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INVOLVEMENT: A STUDY OF TEN NEWFOUNDLAND AND LABRADOR SCHOOLS Alice Collins
Background and Purpose Funded by the Canada-Newfoundland COOPERATION Agreement on Human Resource Development, Enhancing Local Involvement in Education Through Quality Leadership was undertaken by the late Dr. Harte and the author. The project consisted of two interrelated sub-projects, namely, the Exemplary Models of Parental and Community Involvement Project and the Pilot School Councils Project. This article outlines and presents the research outcomes of the Exemplary Models of Parental and Community Involvement Project. The complete study including the cases is available from the author. The purposes of this project were:
1. to describe exemplary models of parental and community involvement;
A case study approach was chosen for this investigation. An individual school served as the unit of analysis. To increase the generalizability of findings, a replicated single-case design was used (Kennedy, 1979). An analysis of the variability and commonality of program outcomes across sample cases provided a basis for drawing conclusions. The single-case design included the development of interview and
focus group guides based on the research questions guiding the study.
Research questions included:
• In what roles are parents involved regarding their child's education?
Schools selected were: 
Literature Review Evidence indicates there is both a need and a demand for increased parental involvement in education. Over the past thirty years many research studies have focused on parental involvement in education. Henderson (1981, 1987) and Henderson & Beria (1994) have reviewed a total of 125 research studies, carried out between 1966 and 1993, which examine evidence regarding the effect of parental involvement on student academic achievement and the performance of schools. She states that the studies have documented benefits for students including higher grades and test scores, better attendance, more positive attitudes and behaviour, and higher graduation rates. Parents develop more confidence about helping their children learn at home and more understanding of the school. As well, parents often enrol in continuing education. Schools that work well with families show improved teacher morale, produce higher ratings of teachers by parents, and have better reputations in the community (Henderson, 1994). Not all research points clearly and unequivocally at a direct relationship between parental involvement and student achievement. Grolnick & Slowiaczek (1994) state that not all types of parental involvement led to improved performance. Studies by Ford (1989) and Geyer & Feng (1993) found no significant correlation between parental involvement and student achievement. Research has identified multiple factors which contribute to successful parental involvement. Williams & Chavkin (1989) describes seven essential elements of strong parent involvement programs: written policies, administrative support, training, partnership approach, two-way communication, networking and evaluation. The key role of the principal and teachers in fostering involvement is often mentioned. Davies, Burch & Johnson (1992) mention the dominant role of the principal. Schaeffer & Betz (1992) state "... the staffs of these schools were committed to having parents involved" (p. 14). It is generally agreed that support of the administration, followed by staff support, are the most important influences on the success of parental and community involvement. Research has described the barriers to involvement. Williams (1984) reports that, while educators generally consider it useful to have parents involved in education, educators appear to be more supportive of the traditional ways in which parents have participated. Becher (1984) lists teacher attitude as a barrier to parental involvement. Schaeffer & Betz (1992) separate barriers into three categories, namely i) human nature factors which include parent and teacher fear of failure, fear of criticism or fear of each others' differences; ii) communication factors (an inability to communicate a real need for parent support); and, iii) external factors which include lack of time (on the part of both teachers and parents), personal problems, administrative policies, busy lifestyles. According to Schaeffer & Betz, a major reason for lack of involvement in secondary schools is that children do not want their parents involved. The research indicates that the major barrier to parental and
community involvement is the attitude of staff and administration.
An additional barrier at the secondary level is the attitude of students,
who often do not want their parents present at the school.
