictors accounted for large percentages of the variance in intention, suggesting the theory's utility for research in this domain. The objective of this study is to contribute to research on parental involvement in education by empirically determining the strength of teachers' motivations to promote parental participation in eight specific ways, and by using a well-tested theory of decision making to determine how those decisions were made, and therefore, how they can most effectively be influenced in the desired direction. (Contains 3 tables.) (As Provided).
Anmerkungen	National Office for Research on Measurement and Evaluation Systems. University of Arkansas, 346 North West Avenue, 302 WAAX, Fayetteville, AR 72701. Tel: 479-575-5593; Fax: 479-575-5185; e-mail: normes@uark.edu; Web site: http://normes.uark.edu/erps/resources.html
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10