Abstract

Research indicates that parental involvement provides numerous benefits that increase students’ academic performance. Therefore, it is important to understand why some parents are involved in their children's education and the possible barriers that prevent other parents from engaging with schools. This study examines parents’ perspectives regarding their involvement in public schools in the State of Qatar. Four hundred and seventy-four Qatari parents completed a self-reported survey questionnaire, reporting their views and opinions regarding their participation in their child’s education at school and home and the aspects of schooling in which they are involved. Results from factor analysis identified two main predictors of parental involvement in this current study: time spent on homework and communication with the school. Results also indicated that the perceived quality of education was also associated with parental involvement. The article concludes with recommendations for future study and research for policy and decision-making.