Parental Involvement in Education

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.