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https://doi.org/10.18502/gespr.v4i1.13807
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Osama Al-Mahdi
Osama Al-Mahdi
Bahrain Teachers College, University of Bahrain, Zallaq, Kingdom of Bahrain
Published Date
- Jul 28, 2023
Exploring Assistant Principals’ Views on Parental Involvement in Bahraini Primary Education
Abstract
This study explores assistant principals’ views on parental involvement in Bahraini primary education. Through a qualitative approach and interpretive case-study design, this study aims to achieve better understanding of school assistant principals’ experiences and their role in facilitating parental involvement in children’s schooling through exploring potential benefits, challenges, and issues concerning home–school relations. The theoretical framework of the study is based on the model used by (Epstein, 2011). Data were collected through semistructured qualitative interviews conducted with eight female Bahraini public school assistant principals who served as key informants. The findings demonstrate the importance of home– school relations and provide examples of how different approaches to home–school relations are used in various schools. The study discusses some of the challenges that impede the involvement of parents in schools and suggests strategies to improve policies and practices related to home–school relations.
Keywords:
Parental involvement, Home–school relations, School principals, Views, Qualitative, Bahrain
References
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[2] Addi-Raccah, A., Dusi, P., & Seeberger Tamir, N. (2021). What can we learn about research on parental involvement in school? Bibliometric and thematic analyses of academic journals. Urban Education, 56(3), 1–32. https://doi.org/10.1177/00420859211017978
[3] Al-Daihani, S. (2005). Supervisors’ attitudes toward family involvement in Kuwait middle schools [Unpublished doctoral dissertation]. Virginia Polytechnic and State University, Blacksburg, Virginia.
[4] Al-Harrasi, S., & Al-Mahrooqi, R. (2014). Investigating Omani parents’ involvement in their children’s schooling. European Journal of Scientific Research, 117(2), 272–286.
[5] AlHashmi, S. (2019). Parent involvement and student achievement in the Gulf Cooperation Council countries: A Comparison using PIRLS 2016 Data [Unpublished doctoral dissertation]. The Pennsylvania State University, Pennsylvania.
[6] Al-Hassan, S. (2020). Parental involvement in education in the Gulf region. In J. E. Lansford, A. B. Brik, A. M. Badahda (Eds.) Families and social change in the Gulf region (pp. 100–116). New York: Routledge.
[7] Al-Mahdi, O. (2010a). A Qualitative investigation of home-school relationships and children’s mathematics learning in–and out-of-school in Bahrain. Procedia – Social and Behavioral Sciences, 8, 427-438. https://doi.org/10.1016/j.sbspro.2010.12.059
[8] Al-Mahdi, O. (2010b). Linking Home and School Mathematics: A Qualitative case study in a Bahraini Primary School. Germany: LAP Lambert Academic Publishing.
[9] ] Al-Mahdi, O. (2019). Family-school connections: Different theoretical perspectives and their implications for teacher education. Humanities and Social Science Research, 2 (4), 13-21.https://doi.org/10.30560/hssr.v2n4p13
[10] Al-Mahdi, O. & Bailey, L. (2022). Bahraini Parents’ Views on Parental Involvement in Primary Education. Gulf Education and Social Policy Review, 2 (2), 171-192. https://doi.org/10.18502/gespr.v2i1.10048
[11] Al-Mahrooqi, R., Denman, C., & Al-Maamari, F. (2016). Omani parents’ involvement in their children’s English education. SAGE Open, 6(1), 1–12.
[12] Al-Qaryouti, I. & Kilani, H. (2015). Role of Omani parents: Fostering emergent literacy skills. Education 3-13: International Journal of Primary, Elementary and Early Years Education, 43(3), 336–348. http://dx.doi.org/10.1080/03004279.2013.815248
[13] Al-Sumaiti, R. (2012). Parental involvement in the education of their children in Dubai. Dubai School of Government Policy Brief, 30. Retrieved from [www.khda.gov.ae/CMS/.../Parental_Involvement_in_the_Education.pdf] in [ July 30, 2018].
