Evaluating Initiatives to Enhance Parental Involvement: The Role of School Leaders and Teachers.

Msangi, Biama Hassan (2025) Evaluating Initiatives to Enhance Parental Involvement: The Role of School Leaders and Teachers. Masters thesis, The Open University of Tanzania.

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Abstract

This study investigated the role of school leadership and teacher practices in supporting parental involvement in Tanzanian secondary schools. Guided by transformational leadership theory, it explored the roles of head teachers and teachers in fostering family participation in education. A quantitative design was used, involving 500 parents and 317 teachers from public secondary schools in Temeke and Kigamboni districts of Dar es Salaam. Data were collected using reliable instruments, including the Parental Involvement Questionnaire (PIQ), Teacher Invitations for Parental Involvement Questionnaire (TIPIQ), and Transformational Leadership for Parental Involvement Questionnaire (TLPIQ) (α > .85). Results showed that parents were most engaged in home-based support, such as helping with learning, while participation in school-based and decision-making activities was limited. Correlation and regression analyses revealed positive associations between transformational leadership, teacher invitations, and parental self-efficacy. Structural Equation Modelling (SEM) indicated that school leadership relates to parental involvement indirectly through teacher invitations and parental self-efficacy. Barriers such as low education, financial challenges, and weak communication were also identified. Despite these, mutual trust between parents and schools offers potential for stronger collaboration. The study recommends leadership reforms, targeted teacher training, and inclusive communication strategies to promote sustainable school–family partnerships. Keywords: Parental Involvement, Transformational School Leadership, Teacher Invitations, Self-Efficacy, School-Family Relationships

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