Cross Case Analysis The ten schools chosen for this study are located in communities across the province of Newfoundland and Labrador. The communities range from a small coastal community in Labrador with a population of 334 to the city of St. John's, capital of the province, with a metropolitan population of about 250,000. School size ranges from 96 to 710 students and from 7.5 to 40 staff members. Elementary, all-grade and high schools are represented. The socioeconomic, educational and cultural fabric of these communities is varied. The schools chosen cover a wide spectrum of models of parental and community involvement. At some schools parental and community involvement is a new initiative; at other schools, there is a long history of involvement. At some schools one organization fulfils all parental roles while at other schools two groups work in harmony. From fund raising, to assisting teachers, to working directly in classrooms, to providing input into decisions, the emphasis is on different levels and kinds of involvement at each of the schools. It is interesting to note that at all schools chosen for this study, the role of the parents and community is evolving towards decision making or advisory functions while continuing to include traditional support functions. However, the major contributions are of a traditional nature, and even where parental involvement in decision making is emerging, the sanction of the principal and teachers is necessary. There is no evidence that parents, and even less the community, have taken the lead in carving out decision making roles. Principals and teachers for the most part believe in the traditional roles for parents, for example, fundraising and assisting. If strides are to be made in decision making, parents will need more support, encouragement, conviction and leadership. Differences exist between elementary schools, junior high schools and high schools. In general, parental involvement is less direct in higher grades, largely due to the independent attitude of students. In addition, the more content-oriented subject matter makes the high school classroom a more intimidating place for parents and often makes it difficult for teachers to find tasks for parents. Despite requests for gender balance at the parent focus group sessions, 70% of the participants were women. Both principals and parents acknowledged that volunteers in the school are mainly women, and at the primary level, exclusively so. This did not seem to be a matter of availability; indeed it has become the opposite in some communities where, due to the fishery crisis, women are employed outside the home in larger numbers than men and have less time available for school. This paper will focus on findings at the ten schools with regard
to: a) factors contributing to successful parental and community
involvement; b) barriers to parental and community involvement; and, c)
outcomes of parental and community involvement.
A. Factors Contributing to Successful Parental and Community Involvement The factors most commonly identified as contributing to successful parental and community involvement at the ten schools studies were: i) the support of administration, staff, parents, community and school board; ii) a welcoming atmosphere; iii) appreciation; iv) consideration of parents' needs; and, v) effective communication. Two other factors, namely a church-school connection in two schools and a unifying issue in two others, emerged as contributory. 1. Support The support of the school's administration was identified as a key factor contributing to parental and community involvement at all schools. The principals and vice-principals at the schools studied are advocates for parental and community involvement. They not only permit but also encourage their staff to involve parents and community. As well, they both accept and solicit help from parents and community. The principal and vice-principal play key roles in fostering the other important contributory factors identified, namely creating a welcoming atmosphere, conveying appreciation, fostering two-way communication and considering parents' needs. Teacher support was also identified as a key factor at almost all schools. While the administration creates a school-wide welcoming atmosphere and sets global goals, teachers tend to identify needs and foster involvement at the classroom level. As in the case of administration, teachers play a key role in fostering the contributory factors identified. They, as well as the administration, are instrumental in creating a welcoming atmosphere, in conveying appreciation, in fostering two-way communication and in considering parents' needs. Teachers' and administration's empathy and interest in the children lead to an informal contract of reciprocal aid between school and home. At one school, teachers feel it is important that they become involved in community activities if they expect parents to become involved at the school. Often primary teachers are seen as the most important link to parents since they are the contact early in the child's school career. However the intensity of teacher support varies from school to school. At some, the staff as a whole seems to welcome parents, while at others, staff attitude is divided, and the principals are actively working to create cohesion among the whole staff. Though staff support is important, a school with a principal and some staff committed to involvement can begin the process of involving parents and community while working to convince the rest of the staff of its value. Parental support was considered a factor contributing to successful involvement at all schools studied. At one school, parents were seen as the driving force behind involvement, though the principal and teachers are very supportive. At other schools, a core of dedicated parents form the parent organization and volunteer group, while the general parent body provides support when requested. There was general agreement that low attendance at parent organization meetings is not an indication of lack of support for the school. Many parents are willing to help when contacted by the parent organization or school even if they are not active