TEACHERS’ PERCEIVED PARENTAL INVOLVEMENT AND ITS INFLUENCE ON TEACHERS’ SELF-EFFICACY AND RETENTION IN A JEWISH DAY SCHOOL

Abstract

Carasso, Limor. Teachers’ Perceived Parental Involvement and its Influence on Teachers’ Self-Efficacy and Retention in a Jewish Day School. Doctor of Education in Executive Educational Leadership, May 2022, Houston Baptist University, Houston Texas. When parents choose the right educational environment for their children (public, private or homeschooling), they have many expectations. When selecting a private school, parents expect a high quality of education as quality education is essential for children’s academic success. Teachers have an essential role in fulfilling parents’ expectations; thus, parents tend to get involved in their children’s education in the private school environment. Parents’ involvement has many implications for teachers’ self-efficacy and retention. Excessive parental involvement may have a detrimental impact on the school learning environment. This case study was conducted to examine the origins of the perceived effects of parental involvement on teacher self-efficacy in a Jewish day school in Southeast (SE) Texas. To accomplish this purpose, teachers participated in a focus group to explore how parental involvement may be recognized, diagnosed, and altered at its early stages for the benefit of the teachers’ self-efficacy. Additionally, the Norwegian Teachers’ Self-Efficacy Survey and the Teacher Retention Survey captured teachers’ responses about the factors that affect teacher retention rates in a Jewish day school in SE Texas. The goal of the study was to understand teacher self-efficacy and how parental involvement may be improved to prevent teachers’ early attrition thoughts and to decrease the high occupational turnover in Jewish day schools for maintaining a stable school staff.