Factors influencing parent involvement in early childhood settings

Date of Publication


Document Type

Master's Thesis

Degree Name

Master of Arts in Education Major in Early Childhood Education


Br. Andrew Gonzalez FSC College of Education


Educational Leadership and Management

Thesis Adviser

Katherine Claudette Tandoc

Defense Panel Chair

Thelma R. MIngoa

Defense Panel Member

Ma. Fe Ferrer
Carolina De Ocampo


This descriptive and correlation study examined the factors that influence the parent involvement process. It sought to understand what motivates parents, what perceptions they have regarding their decisions to become involved in their childrens education. It is grounded on Level 1 of an existing model by Hoover-Dempsey and Sandler, (1995, 2005). In the study there were 259 respondents, all were parents with pre-school children. Parents decisions to become involved were supported by the various constructs incorporated in the study and the model in which it was based. A correlation analysis revealed a positive and significant relationship between the constructs used except for the construct of general invitations from the school. It also revealed that parents motivational beliefs showed the highest correlation followed by Perceptions to Invitations for involvement and lastly Perceived Life Context. However, Parent Involvement correlated the highest with Specific Child Invitations. This indicates that the child is the strongest motivator for Parent Involvement. Overall, these findings suggest that schools must find new ways of conceptualizing parent involvement. Furthermore, there is a need for studies that focus on how schools espouse parent involvement. They will be of great value to the field of education. This research may be viewed as a first step to institutionalizing Parent Involvement in the Philippine setting.

Abstract Format






Accession Number


Shelf Location

Archives, The Learning Commons, 12F Henry Sy Sr. Hall

Physical Description

leaves ; 4 3/4 in.

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