members of the parent organization or volunteer group. At all schools it is evident that at least a core of parents has a high interest in helping at the school. The general consensus of parents and teachers is that many parents are interested but are constrained by various combinations of the barriers to parental and community involvement identified. These ten schools are attempting to minimize the barriers in order to maximize involvement. It was suggested that a more traditional parent organization be maintained in a school even after the introduction of a committee such as a school council. The parent organization can reach out to the entire body of parents when the council requires input. It can mobilize parents for a volunteer program to help teachers on a day-to-day basis. It can also provide a stepping stone to allow those interested in involvement at the policy making level in a school council to become familiar with the school. Two other support groups were identified as having a moderate impact on involvement, namely school boards and students. One school board among the seven concerned has a formal parental
The students themselves can contribute to the success of parental involvement. At the elementary schools, students for the most part enjoy having parents help at their school. Students put pressure on their parents to participate, especially when they see the parents of their classmates helping. Reluctance to have parents come to school may begin to develop before the end of elementary school. Nonetheless, some high school students had a very positive attitude toward parental involvement though preference was for involvement after school hours. 2. Welcoming Atmosphere A school's welcoming atmosphere was considered a major factor contributing to parental and community involvement at all schools. Parents mentioned that they have easy access to the school at any time. At some, with the understanding that they not interrupt instruction, parents may enter classrooms at any time to talk to their children or the teacher. In many schools, parents feel welcome in the staff room and they mingle with teachers. In general, a feeling of mutual respect and consideration between staff and parents was implicit in discussions. Some teachers create a welcoming atmosphere by encouraging parents to pick up their children from their classrooms thus allowing an opportunity for informal daily contact with the teacher. Some make a special effort to take time to go to the staff room to chat at recess on the days volunteers are in the school. The principal can convey a welcoming atmosphere by having an "open door" policy and encouraging parents to drop in with concerns or suggestions. 3. Appreciation Parents showing appreciation to teachers, and teachers showing appreciation to parents was another frequently mentioned factor in successful parental involvement. At most schools parents provide a symbol of appreciation to teachers, such as a potluck lunch or dinner. Parents at most schools are given a symbol of appreciation from the school, such as a craft made by children, or a small gift. Principals and teachers individually thank parents either verbally or by sending a card. Parents are often thanked publicly at assemblies or other gatherings as well as in memos or newsletters. Often an official event is held to thank all volunteers. Parents at these ten schools feel their input is taken into consideration when decisions are made. They often pointed out that knowing their efforts are valued is crucial to their continued involvement. At all schools, the point was made that the school accepts uncritically and thankfully whatever contribution each family is able to make, realizing that differing economic, educational or work circumstances will dictate the level and type of contribution each family is able to provide. 4. Consideration of Parents' Needs At all the elementary schools, where parents tend to be involved more directly in the school than at junior high or high schools, the issue of accommodating their needs was considered key. This accommodation includes scheduling certain events, such as interviews, at times when it is convenient for parents; assigning tasks with which parents will feel comfortable yet find meaningful; and giving parents a choice when suggesting activities. Schools serve the needs of parents in three ways: i) financial assistance; ii) education programs; and, iii) training programs for orientation to work in the school. Some schools provide financial help to families in the form of assistance with the expenses of field trips or lunches, provision of clothes to needy families and provision of hot lunches for students. Education programs include parenting classes targeted at specific families, and sessions to help families and children learn to deal with violence. At some schools parents participate in a formal training session both on the use of school facilities and on school policies. Administration, teachers and volunteers collaborate to demonstrate use of equipment, explain school procedures, and discuss the role of parents as volunteers with particular emphasis on the need for confidentiality. 5. Communication The issue of communication was identified as either a factor contributing to success or a barrier. Reaching parents and community is a necessary prerequisite to involving them in events occurring at school. The invitation to contact or visit the school needs to be extended constantly. At the elementary level, communicating with parents is a relatively easy process. Schools at this level make frequent use of memos and newsletters, which, in general, reach home. All groups at every school agreed that personal contact from teacher to parent is the most effective method of communication, especially in junior high and high schools. Personal contact, either by phone or in person, allows two-way communication and parents therefore are more likely to agree to help when contacted personally. As well, the caller often receives an immediate response. Many parent organizations have "phone trees" organized in order that all parents may be reached. Many principals, teachers and parent organization executives call parents directly with requests for help. Several schools make frequent use of surveys to garner input from parents and students. To overcome literacy barriers, one school administered surveys through individual interviews. In one case, the parent organization went door-to-door to collect questionnaires to ensure their return. Programs are then tailored to respond to information collected. For example, two schools initiated programs on violence in response to survey results. 