Best practice of parental involvement in childcare centres in malaysia

date and time that will not only allow them to be present at the centre but also make
them feel as an important member of the centre. Therefore, decisions are only made
after taking into account parents’ opinion and views. Most of the time, mothers were
the ones who are more involved in the parental involvement activities, leaving fathers
out. Thus, there is a need to educate fathers on their contribution at the centres.
During the interview, principals and managers voiced their concern on this matter and
they have initiated programs for fathers alone. This helps to close the gap between the
centre and fathers. As such centres have to be sensitive to parents’ needs and provide
the necessary path towards their commitment at the centres.

Once parents are easily drawn to the centres to be involved with the activities and
programs it is vital to ensure that they spend quality time. During the interview with
principals and managers, they have expressed their best parental involvement
practices that could be applied to other centres. Firstly, centres should consistently
remind parents they need to cooperate with the centres for the sake of their child’s
development. Therefore, parents need to be regular at the centres. Parents who are
constantly present at the centre will make the teachers/childcare providers feel at ease
to communicate with them. This atmosphere of friendliness will lead to both parties
being more approachable, open to share and exchange information concerning the
child at the centre and at home, listen to behavioural and learning problems, give
advice and find solutions to existing issues on the child, and give feedback on changes
made by the child.

5.1.7 Parental Involvement Practices: log book
It is important to ensure parents, teachers/childcare providers/childcare officers are
aware on the progress and development of the children, centres require parents to

49

write the condition of their child in a log book before leaving the child at the centre.
Teachers/childcare providers/childcare officers will then continue reporting what
happens with the child at the centre in the log book. At the end of the day, the log
book is handed to parents to be read at home. In this way, parents and
teachers/childcare providers are informed of the progress of the child. The
information in the log book will further help parents to know what activities were
carried out on that day, know the progress made by their child, and use the
information in the log book as a guide to help with their child’s learning at home.

5.1.8 Parental Involvement Practices: courses
Parents mentioned that they believed they are just average when it comes to the skill
in raising their children. Therefore, to ensure parents can help to develop their
children’s behaviour and learning abilities, centres have proposed courses on
parenting skills to educate parents on the correct approach to handling young children,
and conduct sessions on the correct way of educating young children.

5.1.9 Parental Involvement Practices: parent-centred activities and programs
Lastly, centres need to plan activities and programs that are parent-centred. This
would mean that whenever parents drop in at the centre they are welcomed to join the
activity that is being done on that day. In addition, announcements on future activities
and programs that involved parents need to be in the yearly planner and given to
parents at the beginning of the year so that they can block the dates and apply for
leave. In order to ensure that parents are aware of the daily and weekly activities and
programs at the centre, notices on them need to be placed early so parents can prepare
their children with the necessary materials and knowledge of the activities and
programs for the next day or week. In order to ensure parents understand what they

50

have to do in order to participate, briefing and discussion on the activities and
programs need to be disseminate at centre-parent meetings. This will allow for less
confusion and misunderstanding when the activities and programs are carried out.

5.2 Recommendations
The findings of the study have enlightened certain aspects of the centres’ management
policies concerning parents’ involvement. Even though the sampling is limited and
focused only on two states but generally what has been reported may helped the early
childcare industry to look seriously in allowing parents to be more involved at the
centres than just at home. Some of the practices do help to improve parents’
knowledge on child raising, learning and behaviour. It would be ideal if centres could
identify some of the practices in this study and create their own parental involvement
guide to their parents. This will greatly help to improve teachers/childcare
provider/parents/principal/managers knowledge and understanding of the importance
of parental involvement and its contributions to children’s development.

5.2.1 Future studies
The researcher would like to suggest a similar study be conducted on a large
sampling, preferably nationwide so that the findings will reflect the general
acceptance of parental involvement at the centres from parents and practitioners’
point of view. This would greatly help to increase their awareness on the importance
of such involvement and that parental involvement is a feasible activity.

