Abdul Ghani Kanesan Abdullah, Rattana Seedee, Naser Jamil Alzaidiyeen, Ahmad Al-Shabatat, Hashem Khaleel Alzeydeen, Abdul-Hamed Al-Awabdeh
Parental involvement has been advocated as a strong indictor to the academic achievement of a child. A growing body of literature indicates that parental involvement has very positive effects on children success. The purpose of this study was to examine the in-service teachers’ attitudes towards parental involvement. Questionnaires were sent out to the in-service teachers’ at 20 government primary schools. The combined number of participants was 200 in-service teachers. The findings of this research indicate that in-service teachers’ had positive attitudes toward parental involvement. Likewise, the findings revealed that there were statistically significant correlations between teachers’ attitudes toward parental involvement and their age, highest degree and years of teaching experience. Implications and future research are discussed.
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