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Potential link between parents’ role beliefs for school involvement and social motivators for involvement in Tanzania

Year: 2025

Type: article

Abstract: This study examined associations between parents’ role beliefs and social motivators for parental involvement. Hoover-Dempsey and Sandler’s model was used as a theoretical framework to assess the study variables. The study involved 1176 parents of grade-two children from 55 primary schools in 10 districts across four regions in northern Tanzania. A multilevel model that considered school effects revealed that parents’ perceptions of specific child invitations, valence towards school, and sense of efficacy were the strongest predictors of role beliefs for school involvement. Moreover, results showed an association between parents’ perceptions of general school invitation, level of education, and beliefs about school involvement. The study advises relevant authorities to support interventions that capacitate pre-service and in-service teachers to work with parents in Tanzania effectively. Furthermore, through pre-service and in-service teacher training, attention should be paid to effective, inclusive parental involvement mechanisms considering parents’ different social and economic backgrounds.

Source: Educational Studies

DOI: 10.1080/03055698.2025.2499969

Authors: Janeth Kigobe, Mary Ogondiek, Jesse Lukindo, Karla Van Leeuwen

Institution: Open University of Tanzania

Language: English

Topic: Parental Involvement in Education

Subfield: Education

Field: Social Sciences

Domain: Social Sciences

SDG: Quality education

Open Access status: green

Funders: Open University, KU Leuven, VLIRUOS