Analysis

The analysis of the TBAPI questionnaire focuses on processing responses to draw conclusions about teachers’ beliefs regarding parental involvement. This typically involves statistical analysis of the data to understand general trends and preferences. Using methods such as factor analysis or cluster analysis, researchers can identify common themes and subgroups of opinions among teachers. Additionally, qualitative analysis methods may be employed to better understand the details of open-ended responses.

Objective

The main objective of the TBPI questionnaire is to assess and understand teachers’ beliefs and attitudes regarding parental involvement in education. This includes analyzing their perceptions of the value of parental participation, their views on the strategies they use to promote such involvement, and the challenges they face. By understanding these beliefs, researchers and policymakers can develop interventions and strategies to strengthen collaboration between teachers and parents, thereby enhancing the overall quality of the educational process.

Scoring

The scoring of the TBPI questionnaire involves evaluating the tool’s reliability and validity. Reliability can be assessed through internal consistency, usually using the Cronbach’s Alpha coefficient, and through test-retest reliability. Validity is examined through comparative analysis with other established measures of parental involvement, as well as content validity, which ensures that the questionnaire items cover all relevant aspects of the construct being measured. Proper scoring ensures that the questionnaire provides reliable and accurate data for analyzing teachers’ beliefs.

References

Epstein, J.L., Salinas, K.C., & Horsey, C.S. (1994). Reliabilities and summaries of scales: School and family partnership surveys of teachers and parents in the elementary and middle grades. Baltimore, MD: Center on Families, Communities, Schools, and Children’s Learning and Center for Research on Effective Schooling for Disadvantaged Students, Johns Hopkins University.
Hoover-Dempsey, K.V., Walker, J.M.T., Jones, K.P., & Reed, R.P. (2002). Teachers Involving Parents (TIP): An in-service teacher education program for enhancing parental involvement. Teaching and Teacher Education, 18(7), 843–867.