5.2.2 Male involvement
There is a need to include male figures such as elder brothers, grandfather and fathers
at childcare centres as they are better at handling boys compared to female
figures.Studies have shown that male teachers bring more active activities, rough and

51

tumble play into the centres (Fagan, 1996; Parke, 1996, Lamb, 2000) compared to
female teachers. These types of activities are more appropriate for young boys
compared to the quiet and less active movements by female teachers. In addition,
boys and girls need to develop relationship at a young age so that they perceive
positive views of maleness and masculinity (Cunningham & Dorsey, 2004) during
these active interactions. Thus, there are more advantages having male figures around
the centre but there must be procedures to ensure that their presence do not threaten
the safety of the young children. Parents too need to be briefed on the importance of
having male adults at their childcare centres.

This gender issue is critical as we know most childcare centres do not employ male
childcare provider as they fear parents’ objection. Due to this negative perception
towards male adults, centres have avoided employing them. As a result, young boys
loose the opportunity of interacting with other male adults besides their fathers and
brothers at home.

5.2.3 Safety procedures
When centres initiate parental involvement there is also a need to look into the safety
of the children at the centre. The presence of parents may create happiness for the
child concerned but on the other hand other children may see these parents as
strangers and this may pose an emotional disturbance among them. Therefore, there is
a need to ensure the safety of children when parents make their visits to the centres.
There could be a guidance on the do’s and don’t when adults enter the centre. For
example, male adults should not have physical contact with other children except their
own children. No photos are to be taken while in the centre unless permission is given

52

by the principal/manager. These simple procedures can be written in a booklet and
given to parents as a guide when they visit the centre.

5.2.4 Parental Involvement Program
Parents’ involvement can be initiated at the beginning of each new intake of children
at the centre. Sample best practices for parents’ involvement in the centre (Epstein,
2009).
5.2.4.1 Create a welcoming climate: This can be done before the registration day.

• Prepare greetings and welcome signage for all parents visiting the centre. This
will include:
o Services directory
o Important school contact information
o School calendar

• Teachers contact parents who will be sending their child to the centre through
e-mail, phone calls or home visits.

• Organize an open day on registration day. Parents can meet the principal and
teachers, and other parents, get first-hand information on the facilities,
program, and tour the centre.

• Provide transportation and childcare facilities to attract parents to attend the
school activities and parental involvement program.

• Ensure there are teachers who can converse with parents from different culture
and language background.

5.2.4.2 Create parent-centre relationship
• Organize workshops and materials on the different age level development of
the child as a guide for parents.

53

• Provide suggestions on home conditions that can support learning.
• Invite speakers to talk on nutrition, health care, family-child relationship.
• Encourage home visits by teachers/principal/manager to help parents and child

understand the importance of learning at home.

5.2.4.3 Establish effective centre-to-home and home-to-centre communication
• Provide printed information for parents on homework, monitoring and support
on child learning at home.
• Send home child work weekly for parents to review and comment.
• Create website where parents have access to the centre activities, programs
and child’s progress
• All forms of communication need to be in the parents’ language
• Provide effective communication mechanism for parents to communicate with
the teachers/principals/managers (e.g. centre phone number, e-mail addresses,
set time for calls or meet).
• Provide “suggestion box” (electronic or at the centre) for parents to
anonymously submit their suggestions, concerns, questions and
recommendations.

5.2.4.4 Enhance parents’ knowledge and skills to support child’s learning at
home

• Develop short course and materials for parents to learn and improve their
skills on parenting or assist in various academic subjects.

• Develop learning materials and homework that require children to discuss and
work together with parents what they learn in class.

54

• Provide directory, websites, resourcesand activities that concern learning skills
and behaviour programs for young children.

• Organize workshops that inform parents of the expectations and standards
children are expected to achieve at early age. Provide ways and support for
parents’ expectations and learning at home.

5.2.4.5 Engage parents in school planning, leadership and meaningful volunteer
opportunities

• Create opportunities for parents to get involved in decision-making and
advisory committees (e.g. sports day, family day, school safety campaign) and
provide training if necessary.

• Include parents in all centre activities and programs.
• Allow feedback from parents on their area of interest, talents and availability

to assist in the centre programs and staff-support needs.
• Create a network that links every parent with teachers, principal, and other

parents.

