Parental involvement and teacher accountability have become major topics of concern to society. The purpose of this study was to examine parent/guardian perceptions of parental involvement in academics and other school related activities and to develop strategies that may improve parent/guardian involvement and create a partnership between parents and school. The theoretical framework for this study was Epstein's six types of involvement. The research questions investigated the relationship between select sociodemographics and parent/guardians' feelings about their children's school, level of participation, perceptions, and suggested strategies for improving parental involvement. The study was conducted at an elementary school located in Rockdale County, Georgia, and data were collected from 299 participants using a Parent Involvement Survey. This quantitative study utilized a descriptive survey research design. An analysis of variance (ANOVA) was used to indicate if there was a statistically significant relationship between the independent variable, select sociodemographics, and the dependent variables, (a) parent/guardians' feelings about their children's school, (b) parent/guardians' level of participation, (c) parent/guardians' perceptions of parental involvement, and (d) strategies for improving parent/guardian involvement. The study revealed that sociodemographics had no effect on parental involvement, and based on the results of this study, implications for positive social change can occur through innovative communication practices such as; newsletters, conferences, informal contracts, and contact via telephone. In addition parents can facilitate social change by becoming advocates for their children and valuable partners in the educational process.
|Subjects||Educational administration; Elementary education|
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