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Research & Resources

High-Performing Students' Perceptions of Teacher Efficacy and Parental Involvement

Stephen R. Marvin, Ed.D., Assistant Dean, Graduate Studies in Education, Germantown & Associate Professor of Education

December 1, 2009 - Dr. Stephen R. Marvin co-presented with Vinson F. Thompson at the Thirty-Eighth Annual Meeting of the Mid-South Educational Research Association (MSERA) in Baton Rouge, LA. Their presentaion entitiled High-Performing Students' Perceptions of Teacher Efficacy and Parental Involvement.

Abstract
Attribution Theory provides a theoretical framework concerning the factors (internal and external) to which individuals attribute their own, and others, successes and failures. Parental involvement has long been recognized as having a significant impact on the success of a student. Likewise, recent research suggests that effective teachers are a key factor toward better education. With a variety of factors contributing to the success of students in the classroom, this study aims to investigate if higher-performing, graduating seniors attribute their success in school to internal (natural intelligence) or external (parental involvement, teachers) factors.

This study was designed to answer the research questions with a quantitative analysis of survey data. An instrument with ten affirmative statements was designed as an exit survey for graduating seniors by the school’s administration, and distributed within Advanced Placement courses. The sample utilized in this study was composed of 80 high-performing high school seniors. All of the students surveyed were taking at least two AP classes during the 2008-2009 school year. Students’ perceptions about six independent variables were analyzed and the influence they had on the dependent variable of academic success: 1. Elementary School Teacher Influence, 2. Middle School Teacher Influence, 3. High School Teacher Influence, 4. Parental Influence, 5. Natural Intelligence Influence., and 6. Individual Effort. A multiple regression analysis was employed to determine the impact of each independent variable on the perceived seniors’ academic success. After the data was analyzed, a significant relationship was expressed between student success and parental involvement. There was no significant relationship between the perceived teacher efficacy and student success. The study helps to illustrate the perceived value of teacher influence on high-performing students. (November, 2009)


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