Parental Involvement as a Important Factor for Successful Education

  • Maša Đurišić
  • Mila Bunijevac
Keywords: parents’ involement, successful education, school-family partnership, examples of good practice


To comply with the system of integrated support for their students’, schools need to build partnership with parents and develop mutual responsibility for childrens’ success in the educational system. In this way, parental involement are increased, parents’ effort to support schools are encouraged, and they are directly making a positive impact to a successful educational system.
Considering the importance of parents’ participation and involvement in school activities, in this paper, we will analyse the positive effects of parental involvement, summarize leading principles for the successful partnership of parents and school and present six factors (Parenting, Communicating, Volunteering, Learning at home, Decision-making and Collaborating with the community) and six models (Protective Model, Expert Model, Transmission Model, Curriculum-Enrichment Model, Consumer Model and Partnership Model) of parental involvement. In addition, we will draw conclusions and make recommendations that are important for planning programs that are focused on the improvement of parent involvement.


Download data is not yet available.


Ascher, C. (1988). Improving the home-school connection for low-income urban parents. Urban Review, 20(1), 109–123.

Amatea, E. S., & West, C. A. (2007). Joining the conversation about educating our poorest children: Emerging leadership roles for school counselors in high poverty schools. Professional School Counseling, 11(2), 81–89.

Ardelt, M., & Eccles, J. S. (2001). Effects of mothers ’parental efficacy beliefs and promotive parenting strategies on inner-city youth. Journal of Family Issues, 22(8), 944–972.

Bæck, U. D. K. (2010). Parental involvement practices in formalized home-school cooperation. Scandinavian Journal of Educational Research, 54(6), 549–563.

Ball, E.W. & Blachman, B.A. (1991). Does phoneme awareness training in kindergarten make a difference in early word recognition and developmental spelling? Reading Research Quarterly, 26(1), 49–66.

Bandura, A. (1997). Self-efficacy: The exercise of control. New York: W.H. Freeman.

Bandura, A. (2002). Social cognitive theory in cultural context. Applied Psychology: An International Review, 51(2), 269–290.

Bandura, A., Barbaranelli, C., Caprara, G. V. & Pastorelli, C. (1996). Multifaceted impact of selfefficacy beliefs on academic functioning. Child Development, 67(3), 1206–1222.

Berger, E.H. (2008). Parents as partners in education. Upper Saddle River, NJ: Pearson.

Bouffard, S. & Weiss, H. (2008). Thinking big: A new framework for family involvement policy, practice, and research. The Evaluation Exchange, 14(1–2), 2–5.

Clarke, A. (2007). The handbook of school management. Cape Town: Kate McCallum.

Cunningham, C., Davis, H. (1985). Working with Parents: Frameworks for Collaboration. Milton Keynes: Open University Press.

Davies, D. (1991). Schools reaching out: Family, school, and community partnerships for student success. Phi Delta Kappan, 72(5), 376–380.

Davies, D. (1996). Partnerships for student success. New Schools, New Communities, 12(3), 13–21.

Dika, S. L., & Singh, K. (2002). Applications of social capital in educational literature: A critical synthesis. Review of Educational Research, 72(1), 31–60.

Feuerstein, A. (2000). School characteristics and parent involvement: Influences on participation in children’s schools. Journal of Educational Research, 94(2), 29–39.

Flynn, G. (2007). Increasing parental involvement in our schools: The need to overcome obstacles, promote critical behaviors, and provide teacher training. Journal of College Teaching &
Learning, 4(2), 23–30.

Edwards, E. & Alldred, P. (2000). A typology of parental involvement in education centring on children and young people: negotiating familialisation, institutionalisation and individualization. British Journal of Sociology of Education, 21(3), 435–455.

Eccles, J.S. & Harold, R.D. (1993). Parent-school involvement during the early adolescent years. Teachers College Record, 94(3), 568–587.

Eccles, J. S., & Harold, R. D. (1996). Family involvement in children’s and adolescents’ schooling. In A. Booth & J. F. Dunn (Eds.), Family-school links: How do they affect educational outcomes? (pp. 3–34). Hillsdale, NJ: Erlbaum.

Emeagwali, S. (2009). Fostering parent-teacher collaboration in the classroom. Techniques (Association for Career and Technical Education), 84(5), 8.

Epstein, J. L. (1995). School, family, community partnerships: Caring for the children we share. Phi Delta Kappan, 77(9), 701–712.

Epstein, J. (1996). Perspectives and previews on research and policy for school, family, and community partnerships. In A. Booth & J. Dunn (Eds.), Family-school links: How do they affect
educational outcomes? (pp. 209–246). Mahwah, NJ: Erlbaum.

Epstein, J. (2001). School, family, and community partnerships: Preparing educators and improving schools. Boulder, CO: Westview.

Epstein, J. L., Sanders, M. G., Simon, B. S., Salinas, K. C., Jansorn, N. R., & Van Voorhis, F. L. (2002). School, family, and community partnerships: Your handbook for action. (2nd ed.). Thousand
Oaks, CA: Corwin.

