An Urban School District's Parent Involvement: A Study of Teachers' and Administrators' Beliefs and Practices.

Abstract

This quantitative study examines the practices and beliefs of administra-tors and teachers regarding parent involvement in an urban school district following the first year of the implementation of an action plan based on six national standards for parent involvement (National PTA, 1997). The theoreti-cal framework is based upon Bandura’s social cognitive theory of self-efficacy. Administrators and teachers from an urban school district were surveyed. The instrument used for this study was adapted from “The Parent Involvement Inventory ” published by the Illinois State Board of Education (1994). A two-tailed t-test was conducted and findings indicate some statistically significant differences between many beliefs and practices. The results of this study show a mismatch between teachers ’ and administrators ’ beliefs and practices about parent involvement. Although teachers and administrators have strong beliefs about parent involvement and its importance in strengthening student achieve-ment, what they practice in their schools and classrooms is not congruent with these beliefs.

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