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Preservice teachers'attitudes toward parentinvolvement: Implications forteacher educationMercedes S. Tichenor aa Teacher Education , Stetson University ,Published online: 20 Jan 2010.

To cite this article: Mercedes S. Tichenor (1998) Preservice teachers' attitudestoward parent involvement: Implications for teacher education, The TeacherEducator, 33:4, 248-259, DOI: 10.1080/08878739809555178

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PRESERVICE TEACHERS' ATTITUDESTOWARD PARENT INVOLVEMENT:

IMPLICATIONS FORTEACHER EDUCATION

Mercedes S. TichenorTeacher Education, Stetson University

Abstract

This study examines the attitudes of preservice teachers toward parentinvolvement in elementary schools, including differences in attitudesbetween preservice teachers beginning a teacher education program andpreservice teachers completing student teaching. The study also examineshow preservice teachers feel about their preparation in parentinvolvement strategies and what kinds of experiences regarding parentinvolvement they believe teacher education programs should provide.Participants completed a survey containing 82 Likert-type items, 6 open-ended questions, and 10 demographic questions. Implications for teachereducation programs and suggestions for further research are offered.Findings from this study can contribute to the curriculum developmentprocess for teacher education programs concerning parent involvementissues.

The importance of parent involvement in children's schooling hasbeen clearly documented (Henderson, 1981, 1987). Besides gains instudent achievement (Berger, 1991; Greenwood & Hickman, 1991),research studies demonstrate other benefits of parent involvement,including: (a) increased student attendance (Berger, 1991; Green-wood & Hickman, 1991; Henderson, 1987); (b) a decrease in thenumber of student dropouts (Berger, 1991; Greenwood & Hickman,1991; Haynes, Comer, & Hamilton-Lee, 1989); (c) an improvementof self-esteem, behavior, and motivation of students (Haynes et al.,1989; Henderson, 1987); (d) positive attitudes toward school byboth parents and students (Henderson, Marburger, & Ooms, 1986);and (e) parent satisfaction with teachers (Rich, 1988). Because parentinvolvement produces such beneficial outcomes, it is crucial toinvolve parents in the educational process. However, the practice ofinvolving parents is infrequent (Burns, 1993; Davies, 1987;Henderson et al., 1986); few teachers use strategies that encourageparental involvement (Epstein, 1986; McBride, 1991). Further,Leitch andTangri (1988) concluded that the greatest barrier to

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parent involvement is the lack of knowledge of schools and familieson how to effectively work and plan together

Although parents obviously play a role, it is important to notethat parental involvement is not only determined by parents—teachers play a critical role in the involvement of parents in schools.The teacher's role is direct and central to the success of parentinvolvement programs, and Dauber and Epstein (1993) concludedthat parent involvement is directly linked to teacher practices.Specific teacher practices encourage involvement at school and guideparents in helping their children learn at home (Dauber & Epstein,1993). Further, the attitudes that teachers hold about parent involve-ment have been shown to be directly related to whether or not theyattempt to implement parent involvement programs (Becker &Epstein, 1982; Swick & McKnight, 1989). Teachers holdingfavorable attitudes toward parents tend to include and involve parentsin the educational process (Becker & Epstein, 1982).

Although teachers, principals, and teacher educators agree on theimportance of parental involvement, teacher education programs donot generally address this issue (Chavkin & Williams, 1988). A studyby the Southwest Educational Development Laboratory concludedthat only 4% of teacher educators in six southern and southwesternstates reported teaching a complete course on parental involvement(Chavkin & Williams, 1988). Further, in a study of preserviceteachers, it was found that students believed that they had littlepreparation for implementing parent involvement strategies(McBride, 1991). Because teachers need knowledge, skill, andconfidence to direct the process of getting parents more positivelyinvolved in their children's education (Rich, 1988), parentinvolvement should be a central topic in teacher education programs.

This study examines the attitudes of preservice teachers towardvarious types of parent involvement. It also explores how preserviceteachers feel about their preparation in parent involvement strategiesand what kinds of experiences regarding parent involvement theybelieve teacher education programs should provide. Although therehas been much research on the attitudes and practices of inserviceteachers on parent involvement, little research has focused onpreservice teachers' attitudes (Foster & Loven, 1992). Findings fromthis study can contribute to the curriculum development process forteacher education programs concerning parent involvement issues.

For this study, the term parent involvement is defined usingEpstein's (1987) typology of parent/school partnerships. Epsteinestablishes five categories of parent involvement.

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Type 1: Basic obligations of families (providing a homeenvironment that supports education and schooling)

Type 2: Basic obligations of schools (communication with parentsabout students' progress and school activities throughmemos, notes, phone calls, conferences, etc.)

