Parent-Teacher Involvement Questionnaire – Parent Version

Abstract

The Parent-Teacher Involvement Questionnaire parent version (PTIQ-P) is a Psychological Scale designed to assess various dimensions of parental engagement in a child’s educational life. Developed primarily for use within the context of the Fast Track Project, this 26-item instrument measures the frequency of contact between parents and teachers, the perceived quality of their relationship, parental activities supporting the child’s learning at home and school, and the parent’s overall endorsement of the child’s school environment. It serves as a crucial tool for researchers studying the long-term impact of parental involvement on child academic and behavioral outcomes.

Keywords

Parent-Teacher Involvement Questionnaire, PTIQ-P, Parent-Teacher Involvement, School Endorsement, Teacher-Parent Communication, Fast Track Project, Parental Engagement, Educational Psychology.

Authors

A. Corrigan, S. Miller-Johnson, A. Maumary-Gremaud

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Purpose

The primary purpose of the PTIQ-P is to provide a comprehensive, quantitative measure of how parents interact with and support their child’s educational setting. This scale moves beyond simple attendance figures to capture the depth and quality of the parent-teacher relationship, recognizing that effective educational outcomes often depend on a strong home-school partnership.

Specifically, the instrument aims to quantify four distinct areas of involvement: the sheer frequency of communication, the subjective quality of the relationship, the level of direct involvement and volunteering at school, and the parent’s belief in the school’s effectiveness and overall quality. By segmenting involvement into these categories, researchers can pinpoint specific areas of strength or weakness in the Parent-Teacher Involvement dynamic.

Construct

The PTIQ-P measures the multifaceted construct of Parent-Teacher Involvement. This construct encompasses both active behavioral involvement (e.g., attending meetings, volunteering, assisting with homework) and affective involvement (e.g., feeling comfortable talking to the teacher, perceiving the teacher as caring).

The scale operationalizes this construct through questions related to direct communication (calls, notes), participation in school events (PTA, conferences), home-based academic support (homework, library visits), and overall perception of the school staff and environment. The results yield insights into the parent’s commitment to the child’s education and their perception of the school as a positive and effective institution.

Validity

While the source content does not explicitly detail construct or criterion validity measures, the scale’s development within the rigorous context of the Fast Track Project suggests robust foundational work. The clear delineation of four distinct factors (detailed below) strongly supports the scale’s construct validity, indicating that the items effectively measure the intended, separate dimensions of involvement (Frequency, Quality, Endorsement, and Volunteering).

Reliability

The Internal Consistency (likely Cronbach’s Alpha) for the four subscales, as reported in the technical documentation, demonstrates generally good to excellent reliability, though one factor shows moderate reliability. The reported coefficients are:

• Quality of the Relationship between Parent and Teacher: .896 and .893. This high level of consistency suggests that the items measuring relational quality are highly intercorrelated.
• Parent’s Involvement and Volunteering at School: .745 and .815. This indicates acceptable to good internal reliability for items related to active participation.
• Parent’s Endorsement of Child’s School: .905 and .885. This factor exhibits excellent internal consistency, confirming that the items reliably measure the parent’s overall positive view of the school.
• Frequency of Parent-Teacher Contact: .658 and .658. This moderate coefficient suggests that while the items measure contact frequency, this factor is the least internally consistent of the four reported dimensions.

Factor Analysis

Factor Analysis conducted during the scale development identified four distinct underlying factors or subscales, confirming the multidimensional nature of parent-teacher interaction as measured by the PTIQ-P. These factors allow for a nuanced assessment rather than a single global score of involvement.

The four derived factors are:

1. Quality of the Relationship between Parent and Teacher: Measures the parent’s subjective feelings of comfort, welcome, and trust regarding the teacher and school staff (Items 11-17).
2. Parent’s Involvement and Volunteering at School (and Home Support): Measures active contributions to the classroom environment and academic support provided at home (Items 18-22).
3. Parent’s Endorsement of Child’s School: Measures the parent’s confidence in the school’s staff and its ability to prepare the child for the future (Items 23-26).
4. Frequency of Parent-Teacher Contact: Measures the number of times the parent and teacher initiated contact (calls, notes, visits, conferences) over the past year (Items 1-10).