[14] Al-Taneiji, S. (2013). The role of leadership in engaging parents in United Arab Emirate schools. International Education Studies, 6(1), 153–165. http://dx.doi.org/10.5539/ies.v6n1p153
[15] Anastasiou, S. & Papagianni, A. (2020). Parents’, teachers’ and principals’ views on parental involvement in secondary education schools in Greece. Education Sciences, 10(96), 1–12. http://dx.doi.org/10.3390/educsci10030069
[16] Auerbach, S. (2009). Walking the walk: Portraits in leadership for family engagement in urban schools. The School Community Journal, 19(1), 9–2.
[17] Baker, S. & Blaik Hourani, R. (2014). The nature of parental involvement in the city of Abu Dhabi in a context of change: Nurturing mutually responsive practice. Education, Business and Society: Contemporary Middle Eastern Issues, 7(4), 186– 200. http://dx.doi.org/10.1108/EBS-05-2014-0023
[18] Barr, J. & Saltmarsh, S. (2014). “It all comes down to the leadership”: The role of the school principal in fostering parent-school engagement. Educational Management Administration & Leadership, 42(4), 491–505. http://dx.doi.org/10.1177/1741143213502189
[19] Bertrand, M., Freelon, R., & Rogers, J. (2018). Elementary principals’ social construction of parents of color and working class parents: Disrupting or reproducing conflicting and deficit orientations of education policy? Education Policy Analysis Archives, 26(102), 1–35. http://dx.doi.org/10.14507/epaa.26.3546
[20] Blaik Hourani, R., Stringer, S. & Baker, F. (2012). Constraints and subsequent limitations to parental involvement in primary schools in Abu Dhabi: Stakeholders’ perspectives. School Community Journal, 22(2), 131–160.
[21] Bower, H., & Griffin, D. (2011). Can the Epstein model of parental involvement work in a high-minority, high-poverty elementary school? A case study. Professional School Counseling, 15(2), 78–87. https://doi.org/10.1177/2156759X1101500201
[22] Brown, J. C., Graves, E. M., & Burke, M. A. (2020). Involvement, engagement, and community: Dimensions and correlates of parental participation in a majority–minority urban school district. Urban Education, 50(3), 1–36. https://doi.org/10.1177/0042085920902245
[23] Cohen, L., Manion, L., & Morrison, K. (2018). Research methods in education. London: Routledge. http://dx.doi.org/10.4324/9781315456539
[24] DeMatthews, D. (2018). School leadership, social capital, and community engagement: A case study of an elementary school in Ciudad Juárez, Mexico. School Community Journal, 28(1), 167–194.
[25] Denessen, E., Bakker, J., & Gierveld, M. (2007). Multi-ethnic schools’ parental involvement policies and practices. The School Community Journal, 17(2), 27–44.
[26] Desforges, C., & Abouchaar, A. (2003). The impact of parental involvement, parental support and family education on pupil achievement and adjustment: A literature review. London: Department of Education and Skills.
[27] Education and Training Quality Assurance Authority. (2015). Schools reviews handbook. Retrieved from [http://www.bqa.gov.bh] in [ July 30, 2018].
[28] Epstein, J. L. (2011). School, family, and community partnerships: Preparing educators and improving schools (2nd ed.). Boulder, CO: Westview.
[29] Epstein, J., Sanders, M., Sheldon, S., Simon, B., Salinas, K., Jansorn, N., Van Voorhis, F., Martin, C., Thomas, B., Greenfeld, M., Hutchins, D., & Williams, K. (2018). School, family, and community partnerships: Your handbook for action. Thousand Oaks, CA: Crowin.
