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Exploring elementary teacher education students’ perception on parental involvement

International Journal of Evaluation and Research in Education (IJERE) · Vol. 13 No. 1 (2024) · pp. 230–239

DOI
10.11591/ijere.v13i1.25441
ISSN
2620-5440, 2252-8822
Published
2024-02-01
Publisher
Institute of Advanced Engineering and Science
Language
eng
License
creativecommons.org/licenses/by-nc/4.0

Abstract

This study concerned with elementary teacher education students not prepared to have competency in parental involvement in education. The research aimed to explore their perceptions of the importance of parental involvement in elementary education. A 30-item online survey questionnaire, which employed a series of Likert-style statements in five types of parent involvement, was utilized to measure their perceptions. The study involved 1,459 undergraduate students majoring in elementary teacher education as participants, representing 72 study programs of universities and college schools in Indonesia. Descriptive and mean score comparison analyses were employed to make the obtained data meaningful. The finding revealed that the students rated parental involvement as an urgent aspect of elementary school education. The study discovered no significant difference between male and female students, significant differences among sophomore, junior, and senior students, and significant differences among students of public and private higher education institutions. The findings indicated that all respondents agreed on the importance of involvement and revealed implications for the elementary education study program.

Keywords

Collaboration network of the authors

8 authors · 22 co-authorship links

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Co-authorOrganisationJoint articles
Nurlina NurlinaAffiliation unknown1
Sri SumarniAffiliation unknown1
Iyakrus IyakrusAffiliation unknown1
Machdalena ViantyAffiliation unknown1
Siti Dewi MaharaniAffiliation unknown1
Aprezo MabaAffiliation unknown1

Affiliations come from OpenAlex; journal OAI-PMH metadata carries none. Authors without an OpenAlex ID are matched by name, which can merge or split people.

Metadata source: OAI-PMH (metadata jurnal) http://ijere.iaescore.com/index.php/IJERE/oai, first harvested 8 Nov 2026, last seen 8 Nov 2026.
Original metadata (oai_dc) 
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	<dc:title xml:lang="en-US">Exploring elementary teacher education students’ perception on parental involvement</dc:title>
	<dc:creator>Yosef, Yosef</dc:creator>
	<dc:creator>Rozzaqyah, Fadhlina</dc:creator>
	<dc:subject xml:lang="en-US">Elementary school teacher; Gender differences; Parental involvement; Student level; Undergraduate student</dc:subject>
	<dc:description xml:lang="en-US">This study concerned with elementary teacher education students not prepared to have competency in parental involvement in education. The research aimed to explore their perceptions of the importance of parental involvement in elementary education. A 30-item online survey questionnaire, which employed a series of Likert-style statements in five types of parent involvement, was utilized to measure their perceptions. The study involved 1,459 undergraduate students majoring in elementary teacher education as participants, representing 72 study programs of universities and college schools in Indonesia. Descriptive and mean score comparison analyses were employed to make the obtained data meaningful. The finding revealed that the students rated parental involvement as an urgent aspect of elementary school education. The study discovered no significant difference between male and female students, significant differences among sophomore, junior, and senior students, and significant differences among students of public and private higher education institutions. The findings indicated that all respondents agreed on the importance of involvement and revealed implications for the elementary education study program.</dc:description>
	<dc:publisher xml:lang="en-US">Institute of Advanced Engineering and Science</dc:publisher>
	<dc:contributor xml:lang="en-US"></dc:contributor>
	<dc:date>2024-02-01</dc:date>
	<dc:type>info:eu-repo/semantics/article</dc:type>
	<dc:type>info:eu-repo/semantics/publishedVersion</dc:type>
	<dc:type xml:lang="en-US"></dc:type>
	<dc:format>application/pdf</dc:format>
	<dc:identifier>https://ijere.iaescore.com/index.php/IJERE/article/view/25441</dc:identifier>
	<dc:identifier>10.11591/ijere.v13i1.25441</dc:identifier>
	<dc:source xml:lang="en-US">International Journal of Evaluation and Research in Education (IJERE); Vol 13, No 1: February 2024; 230-239</dc:source>
	<dc:source>2620-5440</dc:source>
	<dc:source>2252-8822</dc:source>
	<dc:source>10.11591/ijere.v13i1</dc:source>
	<dc:language>eng</dc:language>
	<dc:relation>https://ijere.iaescore.com/index.php/IJERE/article/view/25441/13762</dc:relation>
	<dc:rights xml:lang="en-US">Copyright (c) 2023 Institute of Advanced Engineering and Science</dc:rights>
	<dc:rights xml:lang="en-US">http://creativecommons.org/licenses/by-nc/4.0</dc:rights>
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