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THE ROLE OF PARENTS IN EDUCATIONAL CHANGE AND ITS IMPLICATIONS FOR THE EDUCATIONSYSTEM IN MALAYSIA

CHEOW LE YI

MOHD IZHAM BIN HJ. MOHD HAMZAH Universiti Kebangsaan Malaysia E-mail: [email protected]

Abstract

This concept paper aims to identify the role of parents in educational change. Parental involvement in the school should be increased as it can affect student achievement and boost school excellence. Reforms and changes in schools cannot be implemented effectively and completely without the support of parents. The findings of previous studies found that elements such as demographics and social background of parents were found to affect parental involvement in school. In addition, the results of previous studies also show that the formation of parents' identities as partners and the practice of creating space for parents greatly encourage them to be actively involved.However, research shows that parental involvement in schools across Malaysia has not yet reached a proud level. This concept paper has implications for policy, training, the Ministry of Education Malaysia (MOE), administrators and teachers in terms of recognizing the identity of parents as partners who can contribute to the school, adopt an open door policy, and promote openness through creating space and various forms of activities to encourage parental participation. In conclusion, the emphasis on parental involvement as a core feature is very important because it can contribute to the effectiveness of the school management.

Keywords: parental involvement, educational change,Malaysian education system ​

According to Mohammed Sani Ibrahim and on increasing factors within the school, such as MohdIzhamMohdHamzah (2012), change is teaching and student achievement, but ignore considered as something dynamic and involves a external influences such as racial structure, process of continuous development and growth in community and poverty. This has resulted in reorganization as a reaction to satisfy needs. unsatisfactory reforms in schools. Lubienski et al. Accordingly, changes in the school context will be (2012) explained that parents should be given the successful if they match or fit with existing school opportunity to participate in the school reform practices, are understood and need to be effectively process. Furthermore, Lubienski et al. (2012) disseminated, can be tried and revised, involve support that school organizations should create members in observation and improve existing opportunities for parents to learn as well as practices. In general, changes in education are building social participation as well to cultivate intended to help schools to achieve their goals stronger social trust among members of different more effectively by replacing the structure of a communities, including administrators, teachers, program or practice with something better than parents and students. Matthews (1996) in Green & before Gooden (2014) also mentioned that the (MohdIzhamMohdHamzah&NorzainiAzman, administrative steps taken by President Obama to ​ 2009). develop education in a community-based context ​ Meanwhile, Green & Gooden (2014) states had raised awareness that school reform should that most school changes and reforms are centered

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start from within the community and also with the on The Four Framework Leadership Theory in community. Bolman and Deal (1984) areStructural, Human, Previous studies have shown that social trust Political And Symbolic. The structural framework among teachers, parents and school administrators emphasizes purpose and efficiency. Structural is a key to school reform and able to enhance leaders operate by setting clear goals and trying to routine work in schools (Bryk& Schneider, 2003). solve organizational problems with new policies ​ ​ Desimone et al. (2000) explained that many school and regulations through restructuring. The human successes came from parental involvement and new resource framework focuses on human needs and initiatives would not be successful without their assumes that organizations that meet basic needs support. Meanwhile, Whitbread et al. (2007) stated will function better. Human resource leaders value that successful parent-professional collaboration relationships and feelings. They tend to define can improve student achievement, yet many problems individually or interpersonal and find parents and professionals need appropriate training ways to adapt the organization to people or vice to develop the skills needed to form effective versa. On the other hand, the political framework relationships. Bryk and Schneider (2003) also assumes that an organization is a coalition of report that when school professionals trust each individuals and interest groups competing for other and get support from parents, they will feel resource shortages. There are constant differences more comfortable with the implementation of new in the values and beliefs of groups and individuals ​​ practices or changes within the school. Sanders and these differences cause conflict. Political (2009) emphasizes that collaboration between leaders always build their network, form coalitions, family and community with the school acts as an build power bases, bargain, and compromise. The important school reform strategy. symbolic framework is seen through the In conclusion, the role played by parents is development of symbols and culture in very important in implementing change and reform organizations that shape human behavior and to of education.Any transformation action taken, create a shared mission and common identity. whether by the government or the school,should Symbolic leaders will instill enthusiasm and acquire consent and support from parents in the commitment through charisma and drama. first place. Accordingly, smart cooperation The Four Frames Leadership Model (1991) is between families and schools should be created as often used to understand an organization as well as an effective strategy that can build community and to adopt an appropriate style of thinking and theory national excellence in the future (Fatimah Abdullah based on the present situation. Bolman and Deal ​ et al., 2017). (2003) believe that leaders will use thought and ​ theory perspectives in one of four types of frameworks in organizational decision-making and Theory & Model problem-solving processes. This is because An organizational model is important because organizational problems cannot be seen and it can guide us to deal with a situation in the explored from a single point of view and theory. In organization, as well as to identify ways to short, problem solving cannot be done with just communicate and take appropriate action on the one approach. Instead, various theoretical actions particular situation (Mohammed Sani Ibrahim ​ and perspectives should be used to solve and &MohdIzhamMohdHamzah, 2012). Hence, the ​ overcome organizational management problems Four Frame Model in the four-framework and solutions (Noor HabibahKaderan, 2017; Tan ​ leadership theory of Bolman and Deal (1984) is et al., 2015). For example, the framework of ​ referred in this study. The four frameworks based political leadership could be implemented by 313