6. Church-School Connection The intermingling of church and school activities was considered a factor in the involvement of parents at two schools. Church-related activities are held under the auspices of the school with considerable help from parents. Communication between school and community is facilitated through church announcements. 7. Unifying Issue Two schools had a unifying issue to mobilize parents, namely, joint service amalgamation at one, and necessity to lobby for a new school at another. Often a pressing issue will engender high involvement. This tendency of parents to be willing to commit time and effort in such circumstances may be linked to the fact that such causes are important to parents and are perceived to be meaningful tasks worthy of a time commitment. The challenge is to maintain involvement after the event has passed. Parents commented that making certain that parents' input is valued and that appreciation is shown will maximize the probability that those parents will remain involved at the school once the situation has been resolved. Summary Based on the examples of these ten schools, it is evident that
several factors in combination contribute to successful parental and community
involvement. The enthusiasm and commitment of the administration
to parental and community involvement is an important factor. Several
other factors including a welcoming atmosphere, appreciation, consideration
of parent needs and communication, contribute to the general tone of the
relationship between parents and school. A church-school connection
or unifying issue can also foster involvement. However, the administration's
support is the most important influence. Teachers can be encouraged
and a core of interested parents can be found, but a leader at the school
is required.
B. Barriers to Parental and Community Involvement The barriers most commonly identified as hindering successful parental and community involvement at the ten schools studied are: i) lack of time on the part of parents, administration and staff; ii) apprehension on the part of both parents and teachers; iii) junior high/high school; and, iv) location or transportation problems. A major barrier mentioned in the research is the negative attitude of administration. This barrier was not encountered in this study. The method of selection of schools most likely accounts for this. Since only schools with successful programs of parental and community involvement were chosen and since support of administration is considered the key factor in the success of involvement, it is to be expected that principals at these ten schools were found to be supportive. 1. Lack of Time Lack of time on the part of parents and community is viewed as a significant barrier by all groups at all schools. Work, family commitments and participation as volunteers in other community groups all contribute to the pressures on parents' time. Parents who help in the schools during the day are usually mothers who do not work outside the home. Even those parents who are willing to find time to help have scheduling problems; for example, the six-day cycle often used in schools does not mesh with the five-day week of the rest of the world, and shift workers find it difficult to attend evening meetings. It is not however a lack of time but the use of time which is at issue. Parents commented that they would find the time if their contribution is valued. Time will be found in parents' busy schedules for meaningful input in the school. Teachers at several schools pointed out that, although the net gain is positive, preparing for parental involvement requires extra time for organizing schedules and materials. It can be an effort to overcome initial inertia and to take the time to organize, especially for teachers who are not yet convinced of the benefits of parental involvement. The limitations imposed by lack of time were mentioned by some of the principals. Contacting parents, practicing an "open office door" policy, forging links with business and community, all require time which can be difficult to find. 2. Parent Apprehension Most groups viewed parent apprehension as a barrier to involvement. Parents who have had negative experiences at school during their education, and parents who have not attained a high level of education themselves may find schools and teachers intimidating. The problem increases as the grade level increases and parents feel they need more specific knowledge in order to help. Teachers employ a variety of strategies to address this problem such as suggesting small tasks, placing parent volunteers at the school in a non-threatening environment such as the library and choosing tasks carefully to suit the current level of comfort and skill of the parent. 3. Teacher Apprehension Most groups viewed teacher apprehension as a barrier. Some teachers dislike being observed while teaching. Even teachers who are comfortable with parents in the classroom mentioned that they feel obligated to deliver interesting lessons and to show patience with the students while being observed. Teachers who are uncomfortable with the concept of parents in the classroom consider this to be an unpleasant pressure. Teachers feel more accountable with parents in the school. For example, parents might observe situations with which to take issue and take their concerns to the administration. Though parents view this as a positive outcome, some teachers feel they are under scrutiny. Administration and teachers feel that the gradual introduction of involvement helps overcome teacher apprehension. For example, administration can encourage teachers to involve parents by guiding those who are reluctant to avail themselves at first of parental help with tasks outside the classroom, and by arranging for teachers to observe classrooms where parents are successfully participating. Principals feel that as the climate of the school changes, the entire staff will perceive the value of and gradually become comfortable with parental and community involvement. 