Yunusa, Ali (1989) An analysis of parental involvement in primary and secondary schools and their role in supplementary schools. PhD thesis, University of Warwick.

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Abstract

This study analyses the roles, responsibilities and functions of parents in the education of
their children. Parents are found to be involved in classroom-based as well as non-classroom
based school activities. A sample of 5 headteachers, 35 teachers, 45 parents and 12 parent
governors was selected in exploring parental involvement in schools. Parental involvement
was also examined in four supplementary schools. The views expressed by parents, teachers,
headteachers, parent governors and the organisers of the supplementary schools were
analysed. Parental involvement was found to have been in practice for over two decades or
so, recent development such as the 1986 Education Act and the 1988 Education Reform Act
have brought in parents to be more responsible and more aware of their roles in the education
of their children than before.
Parental involvement has been examined as a model, having a set of four activities -
accountability, partnership, supportive and advisory. Having looked at these activities
closely, it is argued that accountability and partnership tend to play a more dominant role
than supportive and advisory activities. This is because accountability and partnership
permeate most activities of parental involvement. The views expressed by parents, teachers,
headteachers and parent governors as well as the organisers of the supplementary schools,
supported this view. A theory of conflict and integration was examined, which also showed
that if there is objective accountability and partnership, and both parents and teachers see
each other in this partnership with respect, then accountability will bring about mutual
relationship, hence, making conflict gives way to integration of ideas, experiences objectives
and methods. However, parental involvement practices have been found to be of benefit to
the child, parents, teachers and the community in immeasurable terms. A prominent area that
has shown such immeasurable benefit has been in reading which were done either in the
school or at home by parents, organised and supervised by teachers. In this particular area,
there has been much more research than in any other area of activity of parental involvement.
The aspect of governing bodies has recently tended to deflect the attention of professionals,
school administrators and educationists from other areas of parental involvement processes.
It is however, enlightening parents on their roles and responsibilities for their children's
education.

Item Type:	Thesis or Dissertation (PhD)
Subjects:	L Education > LB Theory and practice of education L Education > LC Special aspects of education
Library of Congress Subject Headings (LCSH):	Education, Primary -- Parent participation -- Great Britain, Education, Secondary -- Parent participation -- Great Britain, Reading -- Parent participation -- Great Britain, Alternative education -- Great Britain
Official Date:	August 1989
Dates:	Date Event August 1989 Submitted
Institution:	University of Warwick
Theses Department:	Institute of Education
Thesis Type:	PhD
Publication Status:	Unpublished
Supervisor(s)/Advisor:	Bell, Les, 1942-
Extent:	xiv, 470 leaves
Language:	eng
URI:	http://wrap.warwick.ac.uk/id/eprint/34797

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