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school administrators to build and establish harmonious, knowledgeable society in achieving a relationships with parents and the local community balanced development of human capital. Parental to solve financial problems. For instance, donating involvement also plays an important role in the for school funds and funding co-curricular educational process in terms of providing interest activities. and support to children's learning at home, which Daft (1999) makes the assumption that every in turn brings a positive influence on their perspective of thinking and framework should be achievement in school (Skaliotis, 2010). Parents ​ ​ practiced according to the life span of the who paid enough attention and poured full love to organization which is likened to a “ladder”. In their children were able to shape the lives of order to encourage parental involvement in children in the future (Skaliotis, 2010; ZulkifliAbd ​ schools, school administrators need to adopt a Hamid et al., 2011). This argument is also ​ structural framework at an early stage to build supported by the study of ShahidaHassim et al. strong organizational structure and foundations for (2012) who showed that parents should be more the establishment of Parents’ Association through concerned about their participation in every action effective management (Bolman & Deal, 1991). and activity of children because the outcome of ​ ​ Once the organizational management foundation child achievement is determined by the is strengthened, at the second level, school effectiveness of parental involvement. administrators can adopt a human resource A positive family environment as well as good framework in an effort to help build parental communication between parents, teachers and identity through recognizing and appreciating schools could produce better child their contributions to school development. Next, a development,personality and achievement (Irma ​ political framework can be used to resolve YantiMahamud, 2017; Irma YantiMahamud et al., conflicts that occur. For example, school 2018). Efforts taken to build the success of children ​ administrators as advisors can held face-to-face in school should take on a more holistic strategy by meetings with members of the parent association strengthening family institutions and establishing as well as teachers at the school to understand and healthy family relationships (Abd. RazakZakaria, ​ discuss how to deal with their grievances and 2011). In the family institution, parents are closest ​ complaints. Finally, the symbolic framework can to the children because they support their language, be seen in the role of school administrators social and academic development. Therefore, through the effort to build social trust as well as parents are depicted as agents of change or as a fostering values to members of parental valuable asset which in turn opens up opportunities ​​ associations that lead to the sharing of goals in to develop their children's talents and potentials order to achieve the vision and mission of the optimally (Irma YantiMahamud, 2017). ​ ​ school. School organizations play an important In the study of Skaliotis (2010), the term role in changing the perspective of parents who ‘parental involvement’ refers to the actions of believed that only schools should take on the task parents participating in school activities, helping of educating and also parents who took a carefree children complete their homework and having attitude towards their child's learning in school. discussions with children. Desforges and Abouchaar (2003) in Skaliotis (2010) concluded

that parental involvement in the form of "at home LITERATURE RESEARCH interest" means paying attention to the child while According to ZulkifliAbd Hamid et al. at home. Another form of involvement is "support (2011),the family is regarded as the main in learning" which brings the meaning of providing institution because it plays a big role in creating a support for children's learning which in turn leads 314

