The importance of the characteristics of the teaching staff which have an impact on the families’ involvement in the education of their children is a topic which has constantly been the source of ideas and research from the moment that the issue was first raised (Epstein, 1990; Eccles & Harold, 1993) and continues to be so in the present times.
It has always been said, and now it has been confirmed, that the specific factors of the school and of the teaching staff are very powerful predictors of family involvement (Epstein, 2001). With regard to the teaching staff, one may single out their opinions and attitudes in two senses: on the one hand, the general opinions on their own roles as father and mother, on their self-efficacy, as well as their schemes of gender and ethnicity and their theoretical knowledge. On the other hand, the specific opinions regarding the students in matters of self-efficacy, of the wish to help them achieve their goals, and the interpersonal relationship with them.
In the present study, we focus on the technical knowledge on the involvement of families, on their experience in the practice of family involvement, their assessment of this (general and specific) practice, and their specific ways of interacting with the families. Their influence affects not only the involvement of the families in school-related matters, but also the students’ opinions about their academic self-efficacy (Midgley, Feldlaufer & Eccles, 1989), the students’ emotional development (Rosser, Eccles & Sameroff, 2000), their positive connection with the school (Wang & Eccles, 2012, 2013) and their behavioral adjustment (Wnag, Brinkworth & Eccles, 2013).
The course we followed in this research begins with the ideas and practices of the teaching staff, which are conveyed to the families and are undertaken in their actions as they involve themselves in their children’s school-related matters with the corresponding effects on the students’ academic results (Eccles & Harold, 1993; Epstein, 2001; Wang & Eccles, 2013).
The aim of the present study is to ascertain whether the opinions, knowledge, and actions of the teaching staff regarding the family involvement strategies show a different profile when we observe the students with a high and a low academic performance, respectively. The dimensions related to the teaching staff refer to the knowledge and implementation of the family involvement strategies, to the evaluation of the practices they carried out and to the type of interaction with the families. With regard to the student body enrolled in elementary schools, we selected the status of retained or non-retained, which, according to our previous analysis, was shown to be an important mediator between the family’s involvement and academic performance (Santos, Godás & Lorenzo, 2012).
This research was carried out within the framework of the project "Family Involvement and Academic Achievement in Primary Education: A parents’ program effectiveness" (EDU2015-66781-R), funded by the Ministry of Economy and Competitiveness (MINECO).