Epstein, J. (2003). Creating school, family, and community partnerships. In A.C. Ornstein, L.S. Behar-Horenstein, & E.F. Pajak (Eds.), Contemporary issues in curriculum. (3rd ed.) (pp. 354–373). Boston, MA: Allyn and Bacon.

Epstein, J.L. (2009). In School, family, and community partnerships: Your handbook for action (3rd ed.). USA: Corwin Press.

Greenwood, G. E., & Hickman, C. W. (1991). Research and practice in parent involvement: Implications for teacher education. The Elementary School Journal, 91(3), 279–288.

Grolnick, W. S., & Slowiaczek, J. L. (1994). Parental involvement in children’s schooling: A multidimensional conceptualization and motivational model. Child Development, 65(4), 237–252.

Henderson, A., & Berla, N. (1994). A new generation of evidence: The family is critical to student achievement. Columbia, MD: National Committee for Citizens in Education.

Henderson, A., & Mapp, K. L. (2002). A new wave of evidence: The impact of school, family, and community connections on student achievement. Annual synthesis. Austin, TX: National Center for Family and Community Connections with Schools, Southwest Educational Development Laboratory.

Hill, N. E., & Taylor, L. C. (2004). Parental school involvement and childrens academic achievement: Pragmatics and issues. Current Directions in Psychological Science, 13(4), 161–164.

Ho, E. S. (2009). Educational leadership for parental involvement in an Asian context: Insights from Bourdieu’s theory of practice. The School Community Journal, 19(2), 101–122.

Hornby, G. (2011). Parental involvement in childhood education: Building effective schoolfamily partnerships. New York: Springer.

Hoover Dempsey, K. V., & Sandler, H. M. (1997). Why do parents become involved in their children’s education? Review of Educational Research, 67(1), 3–42.

Izzo, C. V., Weissberg, R. P., Kasprow, W. J., & Fendrich, M. (1999). A longitudinal study of teacher perceptions of parent involvement in children’s education and school performance. American Journal of Community Psychology, 27(6), 817–839.

Johnson, V. R. (1994). Connecting families and schools through mediating structures. The School Community Journal, 4(1), 45–51.

Lee, J., & Bowen, N. K. (2006). Parental involvement, cultural capital, and the achievement gap among elementary school children. American Educational Research Journal, 43(2), 193–218.

Lindle, J. (1989). What do parents want from principals and teachers? Educational Leadership, 47(2), 12–14.

Long, C. (2007). Parents in the picture: Building relationships that last beyond back to school night. NEA Today, 3(26), 26–31.

Mattingly, D. J., Prislin, R., McKenzie, T. L., Rodriguez, J. L., Kayzar, B. (2002). Evaluating evaluations: The case of parent involvement programs. Review of Education Research, 72(4),

Murphey, D. A. (1992). Constructing the child: Relations between parents’ beliefs and child outcomes. Developmental Review, 12(2), 199–232.

Okagaki, L., & Frensch, P. A. (1998). Parenting and children’s school achievement: A multiethnic perspective. American Educational Research Journal, 35(1), 123–144.

Olioff, M., & Aboud, F. E. (1991). Predicting postpartum dysphoria in primiparous mothers: Roles of perceived parenting self-efficacy and self-esteem. Journal of Cognitive Psychotherapy, 5(1), 3–14.

Rich, D. (1987). Teachers and parents: an adult-to-adult approach. Washington, DC: National Education Association.

Richardson, S. A. (2009). Principal’s perceptions of parental involvement in the “big 8” urban districts of Ohio. Research in the Schools, 16(1), 1–12.

Rumberger, R. W., Ghatak, R., Poulos, G., Ritter, P. L., & Dornbusch, S. M. (1990). Family influences on dropout behavior in one California high school. Sociology of Education, 63(4), 283–299.

Rutherford, R. B., & Edgar, E. (1999). Teachers and parents: A guide to interaction and cooperation. Boston: Allyn and Bacon, Inc.

Sanders, M. G. & Sheldon, S. B. (2009). Principals matter: A guide to school, family, and community partnerships. Corwin: A SAGE Company.

Sheldon, S. B. (2009). In School, family, and community partnerships: Your handbook for action. (3rd ed.). USA: Corwin Press.

Suizzo, M. (2007). Home based parental involvement in young children’s education: Examining the effects of maternal education across U.S. ethnic groups. Educational Psychology, 27(2), 1–24.

Swap, S. M. (1993). Developing home-school partnerships. New York: Teachers College Press.

Turnbull, A., Turnbull, R., Erwin, E. J., Soodak, L.C., & Shogren, K.A. (2011). Families, professionals and exceptionality. Boston: Pearson.

Weisz, E. (1990). Developing positive staff-parent partnerships in high schools. American Secondary Education, 19(1), 25–28.

Whitaker, T., & Fiore, D. (2001). Dealing with difficult parents. Larchmont, NY: Eye on Education.

Williams, T. T., & Sanchez, B. (2011). Identifying and decreasing barriers to parent involvement for inner-city parents. Youth & Society, 45(1), 54–74.