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to improving student learning outcomes. Fullan encourage parental involvement, including (2011) states that ‘parental involvement’ includes intervention programs and school fundraising as parents providing assistance in the classroom, well (Skaliotis, 2010). Antunez’s study (2009) ​ ​ coming for study visits, as well as attending explains that schools could increase parental meetings to discuss their child's progress. involvement by encouraging parents to volunteer in According to Koyama and Bakuza (2017), the term school activities, offer bilingual classes or hold "parental involvement" also includes parents’ family literacy programs, and in turn create mutual participation in school leadership and participation trust and respect between school and as members of teams, councils or decision-making parents.Schools could also formulate explicit rules advisors. such as making parental attendance mandatory Regarding to this, parental involvement should during parental conferences or by offering a share not be limited in home, but in fact, they should be of decision-making regarding school programs and actively involved in the education of their children policies. Antunez (2009) also explained that in schools (Koyama &Bakuza, 2017). Studies in parents can participate in the education of their ​ ​ western countries reveal a lot about the importance children through various means, such as helping of parents getting involved in their children's children complete their homework, attending learning. According to Lazaridou and Khassida children's events at school, consulting with (2015), the relationship between school and family children's teachers, working as volunteers and plays an important part to ensure the productivity participating in school management activities. and effectiveness of the school. In addition, the However, nowadays not all parents are willing study of Lazaridou and Khassida (2015) also to accept and participate actively in children's described that cooperation between schools and school learning activities. Studies have found that families brings many benefits for students, such as some parents held the opinion that they should not improvements in students' moral attitudes and be in charge of their children's learning academic achievement, low involvement in violent development in school because it’s not their activities and lower dropout rates. This is supported responsibility to do so. Instead, teachers were by (Yasin&Moong, 2010; Fatimah Abdullah et al., accounted for the responsibility of educating their ​ 2017) who explained that the role of parents in children (Koyama &Bakuza, 2017). Irma Yanti ​ ​ ​ school is important in helping the school solve Mahmud et al. (2018) points out that low parental student discipline and behavior problems. Besides involvement is due to lack of parenting knowledge that, parents role is also important in achieving the and skills among parents. This statement is academic success of students, especially for supported by YasinandMoong (2010) who argue children from disadvantaged communities which that low parental involvement in Parents and were largely targeted by school reform initiatives Teachers Association (PIBG) activities is due to (Martinez-Cosio, 2010). Fullan (2011) had stated parents’ time constraints and work occupied, lack ​ ​ that parental involvement in school has a positive of interest in school issues and shyness to voice out influence on students’ progress and development. opinions in meetings. In the study of Lazaridou and Fatimah Abdullah et al. (2017) also show that Khassida (2015), parental involvement decreases as maintaining healthy and positive relationships their children got older, and this has resulted in between family and school can improve children's only a small number of parents chose to be active competencies and academic performance, including in secondary or tertiary schools. their behavior and social skills. Besides, the study of Koyama and Bakuza As such, many investments have been made in (2017) has shown that there are school principals, an effort to create programs that can enhance and teachers and staff who refuse to accept or have a 315

