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  Teacher Beliefs about Parent Involvement

Teacher Beliefs About Parent Involvement
Last updated: May, 2005

This scale is reported in Hoover-Dempsey, Walker, Jones and Reed (2002). It was adapted from Epstein, Salinas & Horsey (1994). It assesses teacher beliefs about parental involvement (e.g., beliefs about the importance of parental involvement; beliefs about parents’ ability to be involved).

The measure employs a six-point, Likert-type scale: 1=disagree very strongly, 2=disagree, 3=disagree just a little, 4=agree just a little, 5=agree, 6=agree very strongly

Alpha reliability for the scale as reported in Hoover-Dempsey et al. (2002): .65 (pre-test); .75 (post-test).

Participants were asked to respond to the following prompt:
“In this section, please indicate HOW MUCH YOU AGREE OR DISAGREE with each of the statements.”  
Parent involvement is important for a good school.
Most parents know how to help their children with schoolwork at home.
Every family has some strengths that can be tapped  to increase student success in school.
All parents could learn ways to help their children with schoolwork at home, if shown how.
Parent involvement can help teachers be more effective with more students.
Parents of children at this school want to be involved more than they are.
Parent involvement is important for student success in school.
This school views parents as important partners.


Epstein, J.L., Salinas, K.C., & Horsey, C.S. (1994). Reliabilities and summaries of scales: School and family partnership surveys of teachers and parents in the elementary middle grades.  Baltimore, MD: Center on Families, Communities, Schools, and Children’s Learning and Center for Research on Effective Schooling for Disadvantaged Students, Johns Hopkins University.

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), 843-467.  

The Family-School Partnership Lab is part of the Psychology and Human Development Department, Peabody College, Vanderbilt University.