Parents' and Teachers' Perceptions of Parent Involvement

Abstract

The purpose of this study was to compare and contrast parents' and teachers' perceptions of parent involvement. The participants were teachers and parents at two public and one private school located in a moderate sized Midwestern City. Participation was voluntary. The data collected was analyzed using qualitative methods. Parents and teachers were found to have different perspectives on the meaning of parent involvement. However, both responses could be categorized into three different types of definitions, general definitions, identification of specific activities related to parent involvement, and statements of the importance of parent involvement. Parents tended to have a broader concept of parent involvement, especially parent involvement at home; whereas, teachers have a narrower view of parent involvement that occurs at home and at school. Teachers have a more school centered view of parent involvement. Parents and teachers need to come together to share with each other their views about parent involvement at home and at school. Lastly, teachers need to be open to hearing parents' views and ideas about parent involvement.