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negative view of parental involvement in school activities. A study by Koyama andBakuza (2017) affairs. They bear the thought of serving the found that refugee parents who were unable to additional needs of parents will increase the communicate in English were marginalized and workload of teachers. This has complicated the often neglected, whether in general meetings of situation and caused problems for parents, parents' associations, face-to-face meetings with especially the parents of refugees because it makes teachers or discussions with other parents. Refugee them more difficult to integrate themselves in the parents are usually positioned as parents who do school community environment. These refugees are not need to know and understand the information defined as foreigners who have been forced to shared. What’s more, some principals and teachers leave their countries due to oppression or fear of regularly consider parents with low levels of oppression based on race, religion, political opinion English communication did not care about their or membership in certain social groups (Koyama child's education. ​ &Bakuza, 2017). Enrollment Of relatively large ​ number of refugee children in schools has not only changed the demographics of school students, but DISCUSSION OF STUDY FINDINGS has also challenged perceptions of parental Skaliotis (2010) emphasizes the importance of involvement, leading to collaboration between parental involvement in children's education, but he refugee parents, schools and community indicates there are internal factors that the organizations. Bolı´var and Crispeels (2011) in characteristics and attitudes of parents can affect Koyama andBakuza (2017) also stated that the level of their involvement in adolescent opportunities for parents consisting of the poor as education. The results of her study revealed that well as foreigners are limited in terms of quantity adolescent’ attitudes towards school, and benefits. They have limited participation in the mother-to-school relationship, attendance at decision-making process and policy Parents' Night, ethnicity, level of education and implementation in schools. changes in economic status have a strong influence This incident is not only happening in the on the level of maternal involvement in adolescent United States but also a critical problem in Greece, education. Meanwhile, the level of father's where the government is in the process of involvement in adolescent education is influenced decentralization and transfer of educational by the father's ethnic characteristics and adolescent decisions (Lazaridou&Kassida, 2015). The attitudes. ​ ​ findings of Martinez-Cosio (2010) found that Data from the Longitudinal Study of Young Latino parents who are considered to be the People in England (LSYPE) which is a recent minority race in schools felt very frustrated survey of adolescents in the United Kingdom (UK) because they face obstacles from the school was used in the study. In particular, the survey administration in the process of registering their collected data on adolescent family backgrounds, children in bilingual classes. At least two Latino personal characteristics, attitudes, experiences and parents were given a restraining order by school behaviors, family income and environment, the principals who thought they were disturbing the schools they attended and achievements in school environment. On top of that, the study also education. The sample used in this particular study uncovers that certain schools has taken action by contains data from 10,515 adolescents aged removing the active members of parental between 13 and 14 years as well as the main association in order to solve problems quickly. parents who are defined as the most involved On the other hand, language gaps are also the caregivers in their child's education. cause of parents not being welcomed in school 316

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The study points out that there are minimal more likely to increase self-involvement. This may differences in terms of gender. Fatherswere found be because these minorities have a stronger sense to be more consistently involved than mothers. The of parental role building and social bias. Studies fathers in the sample are geared towards men in the have found that the factors that influence mothers age group of 45 and above, no spouses, have a high are more complex and complex than those of level of education, part-time work, unemployed or fathers. Mothers who have a negative relationship retired as well as from other ethnicities and races. with their child were 22% less likely to get In the meantime, the level of parental involvement involved. The study also found that the more can be predicted through the child's temperament, negative the mother's relationship with the school, where an increase in behavioral scores indicating a the more likely it is that mothers will increase their decline in behavior will cause as much as 6% of self-involvement, with data recording 31% of mothers and 22% of fathers tend to reduce mothers are more likely to increase their involvement. involvement and 24% are less likely to reduce Parents of other ethnic groups such as Indians, involvement than maintain it. Pakistanis and Black Carribean were found to be

Table2. MULTINOMIAL LOGISTIC REGRESSION OF THE CHARACTERISTICS AND BACKGROUND OF MOTHERS THAT INFLUENCE THEIR INVOLVEMENT IN SCHOOL.

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Table1. (Continued)

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Table2. MULTINOMIAL LOGISTIC REGRESSION OF THE CHARACTERISTICS AND BACKGROUND OF FATHERS THAT INFLUENCE THEIR INVOLVEMENT IN SCHOOL.

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Table2. (Continued)

Accordingly, the level of education is also degree. In addition, mothers who switched from considered as a factor in influencing the full-time to part-time work were 42% more likely involvement of mothers. For example, 41% of to increase engagement. This is because mothers mothers with a GCSE level of education were more who do not have to work long hours have more free likely to record a decrease in involvement time to take care of their children. On the other compared to mothers who have achieved a master's hand, studies have found that divorced fathers or 320

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one-person households were more likely to reduce involvement because they have less time to pay attention to their children. The last factor, namely the attendance of parents on Parents' Night also has an influence on the