5.2.3.6 Link teachers and parents to community resources that strengthen and
support children’s learning and well-being

• Establish home-centre partnerships, assist parents to access parent-child based
programs to ensure parents have resources to be involved in their children’s
learning.

• Allow parents to learn the curriculum and techniques of teaching young
children to learn.

• Invite speakers to talk and share their knowledge and expertise on childrearing
and issues pertaining to child well-being.

55

5.3 Implication
The findings suggested that parental involvement is slowly being accepted by both
parents and childcare centres. Therefore, measures need to be taken by respective
authorities, ministries, departments and agencies to ensure all childcare centres in
Malaysia develop some form of parental involvement programs. Studies have shown
the importance of such collaboration between centres and parents that will enhance
children’s development. Thus, institutions that run early childhood programs need to
develop parental involvement courses to educate future childcare teachers on the
inclusion of parents’ involvement at their centres. Early exposure to the importance of
this partnership will help teachers to be open to parents’ participation and
involvement.

56

REFERENCES

Atkin, J., & J. Bastiani. (1999). Training teachers to work with parents. In Parents
and teachers 2, From policy to practice, ed. J. Bastiani, 243. Windsor: NFER-
NELSON.

Ball, C. (1994). Start Right: The importance of early learning. London: Royal Society
for the Encouragement of Arts.

Bhattacharya, G. (2000). The school adjustment of south Asian immigrant children in
the United States. Adolescence, 35(137), 77-85

Bradbard, M.R., Endsley, R.C., & Readdick, C.A.(1983). How and why parents select
profit-making day care programs: A study of two southeastern college
communities. Child Care Quarterly, 12(2), 160-169.

Britner, P.A.,& Phillips, D.A.(1995). Predictors of parent and provider satisfaction
with child day care dimensions: A A comparison of center-based and family
child day care. Child Welfare, 74, 1135-1168.

Bryk, A.S.,& Schneider, B.(2003). Trust in Schools: A Core Resource for School
Reform, 60 (6), Creating caring schools, 40-45.

Bronfenbrenner, U. (1979). The Ecology of human development: Experiments by
nature and design. Cambridge: Harvard University Press.

Bronfenbrenner, U. (1990). Discovering what families do. In Rebuilding the nest: A
new commitment to the American Family, ed. D. Blankenhorn, S. Baymes, &
J.B. Elshtain, 27-38. Milwaakee, WI: Family Service America.

Bronfenbrenner, U. (2004). Making human beings human: Bioecological perspectives
on human development. California, CA: Sage Publications.

Chan, A. W. (2004). Syntactic transfer: Evidence from the interlanguage of Hong
Kong Chinese ESL learners. Modern Language Journal, 88(1), 56–74.

Children’s Defence Fund. (2001).Children’s Defence Fund Annual Report 2001.
University of Tennessee Libraries.

Chao, R. K. (2000). The parenting of immigrant Chinese and European American
mothers: Relations between parenting styles, socialization goals, and parental
practices. Journal of Applied Developmental Psychology, 21, 233-248.

Collignon, F.F., Men Makna, & Tan, S.(2001). Finding ways in: Community-based
perspectives on Southeast Asia family involvement with schools in a New
England state. Journal Of Education For Students Placed At Risk 6, 27-44.

Committee on Early Childhood, Adoption and Dependent Care. (1996). Universal
access to good quality education and care of children from birth to 5 years.
PEDIATRICS 97, no. 3:417-419.

57

Cryer, D.,& Burchinal,M.R.(1997). Parents as child care consumers. Early Childhood
Research Quarterly, 12(1), 35-58.

Cunningham, B, & Dorsey, B.(2004). Out of site but not out of mind: The harmful
absence of men. Child Care Information Exchange, 165, 42-43.

Elicker, J., C. Clawson, & H. Soo-Young. (2004). Child care quality and children’s
development in Indiana low income working families. Paper presented in
Child Care Resource and Referral in the 21st Century Conference, October.
http://www.cfs.purdue. edu (accessed July 10, 2010).

Elicker, James; Noppe, Illene C.; Noppe, Lloyd D.; & Fortner-Wood, Cheryl. (1997).
The parent-caregiver relationship scale: Rounding out the relationship system
ininfant child care. Early Education and Development, 8(1), 83-100. (ERIC
Journal No.EJ538110).

