An Exploratory Qualitative Study of Parent Involvement in Church Schools in Tonga

The current research is primarily a qualitative descriptive, exploratory study. The chief aim of the study was to understand how Tongan teachers and parents in Tonga defined parent involvement and identify factors that potentially influence the types and frequency of parent involvement. Some findings were similar to those found in research in developed countries including elements of how Tongan parents and teachers defined parent involvement. However, a strong culture of respect was repeatedly mentioned as potentially influencing parent involvement which is not identified in earlier research. Hoover-Dempsey and Sandler (Teach Coll Rec 97:310–331, 1995)Sandler, H. M.identifiedHoover-Dempsey, K. V. three key constructs that influence parents’ decisions for involvement—parent motivational beliefs, invitations to be involved, and life context variables. This theory of parent involvement informed the development of a focus group protocol and guided the analysis of data gathered from teachers and parents at four private schools in Tonga that are owned and operated by The Church of Jesus Christ of Latter-day Saints in Tonga. Parent involvement in education in developing countries is not well known, let alone researched despite the plethora of studies in developed countries that suggest a positive relationship between parent involvement and student achievement. Until the current study no research has been published specifically about the types and frequency of family engagement in Tonga. Accordingly, this research offers a frame of reference for teachers, administrators and parents in Tonga to evaluate the applicability of existing family engagement research which has been predominantly conducted in developed countries, to schools in TongaSchools in Tonga.