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Prosiding Seminar Nasional FIP 2020 Halaman: 312 - 327 ISBN 978-602-50898-7-9 involvement of the mother, for example mothers Elementary School have failed to meet their annual who do not attend any meetings were 82% more academic targets, are on the list of persistent likely to reduce personal involvement. The findings low-achieving schools and are under state show that school administrators and teachers restrictions. This incident is related to the should pay attention to the characteristics of phenomenon of refugee parents who are mostly not parents to find suitable solutions for their parents in involved in the collaboration of school community order to encourage their participation and organizations. involvement in the education of children in school. Meanwhile, another study focuses on how changes in parental involvement can change school practices through two stages, namely the formation of identity and the provision of space (Koyama ​ &Bakuza, 2017). This study also emphasizes the ​ importance of parental involvement in children's Figure 1. Feedback from a teacher at Wayside ​ education in schools. However, this study is Elementary School different from the study of Skaliotis (2010) in which this study places the subject of study on refugees in America. The study does not take in existing data but collect pure data from interviews and case studies which depict higher reliability. The study also relates that external factors such as school practices and perceptions and teachers Figure2. Feedback from a senior assistant at ​ 'attitudes could influence parents' involvement in Wayside Elementary School their children's education in school. This study is an ethnographic study of refugees located in the This is because refugee parents are often city of Wayside, America. considered difficult to engage by teachers and school administrators due to language and cultural Table3. REFUGEE PARENTS INTERVIEWED differences. 8 out of 16 teachers and 6 out of 8 administrators in the study thought that parents could not help the school unless they learn English. The school also ignores the presence of refugee parents during parent meetings and does not offer a translator for them. In fact, refugee parents who are still learning English were seen as ignorant and unworthy to get involved. Speech problems and poor English mastery have made it difficult for refugee parents during school visits and created a The findings of the study found that there is an hindrance to their involvement in school. ongoing racial achievement gap where schools with The study shows 21 parents out of 47 parents more African American students acquired much interviewed have reported that they should not worse results than white students. The study found disturb teachers and the school. There were 8 that all four schools with the highest number of parents who openly voiced out that schools were refugee students in the city of Wayside, including the authority in charge and they will not interfere. Wayside Elementary School and Harbor 322

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Some parents believed that they themselves were refugee parents as well as viewing them as a not knowledgeable about education should then positive influence in the lives of their children. stay out of school. Few of them said they respect Among them is a principal at Wayside Elementary American school institutions and they should not who identifies refugee parents as role models. The disturb. next example is a third grade teacher at Wayside Elementary who invites a group of refugee parents to her class to discuss their culture by showing clothes and food from their home country as well as performing a song or ethnic dance. The teacher

identified parents as cultural educators. There are Figure3. Feedback from Yousef, a father from ​ also other teachers who invite refugee parents to Iraq Over time, schools and teachers have labeled volunteer. Some refugee parents are willing to refugee parents as people difficult to communicate study with teachers and develop their identity as and can be ignored. However, the study also found study partners and school authorities. After that the minority group, which is 18 out of 47 attending a series of workshops, conferences and parents stated that they were trying to understand parent-teacher conferences organized by Wayside’s how to act as parents in American schools or have English Language Learner (WELL), refugee been involved. In these 18 people, 9 people parents have gradually came to realize that parental expressed difficulty in learning new roles as involvement is highly valued. In these activities, parents involved in the education of their children, parents have been positioned as collaborative among others due to the negativity of school members and educators. WELL board members practices and perceptions. explained that parents and teachers are good partners. Koyama and Bakuza (2017) emphasize the importance of recognizing parental identity as an important step in driving their involvement in child education. The initiative taken by WELL has encouraged refugee parents to be actively involved in school. WELL and Wayside School District’s Department Figure4. Feedback from the Principal of of Multilingual Education have begun setting up a ​ Wayside Elementary parent advisory council after receiving feedback from parents. In this advisory council, parents have the opportunity to work with teachers and get involved in decision making on school plans such as writing comprehensive school education plans, improving the curriculum of after-school programs for refugee children, making online videos on Figure5. Feedback from a third grade teacher at vocabulary, participating in improvement projects ​ Wayside Elementary and neighborhood beautification. About three months after the council was formed, there were 9 However, the study also found that some refugee parents who attended the advisory board teachers and administrators respect the spirit of meeting consistently. The practice of giving and resilience, diversity of language and work ethic of creating space by the school has opened the way for refugee parents as well as getting their response 323