Epstein, J. (2001). School, family, and community partnerships: Preparing educators
and improving school. Boulder, CO: Westview Press.

________ (2009). School, family, and community partnerships: Your handbook for
action (2nd.ed.) Thousand Oaks, CA: Corwin Press.

Fagan, J. (1996). Principals for developing male involvement programs in early
childhood settings: A personal experience. Young Children, 51(4), 64-71.

Garcia Coll, C., Akiba, D., Palacios, N., Bailey, B., Silver, R., DiMartino, L., & Chin,
C. (2002). Parental involvement in children’s education: Lessons from three
immigrant groups. Parenting: Science and Practice, 2(3), 303–324.

Ghazvini, A.S., & C.A. Readdick. (1994). Parent -caregiver communication and
quality ofcare in diverse child care settings. Early Childhood Research
Quarterly 9: 207-222.

Hwa-Froelich, D. A., & Westby, C. E. (2003). Frameworks of education: Perspectives
of Southeast Asian parents and Head Start staff. Language, Speech & Hearing
Services in Schools, 34(4), 299-319.

Katz, L.G., Aidman, A., Reese, D.A.,& Clark, A.(1996). Preventing and resolving
parent-teacher differences. Elementary and Early Childhood Education.
University of Illinois, USA.

Lamb, M.E. (2000). Research on father involvement: A historical overview. In E.H.
Peters, G.W. Peterson, S.K. Steinmetz, & E.D. Day (Eds.), Fatherhood:
Research interventions and policies. New York: Haworth.

Maring, G.H., & J. Magelky. (1990). Effective communication: Key to
parent/communityinvolvement. The Reading Teacher 43, no. 8: 606-607.

58

Mendez, J.L. (2010). How can parents get involved in preschool? Barriers and
engagement in education by ethnic minority parents of children attending
Head Start programs. Cultural Diversity and Ethnic Minority Psychology,
16(1), 26-36.

Mendoza, J., G.L.K. Katz, A.S. Robertson, & D. Rothenberg. (2003). Connecting with
parentsin the early years. Illinois, IL: Clearinghouse on Early Education and
Parenting (CEEP)Publications.

NAEYC (2005). NAEYC early childhood program standards. http://www.naeyc.org/

accrediation/performance_criteria/program_standards.html (accessed

October 3, 2010).

Organisation for Economic Co-operation and Development (OECD). 2006.

Starting Strong II Early childhood education and care. France: OECD

Publishing.

OECD.(2006). Education at a Glance. https://www.oecd.org/education/skills-beyond-
school/37376068.pdf

Osborn, A.F., & J.E. Milbank. (1987). The effects of early education: a report from
the childhealth and education Study. Oxford: Clarendon Press.

Owen, M.T., A.M. Ware, & B. Barfoot. (2000). Caregiver-mother partnership
behavior andthe quality of caregiver-child and mother-child interactions. Early
Childhood ResearchQuarterly 15, no. 3: 413-428.

Parke, R.D. (1996). Fatherhood. Cambride, MA: Harvard University Press.
Powell, D.R. (1975). The parent -caregiver project: An overview. Detroit, MI: The

Merrill _Palmer Institute.

Powell, D.R. (1977). The coordination of preschool socialization: parent-caregiver
relationshipsin day care centers. Paper presented at the biennial meeting of the
Society for Research inChild Development, March 17-20, in New Orleans,
Louisiana.

Powell, D.R., & K.E. Diamond. (1995). Approaches to parent-teacher relationships in
U.S.early childhood programs during the twentieth century. Journal of
Education 177, no. 3:71-94.

Plowden Report.(1967). Central Advisory Council for Education. Children and their
primary schools. London: HMSO.

Rentzou, K. (2011). Evaluating the quality of care and education provided by pre-
schoolcenters. An approach by researcher’s, educators’ and parents’

perspectives. UnpublishedPhD diss., University of Ioannina (In Greek).

Robson, S. and Smedley, S. (eds.) (1996). Education in early childhood: First things
first. London: David Fulton Publishers.

