| dc.description.abstract | In the ever-changing field of education, there is an awareness of the positive benefits of parental involvement on student achievement especially in the early years of school (Epstein, 2009; Hoover-Dempsey et.al. 2005; O’Toole et.al. 2019). A good parent teacher partnership is especially important for children in DEIS schools. This cannot be left to chance as it is accepted that education has the power to break a cycle of disadvantage and a good partnership approach to working with parents will help these children reach their full educational potential (DES, 2005; INTO, 2004; Weir et.al. 2017).
There is a gap in the research about the ‘lived’ experiences of teachers concerning their perspectives and support of parental involvement. As a crucial figure in the child’s microsystem, teachers can impact on the success of parent-teacher relationships. However, in the absence of formal training in this area they may rely significantly on their own personal perceptions and experiences when planning for parental involvement (Epstein, 2013; Hoover-Dempsey et.al. 2002). The purpose of this study is to explore infant teachers’ perceptions and experiences of parental involvement in six DEIS schools. The study is supported by current literature, curriculum frameworks and national policies which have committed to ensuring parents are partners in their child’s education (DES, 2005, 2006; NCCA, 2009). A phenomenological research design approach was taken along with a qualitative method to gather the data. The study identified a range of complexities involved in successfully implementing parental involvement in these schools. The main themes that emerged from the data were differing teacher opinions and beliefs on how parents should be involved in their child’s education. The study revealed that teachers play an important role in nurturing open and positive communication to establish relationships with parents. Findings also highlighted teachers’ partnership with HSCL and school management in promoting parental involvement. A lack of effective formal training in preparing educators for family, school and community partnerships was also identified. Understanding how teachers' perceptions influence parental involvement can create awareness and could result in a more proactive and positive approach to this area from schools, principals, initial teacher education and continuous professional development. | en |
