Improving schools by improving parental involvement: evaluation of chaminade high school teachers and students perceptions

For too long parents were not involved in the collaborative experience, therefore their concerns were not voiced. Today, then, it is not surprising that collaboration between teachers and parents has become even more important because of the relevance in achieving new school reform requirements that promote equitable practices for every student. The aim of this study, carried out during a research residency in the United States, was to evaluate teachers and students’ perceptions of parental involvement in school activities. Survey questionnaires were administered to both teachers and students in a high school setting. Finding revealed that while most teachers agree that parental involvement improve school achievement, only one third of students agree that their grades improve when they get help from home. Furthermore, while teachers would like to see greater parental involvement, only a small minority of students would like their parents to visit the school. This illustrates a difference in perception between these two groups. The results’ discussion illustrates that parental involvement at all grade levels can contribute to the academic and behavioral performance of students. When parents work collaboratively with schools, they assist in ensuring that effective practices are employed. Doing that helps solve problems and improving education.