Teachers Involving Parents (TIP): results of an in-service teacher education program for enhancing parental involvement

Abstract

Despite considerable theoretical and empirical work supporting the critical role of parents in students’ school success, pre-service teachers generally receive little preparation for involving parents. Responding to a need for in-service preparation, this paper reports on a program designed to enhance practicing teachers’ beliefs, skills, and strategies related to parental involvement. Results of an initial test of the program in two US public schools serving predominantly high-risk populations suggested that participation increased teachers’ sense of efficacy, and enhanced beliefs about parents’ efficacy for helping children learn as well as invitations to involvement. Results are discussed with reference to links between teacher beliefs and practices, diffusion of intervention effects within schools, directions for future research, and implications for the design and implementation of effective professional development programs.