[30] Erdener, M. (2016). Principals’ and teachers’ practices about parent involvement in schooling. Universal Journal of Educational Research, 4(12A), 151–159. http://dx.doi.org/10.13189/ujer.2016.041319
[31] Feiler, A., Andrews, J., Greenhough, P., Hughes, M., Johnson, D., Scanlan, M., & Yee, W. C. (2008). The home school knowledge exchange project: Linking home and school to improve children’s literacy. Support for Learning, 23(1), 12–18. http://dx.doi.org/10.1111/j.1467-9604.2008.00363.x
[32] Ginsburg-Block, M., Manz, P., & McWayne, C. (2010). Parenting to foster achievement in reading and mathematics. In S. L. Christenson & A. Reschly (Eds). Handbook of school- family partnerships (pp. 175–2013). New York: Springer.
[33] Henderson, A., & Mapp, K. (2002). A new wave of evidence: The impact of school, family, and community connections on students’ achievement. Austin, TX: National Center of Family and Community Connections with Schools: Southwest Educational Development Laboratory.
[34] Huntsinger, C., & Jose, P. (2008). Parental involvement in children’s schooling: Different meanings in different cultures. Early Childhood Research Quarterly, 24, 398–410. http://dx.doi.org/10.1016/j.ecresq.2009.07.006
[35] Kvale, S. (1996). InterViews: An introduction to qualitative research interviewing. Thousand Oaks, CA: Sage.
[36] Merriam, S. (1998). Qualitative research and case study applications in education. San Francisco: Jossey-Bass Publishers.
[37] Miles, B., & Huberman, A. (1994). Qualitative data analysis (2nd ed.). CA: SAGE Publications.
[38] Moll, L., Amanti, C., Neff, D., & Gonzaliz, R. (1992). Funds of knowledge for teaching: Using qualitative approach to connect home and classroom. Theory into Practice, XXXI(2), 132–141. http://dx.doi.org/10.1080/00405849209543534
[39] Moussa-Inaty, J., & De La Vega, E. (2013). From their perspective: Parental involvement in the UAE. International Journal of Sociology of Education, 2(3), 292– 312.
[40] Punch, K. (2005). Introduction to social research: Quantitative and qualitative approaches. London: SAGE Publications.
[41] Ridge, N., & Jeon, S. (2020). Father involvement and education in the Middle East: Geography, gender, and generations. Comparative Education Review, 64(4), 725– 748. http://dx.doi.org/10.1086/710768
[42] Smith, J. (1995). Semi-structured interviewing and qualitative analysis. In J. Smith, R. Harre & L. Langenhove (Eds) Rethinking methods in psychology (pp. 9–27). London: Sage Publications.
[43] Stringer, P., & Blaik Hourani, R. (2013). Home–school relationships: A school management perspective. Educational Research for Policy and Practice, 12, 149–174.
[44] Yin, R. (2009). Case study research: Design and methods. London: Sage.
[2] Addi-Raccah, A., Dusi, P., & Seeberger Tamir, N. (2021). What can we learn about research on parental involvement in school? Bibliometric and thematic analyses of academic journals. Urban Education, 56(3), 1–32. https://doi.org/10.1177/00420859211017978
[3] Al-Daihani, S. (2005). Supervisors’ attitudes toward family involvement in Kuwait middle schools [Unpublished doctoral dissertation]. Virginia Polytechnic and State University, Blacksburg, Virginia.
[4] Al-Harrasi, S., & Al-Mahrooqi, R. (2014). Investigating Omani parents’ involvement in their children’s schooling. European Journal of Scientific Research, 117(2), 272–286.
[5] AlHashmi, S. (2019). Parent involvement and student achievement in the Gulf Cooperation Council countries: A Comparison using PIRLS 2016 Data [Unpublished doctoral dissertation]. The Pennsylvania State University, Pennsylvania.
[6] Al-Hassan, S. (2020). Parental involvement in education in the Gulf region. In J. E. Lansford, A. B. Brik, A. M. Badahda (Eds.) Families and social change in the Gulf region (pp. 100–116). New York: Routledge.
[7] Al-Mahdi, O. (2010a). A Qualitative investigation of home-school relationships and children’s mathematics learning in–and out-of-school in Bahrain. Procedia – Social and Behavioral Sciences, 8, 427-438. https://doi.org/10.1016/j.sbspro.2010.12.059
[8] Al-Mahdi, O. (2010b). Linking Home and School Mathematics: A Qualitative case study in a Bahraini Primary School. Germany: LAP Lambert Academic Publishing.
