Examining the Influence of the Perceived Parental Involvement on Teachers' Sense of Self-Efficacy, Work Commitment, and Job Satisfaction

Abstract

Developing strategies for more collaborative models of school-parent relationships is essential for supporting teachers and, ultimately, enhancing student learning outcomes worldwide. The relationship between parents and teachers is crucial in the educational process and can significantly influence teachers' professional identity. This study examined the impact of parental involvement on teachers' professional identity, focusing on self-efficacy, work commitment, and job satisfaction. A quantitative approach was employed using linear data collection and analysis methods. Data were collected through questionnaires from a representative sample of teachers from various schools. Descriptive statistics were used to outline the characteristics of the dataset. In addition, a correlational design measured the relationship between the variables and identified the variables of parental involvement that best predict teachers' self-efficacy, work commitment, and job satisfaction. The results revealed a small negative correlation between parental involvement and self-efficacy. In contrast, communication with parents positively influenced teachers' work commitment. These findings could inform educational policy by fostering collaboration between parents and teachers, thus enhancing the overall educational environment.