Do teachers have the knowledge and skills to facilitate effective parental engagement? Findings from a national survey in England.
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| Title: | Do teachers have the knowledge and skills to facilitate effective parental engagement? Findings from a national survey in England. |
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| Authors: | Jones, Cat1 c.jones.27@warwick.ac.uk, Sideropoulos, Vassilis2, Palikara, Olympia1 |
| Source: | Educational Review. May2026, Vol. 78 Issue 4, p443-466. 24p. |
| Subject Terms: | *Teacher education, *Policy sciences, *Employees' workload, *Empathy, Computer surveys |
| Abstract: | Parental engagement is known to positively influence children's educational outcomes. However, it remains unclear whether teachers in England are sufficiently equipped to facilitate effective parental engagement. We therefore conducted a national online survey of 1782 qualified teachers in England, to explore their parental engagement training, knowledge, skills and factors influencing those skills. We identified concerning training gaps, with most teachers receiving no training in which types of parental engagement are most effective or how to identify and remove barriers to parental engagement. Only a minority of teachers recognised the importance of parent–child interactions in their conceptualisation of parental engagement, with many seemingly preoccupied with less effective school involvement activities. Teachers' parental engagement skills were associated with their self-efficacy, experience, workload, training route and other factors. The findings suggest that teachers require better training to prepare them to facilitate effective parental engagement with learning. This study makes an important contribution to the development of future training by pinpointing specific gaps in teachers' parental engagement knowledge and skills, and identifying predictors of those skills. As such, it has implications for teachers, teacher educators, school leaders and policymakers, aiming to optimise parental engagement practices to enhance children's educational outcomes. [ABSTRACT FROM AUTHOR] |
| Copyright of Educational Review is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
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| Header | DbId: ehh DbLabel: Education Research Complete An: 193388981 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: Do teachers have the knowledge and skills to facilitate effective parental engagement? Findings from a national survey in England. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Jones%2C+Cat%22">Jones, Cat</searchLink><relatesTo>1</relatesTo><i> c.jones.27@warwick.ac.uk</i><br /><searchLink fieldCode="AR" term="%22Sideropoulos%2C+Vassilis%22">Sideropoulos, Vassilis</searchLink><relatesTo>2</relatesTo><br /><searchLink fieldCode="AR" term="%22Palikara%2C+Olympia%22">Palikara, Olympia</searchLink><relatesTo>1</relatesTo> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22Educational+Review%22">Educational Review</searchLink>. May2026, Vol. 78 Issue 4, p443-466. 24p. – Name: Subject Label: Subject Terms Group: Su Data: *<searchLink fieldCode="DE" term="%22Teacher+education%22">Teacher education</searchLink><br />*<searchLink fieldCode="DE" term="%22Policy+sciences%22">Policy sciences</searchLink><br />*<searchLink fieldCode="DE" term="%22Employees'+workload%22">Employees' workload</searchLink><br />*<searchLink fieldCode="DE" term="%22Empathy%22">Empathy</searchLink><br /><searchLink fieldCode="DE" term="%22Computer+surveys%22">Computer surveys</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: Parental engagement is known to positively influence children's educational outcomes. However, it remains unclear whether teachers in England are sufficiently equipped to facilitate effective parental engagement. We therefore conducted a national online survey of 1782 qualified teachers in England, to explore their parental engagement training, knowledge, skills and factors influencing those skills. We identified concerning training gaps, with most teachers receiving no training in which types of parental engagement are most effective or how to identify and remove barriers to parental engagement. Only a minority of teachers recognised the importance of parent–child interactions in their conceptualisation of parental engagement, with many seemingly preoccupied with less effective school involvement activities. Teachers' parental engagement skills were associated with their self-efficacy, experience, workload, training route and other factors. The findings suggest that teachers require better training to prepare them to facilitate effective parental engagement with learning. This study makes an important contribution to the development of future training by pinpointing specific gaps in teachers' parental engagement knowledge and skills, and identifying predictors of those skills. As such, it has implications for teachers, teacher educators, school leaders and policymakers, aiming to optimise parental engagement practices to enhance children's educational outcomes. [ABSTRACT FROM AUTHOR] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of Educational Review is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
| PLink | https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ehh&AN=193388981 |
| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.1080/00131911.2025.2506802 Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 24 StartPage: 443 Subjects: – SubjectFull: Teacher education Type: general – SubjectFull: Policy sciences Type: general – SubjectFull: Employees' workload Type: general – SubjectFull: Empathy Type: general – SubjectFull: Computer surveys Type: general Titles: – TitleFull: Do teachers have the knowledge and skills to facilitate effective parental engagement? Findings from a national survey in England. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Jones, Cat – PersonEntity: Name: NameFull: Sideropoulos, Vassilis – PersonEntity: Name: NameFull: Palikara, Olympia IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 05 Text: May2026 Type: published Y: 2026 Identifiers: – Type: issn-print Value: 00131911 Numbering: – Type: volume Value: 78 – Type: issue Value: 4 Titles: – TitleFull: Educational Review Type: main |
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