Type 3: Involvement at school (parents participating in a widevariety of activities at school, including volunteering inclassrooms)

Type 4: Involvement in learning activities at home (parentsmonitoring and assisting their child's learning activitiesat home)

Type 5: Involvement in decision making, governance, advocacy(parents involved in organizations such as PTA/PTO andschool advisory boards)

MethodA total o^Tbl education students from one midwestern

university and two southeastern universities participated in the study.Subjects included students enrolled in a beginning education course(n = 140) and students completing student teaching (n = 117).Students in the beginning education course were surveyed during thefirst 3 weeks of classes during the Spring semester of 1995, while thestudents completing student teaching were surveyed at the end of theFall semester of 1994. The questionnaire, developed by McBride(1991), is an adapted version of an instrument developed by Epstein(Epstein & Dauber, 1991) and consists of 82 Likert-type scale items,6 open-ended questions, and 10 demographic questions. Forty-nineof the items on the questionnaire measure the respondent's reactionto each of the five areas of parent involvement identified by Epstein(1988), plus a sixth scale measuring preservice teachers' generalattitudes toward parent involvement (see Table 1). Responses on thescaled items range from 1 to 4, with 1 being least positive aboutparental involvement and 4 being most positive. The open-endedquestions included on the instrument were used to obtainrespondents' ideas regarding how they believe teacher educationprograms could better address the issue of parent involvement.

Of the total participants, 229 (89.1%) were female and 28(10.9%) were male. The average age for all participants was 23.1.Thirty-nine (15.2%) were early childhood majors and 218 (84.8%)were elementary education majors. Eighty-six (33.5%) of theparticipants had taken a parent involvement course and 130 (50.6%)had taken an education course that included at least one class sessiondevoted to parental involvement.

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Table î

Scale Variables

Scale

Typel

Type 2

Type 3

Type 4

Type 5

Type 6

Definition*

Basic Obligationsof ParentsBasic Obligations ofSchoolsParent Involvement inthe SchoolsParent Involvementin Learning Activities at HomeParent Involvement inDecision-Making RolesGeneral Attitudes towardParental Involvement

Numberof items

12

8

5

13

2

9

Cronbachalpha

0.80

0.72

0.76

0.86

0.21

0.62

*Based on Epstein's model of parent involvement

ResultsAttitudes

Results indicate that preservice teachers hold fairly positiveattitudes toward each of the five areas of parent involvement and toparent involvement in general. On a scale from 1 to 4 (4 being mostpositive), the average scores for both beginning students and studentteachers on the various types of parent involvement ranged from 3.01to 3.77 (see Table 2).

Although the overall attitudes for both groups were fairlypositive, student teachers had significantly higher scores thanbeginning education students on each of Epsteins (1988) five typesof parent involvement. This indicates that student teachers generallyfelt more positive about parent involvement than beginning students.On the general attitudes scale, student teachers' attitudes (M = 3.35)were not significantly higher than the beginning students' attitudes(M=3.29).

Both beginning students and student teachers were most positivetoward Epstein's (1988) Type 2 involvement. This type of involve-ment deals with the basic obligation schools have to communicatewith parents about school programs and children's progress. The

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Table 2

Attitudes toward Parental Involvement by Student Group

Scale

Typel

Type 2

Type 3

Type 4

Type 5

GeneralAttitudes

Beginningstudents(» = 140)

Mean

3.52

3.63

3.01

3.32

3.43

3.29

SD

0.36

0.35

0.56

0.43

0.52

0.28

Studentteachers(«=117)

Mean

3.64

3.77

3.25

3.45

3.57

3.35

SD

0.25

0.25

0.45

0.35

0.40

0.28

F

9.44

12.78

14.42

7.38

5.61

2.89

ANOVA

0.002**

0.000***

0.000***

0.007**

0.019*

0.091

Note. F tests with df= 1,251

*p < .05

**/> < .01

***/> < .001

means on the Type 2 scale for beginning students was 3.63 and 3.77for student teachers. The least positive attitudes were reported forType 3 involvement (Parent Involvement in Schools) with beginningstudents averaging 3.01 and student teachers averaging 3.25. In thistype of parent involvement, parents assist teachers, administrators,and children in classrooms or in other areas of the school. It isinteresting to note that both beginning and ending preserviceteachers felt least positive about the type of parent involvement thatbrought parents into the schools as volunteers and most positiveabout the type of involvement dealing with parent/schoolcommunication (i.e., parents not in the schools).

