Elementary Teachers’ Experiences and Perspectives on Parental Involvement

This study looked at elementary teacher’s perspectives and experiences on involving parents and families in the classroom to support students’ success. Using convenience sampling, semi-structured interviews were conducted with four Ontario elementary teachers. The interviews were transcribed and coded the information by identifying codes, grouping them into categories, and composing four overall themes. The first theme was using varied and multiple modes of communication between teachers and parents throughout the year proved the most bneficial. The second theme was the impact parental involvement had on children’s social and emotional well-being and the importance of supporting the whole child. The third theme was the importance of considering safety and confidentiality when involving parents, such as administrative form and ensuring children’s sensitive information was protected. The final theme discussed barriers participants faced when involving parents, such as time constraints and language barriers. The broad implication of this study impacts how the Ministry of Education can support current and pre-service teachers in involving parents. The narrower implications of this study impacts school administration and principals ensuing effective safety and confidentiality measures are in place for parents and teachers. Another narrower implication speaks to how teachers can foster relationships with families to best support children both academically and social-emotionally. Recommendations are discussed to address these implications and areas for future research are to look at both parents and children’s perspectives in this area to better understand the multiple viewpoints