Teachers are the key agents in the promotion of parental involvement in education. In this study, we examined the concept of transformational leadership for parental involvement (TLPI). The Transformational Leadership for Parental Involvement Questionnaire (TLPIQ) was developed to assess teachers' perceptions of support from school leaders in inviting parents to be involved in their children's education. Participants were 90 primary school teachers in 18 schools in urban and rural areas of Java, Indonesia. Results showed that teachers' perceptions of transformational leadership was positively associated with their invitational behaviors toward parents. This study points to the supporting role school leaders can play in the context of parental involvement.This study is about how teachers perceive school leadership practices to promote parental involvement in elementary school education in Java, Indonesia. In terms of education policy, Indonesia was among the most highly centralized nations in the world until the end of 2000 (Bjork, 2003). Since 2003, school-based management (SBM) has been implemented in Indonesia, when the government began to decentralize the governance of its primary and secondary education to district and local control. In SBM, schools have substantially greater responsibility and authority to run schools' academic operations according to students' needs and are expected to engage parents and other local community-based stakeholders to improve the quality of education (Vernez, Karam, & Marshall, 2012). To support parents and community participation in SBM in Indonesia, the Law on National Education System 2003 requires the establishment of school committees as autonomous entities that provide a platform for local community participation in education and create conditions for transparency and accountability. In this study, we investigate how teachers perceived the school leadership practices in the promotion of parental involvement in their children's education and how teachers encouraged parents to be involved in their children's education.Promoting parental involvement in children's education and establishing home-school partnership have become the focus of attention of policymakers and educators across the world (see, for example,
School leaders and teachers are two important agents within the school organisation to promote parental involvement. The aim of the study was to investigate how school leaders and teachers foster parents' involvement in their children's education. It was hypothesised that both transformational school leadership for the support of parental involvement and inviting behaviour from the part of teachers encourage parents to become more strongly involved with their child's education. Surveys were administered to 2,151 parents and 90 teachers of 18 elementary schools spread across Java, Indonesia and analysed using multilevel regression analyses. Results showed that transformational leadership did not have significant direct effects on parental involvement. Significant effects were found of teacher invitations on parental involvement. In particular, teacher invitations contributed to school-based parental involvement, such as recruiting parents as volunteers and involvement in decision-making at school.
This article examines the effect of the ethnic composition in the school class on school performance in primary education, using COOL 2008 data for The Netherlands. We make an important distinction between the proportion of migrant children and the diversity with regard to the different ethnic groups in a school class. Due to the strong correlation between these 2 variables, we employ a residualized score of diversity on the proportion of migrants. The diversity indicator, which indicates the level of diversity given a particular share of migrant children, is negatively related to reading comprehension in Grade 8. For other grade years, we find little support for negative effects of diversity net of the share of migrants in a class.
This article examines the effect of the ethnic composition on school performances in secondary education for Turkish students, using both cross-national and Swiss national PISA 2009 data. At the school level our results show no effect of the proportion of natives or the proportion of coethnics and a negative association between ethnic diversity (we employ a residualized score of diversity on the proportion of migrants) and math performances. Consequently, we find no evidence for social capital advantages and an indication of barriers. Finally, we find no association between social capital variables on national or educational system level and math performance.
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