59

Sakellariou, M., & K. Rentzou. (2008a). Partnership with families and communities in
Greekpreschool settings: An evaluation from researchers’ and early childhood
educators’perspective. The International Journal of Interdisciplinary Social
Sciences 3, no. 5: 93-112.

Sakellariou, M., & K. Rentzou. (2008b). Evaluating provisions for parents and
parentalinvolvement in Greek preschool settings. The International Journal of
the Humanities 6,no. 9: 95-106.

Shpancer, N. (2002). The home_daycare link: Mapping children’s new world order.
EarlyChildhood Research Quarterly 17: 374-392.

Smith, J.D. (1999). Teachers’ use of naturalistic practices to facilitate communication
and language development in young children with disabilities. Dissertation
Abstracts International, 61(1A), 136.

Swap, S.M.(1993). Developing home-school partnerships: From concepts to practice.
New York: Teachers College Press.

Wolfendale,S., &Topping, K.(1996). Family involvement in literacy: Effective
partnerships in education. Londres: Cassell.

Zellman,G.L.,& Perlman, M.(2006). Parent involvement in child care settings:
conceptual and measurement issues.Early Child Development and Care,
176(5), 521-538.

Zigler, E.F., & Turner, P.(1982). Parents and day care workers: A failed partnership.
In Zigler, E.F. & Gordon, E.W. (Eds.) Day care: Scientific and social policy
issues. Boston, MA: Auburn House.

60

APPENDIX A: INTERVIEW QUESTIONS FOR PRINCIPAL/MANAGER
I. HOW DO TASKA AND TADIKA CENTRES ENCOURAGE PARENTAL

INVOLVEMENT?

1. As an operator/principal, are you aware of the role of parents at home and at
your TASKA/TADIKA?

• If yes, please explain the role of parents at home and at your
TASKA/TADIKA.

2. Do you see parents as partners in your TASKA/TADIKA?
• If yes, explain?
• If no, why?
3. Do you believe there’s a need to build a close relationship with parents?
• If yes, explain?
• If no, why?
4. Do you encourage parents to be involved in your TASKA/TADIKA?
• If yes, please explain how you do it.
• If no, why?
5. Do you encourage parents’ participation and involvement in your

TASKA/TADIKA?
• If yes, please explain how you do it.
• If no, why?
6. What type of activities do you plan so that your staff can build a close

relationship with parents?
• Give example(s)
7. Are the activities you plan take into consideration parents’ work schedule?
• Yes, please explain.

61

• No, please explain.
8. Do you and parents communicate effectively to exchange information about the

child?
• If yes, how and when
• No, please explain.
9. Do you provide parents with information on the programs/activities/events in

your TASKA/TADIKA?
• If yes, explain why?
• How?
• No, please explain.
10. Does your TASKA/TADIKA have an orientation program for children and

parents?
• If yes, explain about the program?
• If no, why?
11. Are you willing to discuss your expectations with parents about their child?
• If yes, why?
• When?
12. Do you explain to parents what they can expect from your centre?
• If yes, why?
• If no, why?
13. Do you allow parents to be involved in decision making for your

TASKA/TADIKA?
• If yes, why?
• If no, why?
14. Do you hold a parent-teacher conference meeting?

62

• If yes, why?
• How often?
• When?
• If no, why?

II. WHAT ARE THE FACTORS THAT INFLUENCE PARENTS' TO BE
INVOLVED IN THE ACTIVITIES AT TASKA AND TADIKA
CENTRES?

1. Why do parents want to get involve in your TASKA/TADIKA?
2. Why do parents don’t want to get involve in your TASKA/TADIKA?
3. How do parents get involved in your TASKA/TADIKA?
4. Do you think family income could be one of the factors that affect parents’

involvement at your TASKA/TADIKA?
• If yes, why?
• If no, why?
5. Do you think parents’ education level may affect parents’ involvement at your

TASKA/TADIKA?
• If yes, why?
• If no, why?
6. Do you think parents’ marital status may affect parents’ involvement at your

TASKA/TADIKA?
• If yes, why?
• If no, why?
7. Do you think the number of children parents have could affect their

involvement at your TASKA/TADIKA?
• If yes, why?