Preservice teachers' perceptions of the involvement level ofspecific types of parents were also examined in this study. The typesof parents included: (a) employed parents, (b) parents who have notcompleted high school, (c) parents of children in upper elementarygrades, (d) parents of children in primary grades, (e) single parents,(if) young parents/teen parents, (g) parents of transfer or newstudents, (h) fathers, and (i) other adults with whom the child lives.The students responded to each type of parent on a scale from 1 to 4(1 being no positive involvement and 4 being much positive

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involvement). Specifically, both beginning students and studentteachers felt that mothers would be more involved than fathers andthat parents of primary students would be more involved thanparents of older students. Further, there were significant differencesbetween the beginning students and student teachers concerningthree types of parents. For parents of children in upper elementarygrades, beginning students averaged 3.16 and student teachersaveraged 2.82. The mean for beginning students was 2.94 for singleparents, while student teachers averaged 2.70. Finally, beginningstudents averaged 3.25 and student teachers averaged 2.98 forparents of transfer or new students. The means of the beginningstudents were significantly higher than the student teachers on eachof these parent types (see Table 3), an interesting finding since

Table 3Perceptions of Involvement by Type of Parent for Beginning

Students and Student Teachers

Type of parent

Parents employedfull-time outsidethe homeParents who havenot completed highschoolParents of childrenin upper elementarygradesParents of childrenin primary gradesSingle parentsYoung parents/teenparentsParents of transferor new studentsFathersMothersOther adults

Beginningstudents(«=140)

Mean

2.69

2.24

3.16

3.642.94

2.17

3.252.833.532.70

SD

0.64

0.70

0.53

0.540.66

0.74

0.720.730.540.74

Studentteachers(«=117)

Mean

2.63

2.14

2.82

3.642.70

2.04

2.982.663.562.62

SD

0.60

0.69

0.64

0.520.61

0.71

0.750.730.520.65

ANOVAF

0.48

1.38

22.16

0.019.64

2.06

9.283.790.200.81

P

0.490

0.241

0.000*

0.9410.002*

0.153

0.003*0.0530.6590.370

Note. F tests with df= 1,251*p < .005

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Student teachers were generally more positive about all aspects ofparent involvement than beginning students. This statistic maysuggest that student teachers were less optimistic about the level ofinvolvement of these types of parents than beginning students.

Feeling of PreparednessNot surprisingly, student teachers felt significantly more prepared

to implement parent involvement strategies than beginning teachers.However, neither of the groups felt very prepared to use parentinvolvement strategies. On a scale from not prepared {\) to veryprepared (4), the respective means for beginning students and studentteachers were 2.14 and 2.97 (see Table 4). In other words, even thestudent teachers' mean did not reach 3.00 (i.e., somewhat prepared).When the feeling of preparedness of student teachers who had takena course on parent involvement was compared to student teacherswho had not taken such a course, the mean for those who had acourse was 3.12, while the mean for students who had not had acourse was 2.70.

Table 4Feeling of Preparedness by Student Group

Variable

How prepareddo you feelyou are toutilize parentinvolvementtechniques?

Beginningstudents(n = 140)

Mean SD

2.14 0.82

Studentteachers(«=117)

Mean SD

2.97 0.70

ANOVAF p

75.76 0.000*

Note. Based on 4-point Likert-type scale: (1) not prepared at all;(2) little prepared; (3) somewhat prepared; (4) very preparedF test with df= 1,251*p < .001

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The narrative responses indicated that beginning studentsbelieved that their personal experiences (e.g., working with children,their own school careers) have contributed the most in preparingthem to work with parents. Student teachers, on the other hand,believed their field experiences and coursework contributed the mostto their preparation to implement parent involvement strategies.These experiences included participating in parent-teacherconferences, attending PTA meetings, organizing correspondence,discussing parent involvement with teachers, observing teachersinteracting with parents, and interacting with parents themselves.Although this finding is not surprising (i.e., beginning students havenot had the same opportunities as the student teachers), it doesdemonstrate the importance of these experiences. It is interesting tonote that both beginning education students and student teachers feltthat teachers' lack of knowledge and preparation was a major reasonteachers do not actively involve parents in schools.

Experiences Teacher Education Programs Should ProvideAn overwhelming number of preservice teachers (82% of the

beginning students and 80% of the student teachers) felt thateducation majors should be required to take a parent involvementcourse and that education courses should include at least one classsession on parent involvement in relation to the content of the course(91% of the beginning students and 88% of the student teachers).Open-ended responses revealed that students felt there is a need forpreparation because of the important role parents play in children'slearning. This was the most common reason given for requiring morespecific instruction relating to parent involvement. Students whoresponded negatively or with uncertainty as to why they did notthink a course should be required suggested incorporating the topicinto other classes. That is, they did not suggest that parentinvolvement not be addressed at all.