Prosiding Seminar Nasional FIP 2020 Halaman: 312 - 327 ISBN 978-602-50898-7-9 where they can challenge existing policies, issue high-performing schools and 10 low-performing questions and rearrange expectations for them. At a schools also showed that the practice of parental meeting at Wayside Elementary, 21 out of 33 involvement in schools is at a minimum level as refugee parents were invited to attend followed by parents were only involved through school 8 translators. The principal of Wayside Elementary (Parent-Teacher Association) PTA activities and met face-to-face with refugee parents to listen to non-instructional activities. their problems and concerns and promised to talk Next, the study of Hjh. Halimah Abdul Majid to their teachers. WELL board members have et al. (2017) located at SMK Putrajaya Precinct 11 reported that this is a successful example. This (1) also points out that parents were less involved situation shows that the encouragement and support in the education of their children, especially during from the school as well as the formation of an the secondary school level. According to this study, environment that appreciates the contribution of the level of knowledge and skills about the needs parents can increase their involvement in school. of parents in supporting children's learning in secondary school is one of the causes that caused Issues in Malaysia Related To Changes in their involvement to be at a minimum level. They Parental Involvement in Schools also do not know their children's teachers. The study states that parents who were busy working The ninth shift in the Malaysian Education carry the mindset that they do not have to worry Development Plan (PPPM) 2013-2025 has focused about their child's educational development at specifically on the three most important school.This is supported by the study of Irma Yanti engagements, namely parents, community and the Mahmud et al. (2018) which in turn found that private sector. Cooperation between schools and parents were less likely to attend school regularly parents, the community and the private sector to discuss child learning. should be expanded and strengthened. In this According to the analysis of Wee et al. (2001), regard, the Ministry of Education Malaysia (MOE) teachers in schools reject school reforms that also strives to equip every parent to help their emphasize parental involvement because they bear children's learning through the implementation of the view that parental intervention in classroom the Parent Support program and online access to learning will result in impaired Teaching and the child's progress in school in line with the goals Learning (T&L) activities in the classroom. This is of PPPM 2013-2025. However, the trend of because school teachers have a perception that the parental involvement status is still found to be person who is responsible and has the authority to unsatisfactory in Malaysian schools. give instructions in the classroom should be the The Former Minister of Education Malaysia, teacher alone. In addition, Wee et al. (2001) also Dato 'Seri Mahdzir Khalid in the news Bernama stated that it is possible that teachers do not have (2016) has explained that the involvement of sufficient knowledge and skills on how to ask parents in activities in schools throughout the parents to get involved in children's education. country has not yet reach a proud level and needs These are among the factors that limit the to be further enhanced. According to the latest involvement of parents to school activities and statistics, he pointed out that the level of parental learning activities to home alone plus forming a involvement is unbalanced and is based on local negative perception of teachers on the concept of factors, where there are states which the level of sharing. parental involvement in schools reached up to 70 In the study of Irma Yanti Mahmud et al. percent and some only reached 40 percent. The (2018) among five government aided religious study of Wee et al. (2001) located in 10 schools, the relationship between parents and 324

Prosiding Seminar Nasional FIP 2020 Halaman: 312 - 327 ISBN 978-602-50898-7-9 teachers and schools was found to be strained. school. Without the support of parents, the process Parents do not communicate well with teachers at of change or improvement will not be fully school and care much less about their child's achieved. Therefore,school personnels including development at school. In addition, the school and administrators, teachers and school staffs should teachers bear the thought that bringing in parents’ provide extensive encouragement and support to influences in the school is not welcomed. parents to increase their confidence to engage in Parents,on the other hand, also frequently complain children's learning. School administrators and about the attitude of teachers and school teachers are responsible for reaching out to parents, management. This situation causes further show empathy and create non-threatening complications in the relationship and impairs the opportunities for their involvement. With the full two-way communication between parents and the support of the school, parents will feel respected school. and become more courageous and comfortable to A research conducted in the state of Selangor participate in the decision-making process. Parents by Abd. RazakZakaria (2011) which was based on also have the opportunity to develop their identity student perceptions shows that most children have as partners and use their rights to give opinions and a positive perception towards parental involvement suggestions to school improvement. and they expect their parents to participate in The Ministry of Education (MOE)in Malaysia school activities and programs. Among the reasons should adopt an open door approach and policy to given are that parents should also participate in welcome parental involvement in school activities. school activities and programs because parents Parents will be more willing to submit their need to know the development of school activities, opinions and views when they feel their the relationship between parents and teachers can self-esteem is valued. Therefore, the MOE must be strengthened, parents can contribute energy and take into account the differences of views, social ideas, provide support for children to succeed in background and demographics of parents in various fields and provide support to the school in implementing a policy or reform in schools. the success of activities or programs that can Programs involving schools and parents such as establish good relations between parents and the Parental Support and school facilities organized by school. the MOE should be enhanced and fully utilized because they are able to increase parental Implications for the Malaysian Education involvement in children's education. System from the Aspect of Educational Change Communication with parents should be made professionally, directly and appreciatively. The role of parents is associated to the closest Development training provided to teachers friend at home in ensuring the academic excellence plays an important role in shaping the attitudes of of children. This is because academic development teachers. Therefore, the teacher professional and school co-curricular activities require active development module should emphasize more on parental involvement as well as establishing shaping the generosity of teachers and encourage collaborative relationships between parents and teachers to carry an open mind towards the school. Schools need to change the perception that involvement of parents in the school. Teachers who parental involvement will affect their credibility in practices open and caring attitude would be able to school. Instead, the school should highlight the understand the problems faced by parents and in involvement of parents as a core feature by turn bring in the influence of parents to improve recognizing and appreciating the opinions of the achievement of their children. Furthermore, the parents when trying to implement a reform in the active encouragement of teachers to parents can 325

