Abstract
Teachers have a vital role in meeting parents’ expectations, leading to parents’ active participation in their children’s education within the school environment. The quality of school leadership and parents’ involvement has significant implications for teachers’ self-efficacy and retention. Sometimes, the outcome of parental involvement may negatively impact a teacher’s efficacy if the participation does not empower teachers to make improvements that will ensure student success. Teachers might express frustration toward parents because of their over-involvement in interactions and perceived power. This dissatisfaction can lead to other issues impacting students’ academic and social success due to teachers’ lack of self-efficacy and perceived administrative support for teacher autonomy (Skaalvik & Skaalvik, 2010, 2014, 2016). The goal of this study is to understand why teacher self-efficacy is an important factor and how schools’ leadership and parental involvement can be enhanced to prevent teachers’ early attrition and decrease the high occupational turnover in schools. This potential for improvement is essential for maintaining a stable school staff and fostering a positive outlook for the future of education.
Presenters
Limor CarassoDirector, Language and Religion, Perelman Jewish Day School, Pennsylvania, United States
Details
Presentation Type
Paper Presentation in a Themed Session
Theme
Educational Organization and Leadership
KEYWORDS
Organization Policy Administration Leadership Professionalism