4. Junior High/High School Several barriers are common to junior high/high schools, namely lack of communication, student attitude and lack of subject knowledge. The majority of junior high/high school students do not relay messages or memos to their parents. Personal contact is necessary to assure that messages reach parents at the junior high/high school level. "Phone trees", radio announcements, voice mail are all strategies employed in an attempt to overcome this barrier. Student attitude is seen as a barrier by the junior high and high schools. As students move out of elementary school they are attempting to establish their independence. Most discourage their parents from becoming involved in school, especially during school hours. The beginnings of this attitude surface in the higher elementary grades. The issue of lack of subject knowledge emerged at two of the high schools. In the lower grades, parents can help in many ways that do not require subject knowledge. As students progress, the emphasis shifts to teaching more specific subject matter. This is not only intimidating for the parent but also difficult for the teacher, who cannot always find ways for parents to be involved in the classroom. At the junior high and high schools, gradual introduction of involvement is seen as particularly important to its success, perhaps because parental involvement is less common in higher grades and there is more resistance to overcome on all fronts. 5. Location/Transportation Several schools serve either a number of small communities or students who do not live in the area of the school. These schools find it more difficult to foster a sense of parental ownership and community pride in the school as it can be difficult for parents to arrange transportation to the school. Summary Lack of time on the part of parents, and to some degree teachers,
is seen to be the biggest barrier to involvement. This barrier is
reduced when the involvement is perceived to be meaningful and valuable.
Parent and teacher apprehension are also viewed as significant barriers.
Junior high/high schools in particular find that lack of communication,
student attitude and parental lack of subject knowledge are problems.
Location of the school can hinder involvement as well.
C. Perceived Outcomes of Parental and Community Involvement Research has found many outcomes of parental and community involvement to students, to staff and schools, and to parents and community. Most of these outcomes are viewed as positive. The experiences at the ten schools studied corroborates previous findings. 1. To the Student Participants claimed that parental and community involvement motivates students. There is a perceived increase in self esteem, effort and attitude which in turn is believed to lead to better attendance and behaviour. Younger children enjoy having their parents come to school and are happier and more secure with home and school working together. Parental and community involvement provides increased resources for the students' use, both material resources through fund raising efforts and human resources in the form of volunteers at the school. Through community involvement, students gain an increased awareness of resources available in the community and skills they will need once they finish school. 2. To Staff and School Teachers feel that teacher stress is reduced with increased help in material preparation and in supervision. When parents reduce teachers' work loads, teachers have more time to spend with individual children. Safety is improved, discipline problems are reduced, lessons are more effective, a greater variety of teaching strategies can be utilized, and field trips are made possible. Participants agree that teachers are better able to understand their students if they are familiar with their background through knowing their parents. Teachers can build a rapport with parents if parents are involved in the school. When problems arise, teachers are then more likely to receive a cooperative response from parents. In addition to increasing teacher understanding of the students, parental involvement leads to increased understanding of the complexity of teaching. As a result, teachers gain parental support and find parents less likely to criticize or make unreasonable demands. Parental involvement provides moral support to teachers which in turn can motivate teachers to strive for an even better educational experience for their students. 3. To Parents and Community Parent participants mentioned several benefits of involvement for themselves. Parents who are involved at the school are better informed about facilities, resources and expectations at the school. The result, therefore, is that parents become better acquainted with their children's teachers and build a rapport that enables a cooperative approach to dealing with problems. They are also better able to help their children at home, such as assisting with homework. Some parents also gain confidence and self esteem through their role as volunteers which for some has led to a decision to apply for employment or return to school. Parents build up a network of other parents on whom they can call for support and help in dealing with problems that arise between children. Parents are able to observe the school more closely and may become aware of situations which may cause them concern. They are then better informed and can bring these matters to the attention of the school more quickly. Summary The main outcomes of parental involvement include: increased self
esteem and motivation, as well as additional resources, for students; decreased
stress resulting in an improvement in teaching, as well as increased parental
support, for teachers; improved relations with the school and a better
understanding of how to help their children, for parents. In essence,
the overall outcome is of benefit to students and education.
