In Malta, Parental Involvement has been referred to in the report entitled Tomorrow's Schools: Developing Effective Learning Cultures (1995) as well as The National Minimum Curriculum (NMC, 1999). The aforementioned suggests that schools should work as learning communities in order to cater for all learners' needs and bring about a sense of collaboration between the educators and the parents.

In 2011 the National Curriculum Framework (NCF) was published in Malta. This document highlights the fact that educators need to work with parents and the wider community in order to have a successful educational process. An important tenant of this document underscores how, "Parental interaction with schooling is one of the most important factors for learners' successful educational development" (NCF, 2011, p 43).

Various researchers have pointed out that with more Parental Involvement in schools, the academic and behavioural attitude of children can be improved (Duch, 2005; Sheldon and Epstein, 2005; Henderson and Berla, 1994). The Maltese educational system is constantly facing new realities with an ever increasing diverse student population, different family realities and even shortage in professional staff recruitment.

For children's development to be holistic, one needs to look at a sound partnership between the parents and schools. Without this relationship the results are not as successful (Dolan, 1994). Wallace (1996) has underscored the very basic truth that the first teachers in children's life are their parents. The importance of involving parents in the educational journey of their children is essential and Fullan (2001, p 199) elaborates by saying that:

"Parents ... have assets and expertise that are essential to the partnership. They

have knowledge of their children that is not available to anyone else. They have

vested and committed interest in their children's success, and they also have

valuable knowledge and skills to contribute".

Having a good rapport between all the stakeholders in a child's life is vital. Schools and teachers are pivotal and whilst primary education is learnt at home, school reinforces these values. As a result, parents are also important for school improvement. Today's School Leaders need to realise what parents can bring to the table and involving them more might be the key to a successful partnership.

In today's modern society whereby anyone can voice their opinion on social media; parents are not so willing to just listen to what the school professionals have to say. They have their own opinions. Therefore, parents can act as outside members who mean well for the development of the school but are not directly involved in its day-to-day running and can thus offer a critical lens (Stoll and Fink, 2003).

Leading researcher in the involvement of Parents in Schools, Epstein (1995) discusses a framework made up of six major key categories for parents and schools to have a more holistic relationship. These include: parenting, communication, volunteering, learning at home, decision-making and community collaboration.

Reynolds and Clements (2005) define Parental Involvement as the behaviour exhibited by parents and their expectations with regards to their children's educational achievement both at home and at school.

I personally feel that Parental Involvement is the time parents invest in their children both at home and at school. Nonetheless, it also means opportunities for parents to involve themselves in the schools' community and thus spend time with their children and other children on school grounds doing both academic activities and non- academic activities.

 

What are the benefits for more Parental Involvement?

Parental Involvement and its increase within school can be seen as a means on how school effectiveness can be also increased. The more parents are aware of school practices, the more they can reinforce what is being thought at school at home. This would also lead to better behaved children and a more positive school environment.

Studies have shown that parents reciprocate when a school values their input and offers them opportunities to be involved; thus they tend to take up the offer to come and get involved in school more and Parental Involvement increases in the said institution (Eccles and Harold, 1994). A key to this practice is to have clear communications and to make sure that the school makes all parents aware of the different ways how they can give feedback.

Vassallo (2000, p 1) has also stated that "once parents assume the responsibility of advocating for and supporting their children's education, they will become partners with the educators to create the schools their children need." When teachers and parents work together, teachers feel more accomplished and their job satisfaction receives a boost (Tschannen-Moran, M. and Hoy, A. W. ,2007). Teachers will be more attuned to the different students in their classroom the more information parents communicate to them. The teachers will be able to tailor lessons that reflect the needs of their learners without having to guess what these needs are or learn them along the way.

The leadership role of teachers in propelling Parental Involvement is very important. It is usually teachers that help in creating a positive and inviting climate to attract more Parental Involvement (Epstein and Dauber, 1991). The more teachers seem to take the initiative to invite parents to school and get them engaged, the more the parents seem to respond positively (Epstein, 1984 and Kohl et al., 2000). Nonetheless, teachers generally cannot take up the initiative without seeking permission from the school administration. Thus there is the need of a structure within which teachers can operate and can increase Parental Involvement.

Various researchers such as: Henderson and Berla (1994), Duch (2005), Sheldon and Epstein (2005), Domina (2005) and Hill and Craft (2003); found out that academic attainment is improved with more Parental Involvement at school. Henderson and Berla (1994) also continue by stating that students benefit from improved attendance, a more positive outlook towards school and better behaviour, less students placed in special educational classes and also a larger turnout of students who move on to post-secondary education.

 

What are the challenges of more Parental Involvement in schools?

There are various challenges that schools in Malta may face when trying to implement policies that increase Parental Involvement. Some of these would include: Overcoming hurdles in relationships, Lack of Teacher knowledge and Increase in workload and the Limitations of Parents perceptions of their role and abilities.

The relationship between teachers and parents is very delicate and schools need to be mindful of the feelings and points of views of their employees too. Another concern would be related to boundaries. Teachers sense that parents will communicate with them even outside working hours.

It was reported that teachers might feel that they are lacking sufficient knowledge on how to entice more parents (Dauber and Epstein, 1993; Epstein, 1991; Krasnow, 1990). Teachers might also feel that they do not have enough time to deal with more parental involvement; that their own background is not compatible with that of the parents; they might fear direct criticism; their own personal attitude and expectations are opposed or not fully in line towards Parental Involvement and others may feel that the school's atmosphere is not a conduit that promotes parental involvement (Caplan, 2000; Henderson, 1988).

Another difficulty lies in how parents themselves perceive their role in the educational growth of their child. Some might limit themselves to attending school functions and sitting on a parents-school committee however others might feel that their job is justifying their children's behaviour and being their supporters (Baker, 1997).

 

What can be done to increase Parental Involvement in schools?

There are various strategies that can be employed such as: Expanding leadership opportunities, Creating shared communications spaces  whereby parents, teachers and perhaps even students, can voice their opinions about the school, Fostering collaboration, Opening up practices and developing shared platforms, Involving parents closely in student learning, Developing parents programmes, Encouraging the physical presence of parents in school activities  and Utilising parental input in school decisions.

With a strong Parental Involvement policy teachers would be able to implement various strategies to allow for more effective Parental involvement in their own classrooms and by consequence increase the community feeling within schools.  This would yield more positive interactions between parents and teachers, more parental attendance to school activities and more resources in general to ameliorate the school's environment. Students would also feel that their parents are more invested in their education and work harder to achieve higher academic standards.

 

This research was compiled as part of a research Dissertation for an Msc Masters Degree in Educational Leadership, done with the University of Leicester. This Msc Masters Degree was possible thanks to funding through the Endeavour Group B scholarship