Parental engagement in primary education: differences in teacher perceptions and parent-teacher communication explained

Melanie Monfrance; Carla Haelermans; Helene Leenders; Johan de Jong; Karien Coppens

doi:10.1080/13540602.2024.2397581

Parental engagement in primary education: differences in teacher perceptions and parent-teacher communication explained

Melanie Monfrance^*, Carla Haelermans, Helene Leenders, Johan de Jong, Karien Coppens

^*Corresponding author for this work

Research output: Contribution to journal › Article › Academic › peer-review

Abstract

The importance of parental engagement for children's outcomes is indisputable. This paper studies whether teacher perceptions regarding parental engagement, their own proficiency, and contact possibilities for parent-teacher communication, as well as school type (by socioeconomic status), teacher, student, and parental characteristics can explain differences in parental engagement and parent-teacher communication. The results show that differences in school type, teacher perceptions regarding parental engagement, teachers' perceived own proficiency, and contact possibilities are the main reasons for differences in the extent of parental engagement and parent-teacher communication. Teacher characteristics (such as gender and experience), student, and parental characteristics do not seem to play a role.

Original language	English
Number of pages	16
Journal	Teachers and Teaching
DOIs	https://doi.org/10.1080/13540602.2024.2397581
Publication status	E-pub ahead of print - 7 Sept 2024

Keywords

Parental engagement
teacher perceptions
teacher characteristics
primary education
ACADEMIC-ACHIEVEMENT
INVOLVEMENT
CHILDREN
STRESS
DUTCH
MODEL

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title = "Parental engagement in primary education: differences in teacher perceptions and parent-teacher communication explained",

abstract = "The importance of parental engagement for children's outcomes is indisputable. This paper studies whether teacher perceptions regarding parental engagement, their own proficiency, and contact possibilities for parent-teacher communication, as well as school type (by socioeconomic status), teacher, student, and parental characteristics can explain differences in parental engagement and parent-teacher communication. The results show that differences in school type, teacher perceptions regarding parental engagement, teachers' perceived own proficiency, and contact possibilities are the main reasons for differences in the extent of parental engagement and parent-teacher communication. Teacher characteristics (such as gender and experience), student, and parental characteristics do not seem to play a role.",

keywords = "Parental engagement, teacher perceptions, teacher characteristics, primary education, ACADEMIC-ACHIEVEMENT, INVOLVEMENT, CHILDREN, STRESS, DUTCH, MODEL",

author = "Melanie Monfrance and Carla Haelermans and Helene Leenders and {de Jong}, Johan and Karien Coppens",

note = "datasource: Teacher questionnaire data which were collected specifically for this study, Open Dutch National Education Data and Onderwijs Monitor Limburg",

year = "2024",

month = sep,

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doi = "10.1080/13540602.2024.2397581",

language = "English",

journal = "Teachers and Teaching",

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T2 - differences in teacher perceptions and parent-teacher communication explained

AU - Monfrance, Melanie

AU - Haelermans, Carla

AU - Leenders, Helene

AU - de Jong, Johan

AU - Coppens, Karien

N1 - datasource: Teacher questionnaire data which were collected specifically for this study, Open Dutch National Education Data and Onderwijs Monitor Limburg

PY - 2024/9/7

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N2 - The importance of parental engagement for children's outcomes is indisputable. This paper studies whether teacher perceptions regarding parental engagement, their own proficiency, and contact possibilities for parent-teacher communication, as well as school type (by socioeconomic status), teacher, student, and parental characteristics can explain differences in parental engagement and parent-teacher communication. The results show that differences in school type, teacher perceptions regarding parental engagement, teachers' perceived own proficiency, and contact possibilities are the main reasons for differences in the extent of parental engagement and parent-teacher communication. Teacher characteristics (such as gender and experience), student, and parental characteristics do not seem to play a role.

AB - The importance of parental engagement for children's outcomes is indisputable. This paper studies whether teacher perceptions regarding parental engagement, their own proficiency, and contact possibilities for parent-teacher communication, as well as school type (by socioeconomic status), teacher, student, and parental characteristics can explain differences in parental engagement and parent-teacher communication. The results show that differences in school type, teacher perceptions regarding parental engagement, teachers' perceived own proficiency, and contact possibilities are the main reasons for differences in the extent of parental engagement and parent-teacher communication. Teacher characteristics (such as gender and experience), student, and parental characteristics do not seem to play a role.

KW - Parental engagement

KW - teacher perceptions

KW - teacher characteristics

KW - primary education

KW - ACADEMIC-ACHIEVEMENT

KW - INVOLVEMENT

KW - CHILDREN

KW - STRESS

KW - DUTCH

KW - MODEL

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M3 - Article

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Parental engagement in primary education: differences in teacher perceptions and parent-teacher communication explained

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Keywords

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