[9] ] Al-Mahdi, O. (2019). Family-school connections: Different theoretical perspectives and their implications for teacher education. Humanities and Social Science Research, 2 (4), 13-21.https://doi.org/10.30560/hssr.v2n4p13
[10] Al-Mahdi, O. & Bailey, L. (2022). Bahraini Parents’ Views on Parental Involvement in Primary Education. Gulf Education and Social Policy Review, 2 (2), 171-192. https://doi.org/10.18502/gespr.v2i1.10048
[11] Al-Mahrooqi, R., Denman, C., & Al-Maamari, F. (2016). Omani parents’ involvement in their children’s English education. SAGE Open, 6(1), 1–12.
[12] Al-Qaryouti, I. & Kilani, H. (2015). Role of Omani parents: Fostering emergent literacy skills. Education 3-13: International Journal of Primary, Elementary and Early Years Education, 43(3), 336–348. http://dx.doi.org/10.1080/03004279.2013.815248
[13] Al-Sumaiti, R. (2012). Parental involvement in the education of their children in Dubai. Dubai School of Government Policy Brief, 30. Retrieved from [www.khda.gov.ae/CMS/.../Parental_Involvement_in_the_Education.pdf] in [ July 30, 2018].
[14] Al-Taneiji, S. (2013). The role of leadership in engaging parents in United Arab Emirate schools. International Education Studies, 6(1), 153–165. http://dx.doi.org/10.5539/ies.v6n1p153
[15] Anastasiou, S. & Papagianni, A. (2020). Parents’, teachers’ and principals’ views on parental involvement in secondary education schools in Greece. Education Sciences, 10(96), 1–12. http://dx.doi.org/10.3390/educsci10030069
[16] Auerbach, S. (2009). Walking the walk: Portraits in leadership for family engagement in urban schools. The School Community Journal, 19(1), 9–2.
[17] Baker, S. & Blaik Hourani, R. (2014). The nature of parental involvement in the city of Abu Dhabi in a context of change: Nurturing mutually responsive practice. Education, Business and Society: Contemporary Middle Eastern Issues, 7(4), 186– 200. http://dx.doi.org/10.1108/EBS-05-2014-0023
[18] Barr, J. & Saltmarsh, S. (2014). “It all comes down to the leadership”: The role of the school principal in fostering parent-school engagement. Educational Management Administration & Leadership, 42(4), 491–505. http://dx.doi.org/10.1177/1741143213502189
[19] Bertrand, M., Freelon, R., & Rogers, J. (2018). Elementary principals’ social construction of parents of color and working class parents: Disrupting or reproducing conflicting and deficit orientations of education policy? Education Policy Analysis Archives, 26(102), 1–35. http://dx.doi.org/10.14507/epaa.26.3546
[20] Blaik Hourani, R., Stringer, S. & Baker, F. (2012). Constraints and subsequent limitations to parental involvement in primary schools in Abu Dhabi: Stakeholders’ perspectives. School Community Journal, 22(2), 131–160.
[21] Bower, H., & Griffin, D. (2011). Can the Epstein model of parental involvement work in a high-minority, high-poverty elementary school? A case study. Professional School Counseling, 15(2), 78–87. https://doi.org/10.1177/2156759X1101500201
[22] Brown, J. C., Graves, E. M., & Burke, M. A. (2020). Involvement, engagement, and community: Dimensions and correlates of parental participation in a majority–minority urban school district. Urban Education, 50(3), 1–36. https://doi.org/10.1177/0042085920902245
[23] Cohen, L., Manion, L., & Morrison, K. (2018). Research methods in education. London: Routledge. http://dx.doi.org/10.4324/9781315456539
[24] DeMatthews, D. (2018). School leadership, social capital, and community engagement: A case study of an elementary school in Ciudad Juárez, Mexico. School Community Journal, 28(1), 167–194.
