Teachers’ Perception of Parents' Involvement and Students' Performance in English in Rural Schools in Nakhonratchasima, Thailand

Abstract

The involvement of parents in education within the past decade has been found to positively influence students’ performance. However, the relationships among variables involved are not well understood yet. This present study was conducted out to find the correlation between the extent of parents’ involvement in their children’s education and their level of satisfaction with students’ proficiency in English as a second language. Data were gathered with questionnaires. This study showed that when parents of ESL students are ‘often involved’ in their children’s education, they are likely to be ‘moderately satisfied’ with their children’s proficiency in English as a second language. For schools teaching ESL to improve students’ proficiency in English, one way to accomplish that is to ensure that parents are at least moderately involved in their children’s education.