Affluent Parents Influence Teachers and School Climate

by

CHAPTER 2: LITERATURE REVIEW3

Role of Parents in Child's Education4

The Impact of Socio-Economic Class of Parents on Child's Education11

Parents and Teacher Relationship16

Influence of Principal's Leadership Style on Parents19

Involvement with Affluent Parents- the Teacher's Perspective23

School Climate and Affluent Parents- Consequences and Impacts26

REFERENCES31

CHAPTER 2: LITERATURE REVIEW

Introduction

The aim of this study is to explore the influence of affluent parents on the school climate and teachers. This study is based on the inspection of distinctions between the systems that school administrations use to include parents, obstructions they experience, and routines they utilize for assessment, in view of their demographic qualities. This chapter has been categorized as per the variables included in the research questions.

The relevant literature from different sources has been included in this chapter to make it to serve as the foundation for answering the research questions. Majority of the researches have been conducted in the area of parental involvement in contrast to the children academics. The research is aimed to cater the gap of affluent father and mother influence on the teachers and school climate. This chapter has different topics that are (a) role of parents in child's education, (b) the impact of socio-economic class of parents on the education of their child, (c) Parents and teachers relationship, (d) influence of principal's leadership style on parents, (e) involvement with the affluent parents- the teacher's perspective, (f) school climate and affluent parents- consequences and impacts.

Role of Parents in Child's Education

Since the last few decades, there has been an increase in interest of parental role in their children's education. Decades of research have shown the advantages of parental involvement and the link of the various forms of parental engagement such as encouragement to succeed, help with homework, volunteerism in schools, and participation in governance activities, and educational benefits to children (Taylor et al., 2004). The academic environment is of great consideration and has great influence on the children. Moreover, it is subjected to create a positive, or either negative impact, leading to the influence of their state of mind (Semke & Sheridan, 2012). The affections associated with these can be both positive and negative and might counteract parents from making associations with their children's schools. Positive emotions about school encounters are liable to upgrade parental inclusion. Furthermore, the desires that parents hold for their children's anticipated accomplishment are imperative. Assuming that parents want elevated amounts of scholarly accomplishment and duty to schooling, the child is less averse to embrace these inspirational states of mind (Hoover-Dempsey et al., 2005).

The contribution of parents in their children's education has been influenced by the U.S. Branch of Education's arrangements passed throughout the years. As open representatives, school principals are considered responsible for expanding children's scholarly accomplishment with the aid of father and mother and teachers. The point when schools work together with parents, children's scholarly execution in the classroom and on state sanctioned tests progresses (U.S. Branch of Education, 2003). In 1968, the ...