The relationship between teachers’ rating of parental school involvement and the academic achievement of high school students

Abstract

This study was conducted to find out the link between teacher rating of parental school involvement and the academic achievement of high school students. In all 239 students and 10 teachers were sampled for the study. The students came from diverse socio-economic backgrounds, and were between the ages of 15 and 20. As expected, the results showed a positive and significant relationship between teachers’ rating of parental school involvement (both mothers and fathers) and the academic achievement of the students (actual school grades), even after controlling for socio-economic variables such as parental marital status and gender. However, with regards to the relationship between their rating of parental involvement and the perceived academic competence of the students, only the relationship with the mothers’ involvement was significant. The implications of the results are discussed.