[25] Denessen, E., Bakker, J., & Gierveld, M. (2007). Multi-ethnic schools’ parental involvement policies and practices. The School Community Journal, 17(2), 27–44.
[26] Desforges, C., & Abouchaar, A. (2003). The impact of parental involvement, parental support and family education on pupil achievement and adjustment: A literature review. London: Department of Education and Skills.
[27] Education and Training Quality Assurance Authority. (2015). Schools reviews handbook. Retrieved from [http://www.bqa.gov.bh] in [ July 30, 2018].
[28] Epstein, J. L. (2011). School, family, and community partnerships: Preparing educators and improving schools (2nd ed.). Boulder, CO: Westview.
[29] Epstein, J., Sanders, M., Sheldon, S., Simon, B., Salinas, K., Jansorn, N., Van Voorhis, F., Martin, C., Thomas, B., Greenfeld, M., Hutchins, D., & Williams, K. (2018). School, family, and community partnerships: Your handbook for action. Thousand Oaks, CA: Crowin.
[30] Erdener, M. (2016). Principals’ and teachers’ practices about parent involvement in schooling. Universal Journal of Educational Research, 4(12A), 151–159. http://dx.doi.org/10.13189/ujer.2016.041319
[31] Feiler, A., Andrews, J., Greenhough, P., Hughes, M., Johnson, D., Scanlan, M., & Yee, W. C. (2008). The home school knowledge exchange project: Linking home and school to improve children’s literacy. Support for Learning, 23(1), 12–18. http://dx.doi.org/10.1111/j.1467-9604.2008.00363.x
[32] Ginsburg-Block, M., Manz, P., & McWayne, C. (2010). Parenting to foster achievement in reading and mathematics. In S. L. Christenson & A. Reschly (Eds). Handbook of school- family partnerships (pp. 175–2013). New York: Springer.
[33] Henderson, A., & Mapp, K. (2002). A new wave of evidence: The impact of school, family, and community connections on students’ achievement. Austin, TX: National Center of Family and Community Connections with Schools: Southwest Educational Development Laboratory.
[34] Huntsinger, C., & Jose, P. (2008). Parental involvement in children’s schooling: Different meanings in different cultures. Early Childhood Research Quarterly, 24, 398–410. http://dx.doi.org/10.1016/j.ecresq.2009.07.006
[35] Kvale, S. (1996). InterViews: An introduction to qualitative research interviewing. Thousand Oaks, CA: Sage.
[36] Merriam, S. (1998). Qualitative research and case study applications in education. San Francisco: Jossey-Bass Publishers.
[37] Miles, B., & Huberman, A. (1994). Qualitative data analysis (2nd ed.). CA: SAGE Publications.
[38] Moll, L., Amanti, C., Neff, D., & Gonzaliz, R. (1992). Funds of knowledge for teaching: Using qualitative approach to connect home and classroom. Theory into Practice, XXXI(2), 132–141. http://dx.doi.org/10.1080/00405849209543534
[39] Moussa-Inaty, J., & De La Vega, E. (2013). From their perspective: Parental involvement in the UAE. International Journal of Sociology of Education, 2(3), 292– 312.
[40] Punch, K. (2005). Introduction to social research: Quantitative and qualitative approaches. London: SAGE Publications.
[41] Ridge, N., & Jeon, S. (2020). Father involvement and education in the Middle East: Geography, gender, and generations. Comparative Education Review, 64(4), 725– 748. http://dx.doi.org/10.1086/710768
[42] Smith, J. (1995). Semi-structured interviewing and qualitative analysis. In J. Smith, R. Harre & L. Langenhove (Eds) Rethinking methods in psychology (pp. 9–27). London: Sage Publications.
[43] Stringer, P., & Blaik Hourani, R. (2013). Home–school relationships: A school management perspective. Educational Research for Policy and Practice, 12, 149–174.
[44] Yin, R. (2009). Case study research: Design and methods. London: Sage.