Preservice teachers indicated that teacher education programs canbetter prepare preservice teachers to deal effectively with parents by(a) offering courses on parent involvement, (b) providing fieldexperiences related to parent involvement, and (c) working directlywith parents. They also suggested that teacher education courses (i.e.,not just a parent involvement course) should provide specificinformation on how to implement successful parent involvementprograms. Finally, they felt that teacher education programs shouldprovide specific guidance and suggestions on how to communicateeffectively with parents.

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Implications for Teacher Education

Parent involvement clearly needs to be an integral part of teacherpreparation (Greenberg, 1989; McBride, 1991; Williams & Chavkin,1989). In order to work effectively with parents and families, teachersneed knowledge, skills, and confidence to direct the parent involve-ment process. The foundation for implementing parent involvementstrategies should be laid during preservice preparation. Based on thisstudy, several recommendations for teacher education programs areoffered.

First, preservice teachers need to understand the theories, history,and research on parent involvement. For example, in this studypreservice teachers commonly responded that they felt teachers arethreatened and intimidated by parent involvement. However,Wissbrun and Eckart (1992) suggested that parents who are involvedare more likely to support the decisions and actions of the teacher. Inother words, parent involvement should most often result in lessintimidation and more collaboration. Sharing theories and researchfindings with preservice teachers should give them a broader base ofknowledge on which to build their parent involvement strategies.

Students in this study often expressed the need to understand thebenefits of involving parents, strategies for reaching parents, effectivecommunication skills, how to conduct effective parent/teacherconferences, and how to encourage home-school collaboration.Because there are numerous types of parents and families with a widevariety of needs, teachers must be prepared to implement a variety ofstrategies and techniques to encourage parent involvement. Further,Henderson (1987) pointed out that parent involvement works bestwhen parents are involved in a variety of roles. Therefore, exposingpreservice teachers to a wide spectrum of parent involvementstrategies is a crucial aspect of their preparation.

All parents should be encouraged to participate and be involvedin their children's learning. Teachers should be open to and acceptingof all types of parents. For example, if teachers feel that mothers aremore positively involved than fathers, the teachers' actions maylatently discourage the involvement of fathers. The same argumentcan be made for all types of parents. Thus, it is vital to teacheducation majors the importance of involving all parents and toprovide them with strategies for involving each type of parent.

Further, it is important for preservice teachers to examine theirown values, beliefs, and ideas about parents and schools. If teachersfeel prepared, understand the importance and benefits of involving

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parents, and are equipped with strategies to effectively work withparents, it seems logical that they will be more likely to activelyinvolve parents.

Finally, preservice teachers need direct contact with parents whilein teacher education programs. Although they have many oppor-tunities to work with schools and children, preservice teachers havelimited opportunities to work with parents. They should be given theopportunity to work directly with parents during both the course-work and field experience components of the teacher educationprogram. This issue was addressed in many of the students' responsesand can be accomplished by facilitating preservice teacher/parentinteractions at various points in the educational process. For example,parents may be invited to speak in a variety of education courses,course projects may be centered around PTA activities, and studentteachers can be required to participate in parent/teacher conferencesand other parent involvement activities.

In this study, preservice teachers held fairly positive attitudestoward parent involvement. However, research shows that practicingteachers infrequently use parent involvement strategies (Burns, 1993;Epstein, 1986; Henderson et al., 1986). To explore this issue, furtherresearch should follow preservice teachers as they begin theirprofessional careers. Through such an effort, it may be determined ifpreservice teachers' attitudes toward parent involvement change afterbecoming inservice teachers. If so, further research may determinewhat factors influence these changes in attitude and if these changesaffect parent involvement practices.

Finally, as Kaplan (1992) stated:

Parents are not the enemy. They care; they are concerned. It is theresponsibility of the school to aggressively seek their cooperation, support,and commitment. Teachers are adult educators and parent advocates asmuch as they are the intellectual mentors of our youth, (p. 303)

The logical place to begin to educate teachers on the importance andbenefits of parent involvement and encourage them to become"parent advocates" is in teacher education programs. Successfulcollaboration between schools and families, teachers and parents, iswell worth the effort.

References

Becker, H., & Epstein, J. (1982). Parent involvement: A survey of teacherpractices. The Elementary School Journal, 83(2), 85-102.

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Burns, R. (1993). Parent involvement: Promises, problems, and solutions.In R. Burns (Ed.), Parents and schools: From visitors to partners (pp. 9-20).Washington, DC: National Education Association.

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Henderson, A. (1981). The evidence grows. Columbia, MD: NationalCommittee for Citizens in Education.

Henderson, A. (1987). The evidence continues to grow: Parent involvementimproves student achievement. Columbia, MD: National Committee for Citizensin Education.

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McBride, B. (1991). Preservice teachers' attitudes toward parentalinvolvement. Teacher Education Quarterly, 18(4), 57-67.

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