Teacher Efficacy and Engagement: Child and Community Context Study

• In Event: 75.027 - "Post-Truth" Discourses in Rural Educational Contexts: English Learner Students, Families, and Teachers

Abstract

Purpose
Even though much attention has been devoted to the family-school-partnerships, relatively little information is known about rural communities with large numbers of English language learners. Most of the research pointing to the relevance and efficacy of parent involvement and partnership focuses on urban settings (Reynolds, 2000). The purpose of this study is to examine the relationship between teacher’s level of efficacy and engagement in a study of child and community context.

Theory
Over the past decades research conducted on parental involvement supports the notion that when schools, families, and community groups work as partners to support learning, children tend to do better in school, stay in school longer, and like school more. Parent-school engagement is acknowledged as playing a positive role in children’s education (Sheldon & Voorhis, 2004). Moreover, research also indicates that when families, schools, and communities develop partnerships, greater participation by parents is evident, and student academic achievement increases (Dantas & Maynack, 2010). Parents are more likely to get involved and stay involved when they believe to be true partnerships in the education of their children (Henderson et al., 2007).

Nevertheless, many teachers do not feel confident about being able to successful involve parents. Studies of teacher self-efficacy conducted across several decades point out that there is a strong correlation between teachers’ confidence and levels of parental involvement (Epstein, 1986; Epstein & Dauber, 1991; García 2004; Hoover-Demsey & Bassler, 1987; Kim & Kim, 2010; Steitsinger et al., 2007). Studies also show that teachers' behaviors, beliefs and attitudes are significant factors in promoting and assisting parent engagement (Leithwood, 2009). Building teachers’ capacity to understand the importance of learning about the strengths and resources that exist in rural home communities involves awareness and reflectiveness (Fairbairn & Jones-Vo, 2016).

Methods
Using mixed methods, this study explores the relationship between perceived teachers’ efficacy and specific participation in a child community context study. The study examines 27 teacher narratives and survey questionnaires.

Results
Data from surveys and narratives demonstrate that there were substantial positive changes in participants’ understanding and knowledge of issues related to culturally and linguistically diverse students and families, and in the role played by families in supporting these students.

Significance
When teachers are pushed to step out of their comfort zone and reach out to their students’ families, teachers increased their confidentiality in working with families. Visiting the homes of the students, engaging in community walks and ‘being present’ when talking with students afforded them the opportunity to understand the wealth of knowledge that exists in the homes and the communities of ELs (Yosso, 2005).

Author

• Claudia Peralta, Boise State University