Analysis

The analysis of the questionnaire typically involves collecting and processing teachers’ responses to identify common trends and patterns. The data are evaluated using both quantitative and qualitative methods to draw conclusions about how teachers perceive the effectiveness of parents. The analysis may include statistical techniques such as factor analysis and correlation analysis to identify relationships between teachers’ perceptions and other variables, such as children’s academic performance or parental involvement.

Objective

The main objective of the questionnaire is to understand how teachers assess parents’ ability to support their children’s academic and social success. This can help identify areas where parents may need additional support or training and provide valuable insights for improving school-family collaboration. The purpose is also to enhance understanding of the factors that influence student success and to guide intervention strategies aimed at improving academic achievement.

Scoring

The scoring of the questionnaire usually involves assessing its reliability and validity. Reliability can be evaluated through techniques such as internal consistency (e.g., Cronbach’s Alpha coefficient) or test-retest reliability, while validity can be assessed based on how accurately the questionnaire measures what it is intended to measure, using techniques such as content validity or criterion validity. Proper calibration is crucial to ensure that the results obtained from the questionnaire are accurate and reliable.

References

Hoover-Dempsey, K.V., Bassler, O.C., & Brissie, J.S. (1992). Parent efficacy, teacher efficacy, and parent involvement: Explorations in parent-school relations. Journal of Educational Research, 85, 287–294.

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.