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|Title:||An investigation of the perceptions of parents, teachers and principals concerning parental involvement in kindergartens and primary schools in Kuwait|
|Abstract:||Research conducted over nearly a quarter of a century has shown convincingly that children are more successful students at all grade levels if their parents participate at school and encourage education and learning at home (Epstein and Dauber, 1991). Despite the existence of considerable evidence of the positive effect of parental involvement on students' academic success and school development, few studies have been undertaken to examine parental involvement in Kuwait. Hence, little is known about the attitudes and opinions of parents, teachers, and principals towards certain types of parental involvement practices and their willingness to establish ongoing two-way communication to foster children's success at school. The aim of this study is to investigate the perceptions of parents, teachers and principals about parental involvement in kindergarten through grade three in primary school in Kuwait schools in Hawalli district. Data collected from the three groups were employed to examine the ways that parents are involved and how they desire to be involved in their children's schooling. The influence of family background factors on parents' current participation at home and school as well as barriers hindering parents' participation in Kuwait schools were identified. To achieve its goals this research adopted a mixed methods design utilizing three sequential and complementary (quantitative and qualitative) methods. The study sample consisted of 12 focus groups of a total of sixty teachers, 14 interviews with principals and 430 parents who completed questionnaires.Findings from the study revealed that parents, teachers and principals agreed that parents' levels of participation in home-based involvement were generally higher than their levels of school-based involvement. The influence of family background factors was examined. Child grade level, family size, and the parent's gender, level of education and employment were each found to have a significant influence on certain types of parental involvement. The parent's lack of time and time conflicts with school schedules emerged as major barriers to family involvement as perceived by parents, teachers and principals. The findings also revealed that parents and school personnel have different perceptions of their roles. The strict nature of the educational system in Kuwait and attitudes among school staff created some limitations to the participation of parents in certain types of activities. Overall, the findings of this study could be used to provide helpful recommendations that might enhance parental involvement in a meaningful way and contribute to the success of children and improvements in schools.|
|Appears in Collections:||School of Education, Communication and Language Sciences|
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