Abstract:
Parental involvement in education impacts students’ academic performance and
behavior; however, it is faced with several barriers. This study investigates these barriers
as well as characteristics and best practices of parents who are engaged in their
children’s school education. A single case study design was used to investigate the
phenomenon of parental involvement in Lebanese schools. A researcher's reflective
journal; semi-structured interviews with parents, teachers, and heads of divisions;
observations of parent-teacher meetings; and analysis of school documents were used as
instruments. Qualitative analysis was conducted to derive common themes from all data,
and triangulation of data results was performed to enhance their credibility and
trustworthiness. Findings revealed that barriers to parental involvement may be factors
related to parents, students, school, or society. Findings also showed that involved
parents were confident that their engagement would positively reflect on their children’s
school performance. Involvement may be achieved through various practices, such as
attending school meetings, cooperating with the school, following up closely on
children’s progress, and providing support and remediation at home. Findings were
aligned with those from different international empirical studies. Implications for
practice include awareness for parents, preservice teachers, and school administrators of
the importance of engaging parents in their children’s education.
