When families are more involved there are positive outcomes for families, teachers and schools. Schools with high levels of parental involvement have better reputations in the community, higher teacher morale, higher parental ratings of teacher performance, and increased support from families (Henderson & Mapp, 2002; Heymann & Earle, 2000). These interrelated benefits are likely the result of involvement patterns that occur when parents are in contact with schools at levels they are comfortable with and the contacts are associated with increased comfort and endorsement of school. Overall parental involvement in school and in supporting children?s learning at home have received extensive attention in the literature. Less research has been conducted on patterns and teacher perceptions that can serve as a barrier to greater parent involvement. This study documented that teachers may feel less comfortable with parents of children who need the most support
Bibliography: Stormant, M., Herman, K.C., Reinke, W.M., David, K.B., Goel, N. 2013. School Psychology Quarterly, Vol. 28, No. 3, 195-209.