Conclusions The evidence is that parental involvement is increasing, and that it positively impacts student achievement. While parental involvement is still largely traditional, there is a movement toward parental input at decision-making levels in the school. There are a number of contributory factors to parental involvement, the most notable being that of the attitude of the administration of the school. Other factors include: school atmosphere and effective communication to parents. The major barriers to parental involvement include negative attitude of the administration and teachers. Time is cited by teachers and parents as a barrier. However, for parents, time will be found if their contribution is meaningful for them and valued by the school. The outcomes of parental involvement are positive. Results include improved student self-esteem and achievement, as well as increased support for teachers. The ten Newfoundland and Labrador schools involved in this study demonstrate a commitment to parental involvement and have developed means of increasing parent participation. The kind of involvement varies from traditional means, such as assisting teachers, to parental participation in policy and decision-making issues in the school. While the latter is less evident, most of the schools are moving in that direction. Parents and teachers in these schools believe that their mutual co-operation and support is of benefit to the students and the school. While all participants acknowledged that challenges exist, increasing parental involvement was seen as worthwhile and beneficial. REFERENCES Becher, R. (1984). Parent involvement: A review of research and principles of successful practice. Washington, DC: National Institute of Education. Davies, D.; Burch, P. & Johnson, V.R. (1992). A portrait of schools reaching out: Report of a survey of practices and policies of family-community-school collaboration (Report No. 1). Boston, MA: Center on Families, Communities, Schools, and Children's Learning: Institute for Responsive Education. Ford, D.L. (1989). Parental participation and academic achievement. Chicago, IL: (ERIC Document Reproduction Service No. ED 344 659). Geyer, R.E. & Feng, J. (1993). Parental Involvement and Its relationship to second graders' reading achievement. Ohio: (Publisher not identified). Grolnick, W. & Slowiaczek, M.L. (1994). Parents' involvement in children's schooling: A multidimensional conceptualization and motivational model. Child Development, 65, 237-252. Henderson, A. (Ed.) (1981). Parent participation-student achievement: The evidence grows. Columbia, MD: National Committee for Citizens in Education. Henderson, A. (Ed.) (1987). The evidence continues to grow: Parent involvement improves student achievement. An annotated bibliography. National Committee for Citizens in Education Special Report. Columbia, MD: National Committee for Citizens in Education. Henderson, A. & Beria, N. (1994). A new generation of evidence : The family is critical to student achievement. Washington, DC: National Committee for Citizens in Education. Schaeffer, J., & Betz, L.E. (1992). Effective parent involvement in secondary schools of Texas identified as exemplary, 1982-1989. Texas: East Texas School Study Council, Commerce. Williams, D.L. Jr. (1984). Parent involvement in education: What a survey reveals. Paper presented at the National Coalition of Title 1, Chapter I, Parents' Annual In-Service Training Conference. Crystal City, VA. Williams, D.L. Jr. & Chavkin, N.F. (1989). Essential elements of strong parent involvement programs. Educational Leadership, 47(2), 18-20. |