Parents exercise a significant influence on student achievement and psychosocial functioning within the school environment. However, the best way to involve parents as active partners in the education of their children is not always evident. This article explores the perceptions of parents and their role in the academic achievement of students in nine high performing Catholic secondary schools in Western Australia. Initially, the review of literature focuses on three constructs: relational trust, parental involvement and policy documents for Catholic schools. Data collection involved a series of focus group interviews in which parents were invited to reflect not only on their role but also on the impact of school leaders, teachers and student peers on their sons and daughters achievement. The findings of the study are outlined under the following themes: the place of school leadership; the significant role of teachers in their child’s academic achievement; teachers knowing the students; the influence of school culture; and parental reflections on their own capacity to enhance the educational experience of their child.
O'Neill, Michael; Lavery, Shane; and Coffey, Anne
"Parents: Active partners in the educational achievement of their children,"
eJournal of Catholic Education in Australasia: Vol. 3
, Article 7.
Available at: https://researchonline.nd.edu.au/ecea/vol3/iss1/7