Instrument

Test Type: Self-report Psychological Scale (Questionnaire)

Format: 26 items utilizing three different 5-point Likert-type response scales, depending on the domain being assessed.

Language Available: English (Original development language for the Fast Track Project).

Population Group: Parents or primary caregivers of school-aged children.

Age Group: Applicable to parents whose children are typically in elementary through middle school, depending on the educational phase studied by the associated research project.

Population Details: Originally utilized within the longitudinal study sample of the Fast Track Project, which focused on high-risk populations.

Test Methodology: The scale uses distinct scoring metrics for different item sets:

• Items 1-10 (Frequency): Scored 0=“never” to 4=“more than once per week”.
• Items 11-22 (Feelings/Behavior): Scored 0=“not at all” to 4=“a great deal”.
• Items 23-26 (Endorsement/Agreement): Scored 0=“strongly disagree” to 4=“strongly agree”.

Keywords

Parental Support, School Climate, Home-School Partnership, Internal Consistency, Educational Research, Teacher Communication, Parent-Teacher Conference, Factor Analysis.

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Authors

Author ORCID Identifier: Not provided in source material.

Affiliation Email addresses: Not provided in source material.

Correspondence Address: Correspondence is typically directed through the Fast Track Project administration or the authors’ respective institutions (e.g., Duke University for the 1995 report).

Permissions & Fee and Test Year

The Parent-Teacher Involvement Questionnaire was developed as part of the federally funded Fast Track Project. Technical reports date the initial version to 1995 (Miller-Johnson & Maumary-Gremaud) and a subsequent technical report to 2002 (Corrigan). Permissions for use are generally managed through the Fast Track Project website, often requiring registration but typically provided free of charge for academic research purposes, as the instrument is part of a publicly documented research initiative.

Reference’s

The development and documentation of the PTIQ-P are traced through the following technical reports:

• Corrigan, A. (2002). Parent-Teacher Involvement Questionnaire: Parent Version (Fast Track Project Technical Report). Available from the Fast Track Project Web site, http://www.fasttrackproject.org

• Miller-Johnson, S. & Maumary-Gremaud, A. (1995). Parent-Teacher Involvement: Parent Version (Fast Track Project Technical Report). Durham, NC: Duke University.

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Items of the Parent-Teacher Involvement Questionnaire parent version

IMPORTANT: The following scale items must be preserved in their original language and must not be changed in any way.

In the past year‚

1. In the past year‚ you have called your Child’s Teacher.
2. In the past year‚ your Child’s Teacher Called You.
3. In the past year‚ you have Written Child’s Teacher.
4. In the past year‚ your Child’s Teacher Has Written You.
5. In the past year‚ you stopped by to talk to your child’s Teacher.
6. In the past year‚ you have been invited to your child’s School for Special Event (such as book fair).
7. In the past year‚ you have visited your child’s School on Special Event (such as book fair).
8. In the past year‚ you have been invited to Attend Parent-Teacher Conference.
9. In the past year‚ Attended Parent-Teacher Conf.
10. In the past year‚ you have Attended PTA Meetings.
11. You Feel Welcome to visit your Child’s School.
12. You Enjoy Talking with your Child’s Teacher.
13. You feel your child’s Teacher Cares About Child.
14. You think your child’s Teacher is Interested in getting to know You.
15. You feel Comfortable Talking with your child’s Teacher about your Child.
16. You feel your child’s Teacher Pays Attention to your Suggestions.
17. You ask your child’s Teacher Questions or make Suggestions about your Child.
18. You Send Things to Class like story Books and other things.
19. You help your child at home with subjects that he/she is ha‎ving difficulty with.
20. You Take your Child to Library.
21. You make sure that your child gets his /her homework done.
22. You Volunteer at Child’s School.
23. Your Child’s School is Good Place for your Child to be.
24. The Staff at your child’s school Doing Good Things for Child.
25. you Have Confidence in People at your child’s School.
26. Your child’s school is doing a good job of Preparing Children for their Future.