Prosiding Seminar Nasional FIP 2020 Halaman: 312 - 327 ISBN 978-602-50898-7-9 open up space for teachers and parents to discuss the complementary role in children's education. Teachers should not underestimate or reject the CONCLUSION opinion of parents because parents also plays an Educational change and development is now important role model in shaping the attitude and accelerating and parental involvement in schools is personality of students given that they have more deemed to be increasingly important. Parents are time at home compared to school hours at school. supporters of the teaching and learning of students Schools should strive to increase parental in school and help in shaping the minds and involvement by making changes in the form of personality of children. Parents have the right to involvement and focus on activities that can voice their opinions and views on school reforms encourage parental involvement in students’ and improvements. They are also supporters of education. According to AbdRazakZakaria (2011), policies and actions implemented by the MOE and nowadays parental involvement should not only schools. Therefore, parental involvement in school focus on communication between parents by phone should be a core feature because it can contribute to or by traditional ways, such as Report Card Day. the effectiveness of the school management. The On the other hand, the form of parental MOE and the school should strive to increase involvement should be updated and can be varied, parental involvement because it carries many including parental attendance to school, benefits as outlined in the PPPM which highlights parent-teacher meetings, providing teaching the importance of parental involvement in schools. assistance for school assignments, enrichment of lessons at home as well as parental participation in the decision-making process and planning of school activities. For example, the school can held REFERENCES Abd Razak Zakaria. 2011. Hubungan Konteks various activities such as community activities, ​ fathers helping out as coaches, writing workshops Keluarga Dengan Penglibatan Ibu Bapa organized by parents, programs such as “Meet the Dan Pencapaian Akademik Anak-Anak di SekolahMenengah.Doctoral Heirs” and “Independence Program” with parents. ​ Dissertation.University of Malaya. Such activities or programs are of course more Antunez, B. 2009.When Everyone is Involved: attractive to parents regarding their children's ​ Parents and Communities in School learning activities in school compared to the usual Reform, (Online), ​ activities organized by the school PTA such as (https://www.ncela.ed.gov/files/rcd/BE022 ​ academic excellence and co-curriculum days which 841/Framing_Effective_Practice_Everyone are usually attended by certain groups of parents .pdf), accessed 12 May 2020. ​ only. Last but not least, school administrators need Bernama. 2016. Tahappenglibatanibubapa di ​ to be smart in tracking the ability of parents who sekolahperludipertingkat - Mahdzir can be manipulated to help improve student Khalid, ​ learning. For example, talented parents who are (Online),(http://www.astroawani.com/berit ​ willing to share their abilities can help in the a-malaysia/tahap-penglibatan-ibu-bapa-di-s guidance of students or contribute in the ekolah-perlu-dipertingkat-mahdzir-khalid- 117649), accessed 18 May 2020. development of school activities, while parents ​ Bolman, L.,& T. Deal. 1991. Leadership and who are able and willing to contribute to the school ​ in the form of manpower or money donations can Management Effectiveness: Multi-frame, Multi-sector Analysis.Human Resource improve school facilities. ​ Management,30(4): 509-534.

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