Shalva Dundua

The University of Georgia

Head of the Department of Education

Tbilisi, Georgia

ORCID: https://orcid.org/-0009-0002-0939-6761

Sha.dundua@ug.edu.ge

 

Hoover-Dempsey and Sandler model of parental involvement

and its implications for school improvement

Abstract

Parental involvement is a crucial factor in a child's academic success, and understanding the mechanisms behind this engagement can significantly enhance educational outcomes. Hoover-Dempsey and Sandler's Model of Parental Involvement provides a comprehensive framework for examining the factors that motivate and sustain parents' participation in their children's education. This article explores how this model can positively influence school improvement processes and ultimately benefit student performance.

The model identifies three main constructs: parents' personal motivations and beliefs, self-efficacy, and contextual elements. It highlights the importance of parental role construction, views on education, and self-efficacy, as well as the impact of personal and family resources and social and cultural ties. Barriers to involvement, including personal, contextual, and systemic factors, are also discussed.

A case study of a middle school that implemented a program based on this model demonstrates its practical application and effectiveness in increasing parental involvement and improving student outcomes. The findings emphasize the need for schools to maintain regular communication with parents, offer workshops to boost parental confidence and skills and adopt inclusive practices to ensure all parents can contribute to their children's education.

By understanding and applying Hoover-Dempsey and Sandler's model, schools and policymakers can develop strategies to enhance parental involvement, thereby improving school performance and student achievement

Keywords: Parental involvement, school development, model of parent-school collaboration, self-efficacy, parental motivation.