Parent–Teacher Involvement Questionnaire [PTIQPV-26]

Description

The Parent–Teacher Involvement Questionnaire (PTIQPV-26) is an instrument designed to assess the degree of participation and collaboration between parents and teachers within the school environment and the broader educational process.

The questionnaire focuses on key aspects of family–school cooperation, including communication between parents and teachers, participation in school activities, support for students’ learning, and the quality of interaction between families and educators.

Analysis of the responses can provide an overview of the effectiveness of current involvement practices and help identify areas in which collaboration may need to be strengthened.

Purpose

The primary purpose of the PTIQPV-26 is to assess the involvement of parents and teachers in the educational process and to explore how this collaboration may relate to students’ learning, adjustment, and overall development.

The questionnaire may also support the development of strategies aimed at improving communication, strengthening family–school partnerships, and increasing active participation from both parents and teachers.

Main Dimensions

The questionnaire examines several aspects of parent–teacher involvement.

Parent–Teacher Communication refers to the frequency and quality of information exchange regarding students’ progress, needs, and school experiences.

Participation in School Activities concerns the degree to which parents and teachers take part in activities connected with school life.

Educational Support includes actions intended to facilitate students’ learning and academic progress.

Collaboration and Interaction refers to the quality of the relationship between families and schools and the extent to which both parties work together toward supporting the student.

Structure and Scoring

The PTIQPV-26 consists of 26 items addressing different aspects of parent and teacher involvement.

Responses may be recorded using a Likert-type scale, with options reflecting different levels of agreement or involvement, for example from Strongly Disagree to Strongly Agree.

The provided material does not specify the exact number of response categories or the precise numerical scoring procedure. Therefore, administration and scoring should follow the instructions of the specific version of the questionnaire being used.

Data Analysis

Data analysis may include the calculation of total or subscale scores, depending on the structure of the instrument.

Descriptive and inferential statistical methods may also be used to investigate differences between groups and relationships between parent–teacher involvement and variables such as academic achievement, social adjustment, and educational engagement.

For psychometric evaluation, researchers may examine internal consistency, factor structure, and validity.

Applications

The PTIQPV-26 may be used in educational research, school psychology, counseling, and the evaluation of school-based programs.

It may support the assessment of family–school collaboration, the identification of communication barriers, and the development of interventions designed to strengthen parental and teacher involvement.

The questionnaire may also be useful in evaluating programs that aim to improve relationships among parents, teachers, and the wider school community.

Importance of Family–School Collaboration

Active parental involvement and effective collaboration with teachers are important components of the educational process.

Systematic assessment of this collaboration can provide valuable information about the functioning of the school environment and support the development of more coordinated practices that promote students’ educational and psychosocial development.

References

Henderson, A. T., & Mapp, K. L. (2002). A New Wave of Evidence: The Impact of School, Family, and Community Connections on Student Achievement. Southwest Educational Development Laboratory.

Hill, N. E., & Tyson, D. F. (2009). Parental involvement in middle school: A meta-analytic assessment of the strategies that promote achievement. Developmental Psychology, 45(3), 740–763.

Fan, X., & Chen, M. (2001). Parental involvement and students’ academic achievement: A meta-analysis. Educational Psychology Review, 13(1), 1–22.

Desforges, C., & Abouchaar, A. (2003). The Impact of Parental Involvement, Parental Support and Family Education on Pupil Achievements and Adjustment: A Literature Review. Department for Education and Skills.