63

• If no, why?
8. Do you take into consideration opinion voiced by parents?
• If yes, why?
• If no, why?
9. Do you believe that your staff and parents should share information regarding

children’s learning and development?
• If yes, why?
• If no, why?
10. Do you and the parents have same or different understandings on each other’s

contribution to children’s early learning?
• If yes, why?
• If no, why?
11. How is your relationship with parents?
• Good, explain
• Not that good, explain
12. Is the relationship meaningful?
• Yes, explain
• No, explain
13. How is your staff relationship with parents?
• Good, explain
• Not that good, explain
14. Is the relationship meaningful?
• Yes, explain
• No, explain
15. What is the language used in the centre?

64

Malay, why?
English, why?
16. Is the level of the language used by you is comprehensible for parents to

understand?
• If yes, explain.
• If no, why
17. Is the level of the language used by your staff is comprehensible for parents to

understand?
• If yes, explain.
• If no, why

III. WHAT ARE THE CHALLENGES AND BEST PRACTICES
OPERATOR/PRINCIPAL FACE IN GETTING PARENTS TO BE
INVOLVED AT TASKA AND TADIKA CENTRES?

1. According to you what are the challenges you face in getting parents involved
at your TASKA/TADIKA?

2. According to you what are the best practices for parents to get involved at
TASKA/TADIKA?

65

APPENDIX B: SURVEY QUESTIONNAIRE
SECTION A: DEMOGRAPHY ON TEACHER/CHILDCARE PROVIDERS

1. GENDER

Male Female

2. AGE

20-24 25-30

31-34 35-40

41-45 46 and above

3. ETHNICITY

Malay Chinese

Indian Others : ____

4. RELIGION

Islam Christianity

Budhism Hindusm
Others : ______________________

66

5. POSITION AT TASKA/TADIKA :

_______________________________________________

WORKING EXPERIENCE AT 6 – 10 years
1 – 5 years

TASKA/TADIKA more than 16 years
11 – 15 years

LEVEL OF EDUCATION Primary School Secondary school

Certificate : _________ Diploma: _____________

Degree : _______________________
7. INCOME
Less than RM500 RM501 – RM1,000

RM1,001 – RM1,500 RM1,501 and above

SECTION B:

Please kindly choose the items by using the following Likert Rating Scale:

1. Strongly Disagree
2. Disagree
3. Slightly disagree
4. Agree
5. Strongly Agree

I. TEACHERS’ BELIEFS TOWARDS
PARENTS’ INVOLVEMENT AT TASKA/TADIKA

1. I am not sure that the parent will tell me important things about their child.

1 = Strongly disagree 2 = Disagree 3 = Slightly disagree 4 = Agree 5 = Strongly agree

67

2. I truly value child’s parents’ opinions on most matters.

1 = Strongly disagree 2 = Disagree 3 = Slightly disagree 4 = Agree 5 = Strongly agree

3. I feel that this child’s parent and I do not have the same values concerning how
best to meet child’s needs

1 = Strongly disagree 2 = Disagree 3 = Slightly disagree 4 = Agree 5 = Strongly agree

4. It is important for a father to spend quality time (one to one) with his children
every day.

1 = Strongly disagree 2 = Disagree 3 = Slightly disagree 4 = Agree 5 = Strongly agree

5. It is not my duty to explain to parent things that their child does not understand.

1 = Strongly disagree 2 = Disagree 3 = Slightly disagree 4 = Agree 5 = Strongly agree

6. I believe it is parents’ responsibility to volunteer at child’s TASKA/TADIKA
school.

1 = Strongly disagree 2 = Disagree 3 = Slightly disagree 4 = Agree 5 = Strongly agree

7. I believe that parental involvement at TASKA/TADIKA is not important for the
success at primary school.

1 = Strongly disagree 2 = Disagree 3 = Slightly disagree 4 = Agree 5 = Strongly agree

8. I feel that child’s parents genuinely care for him or her.

1 = Strongly disagree 2 = Disagree 3 = Slightly disagree 4 = Agree 5 = Strongly agree

9. Overall, this child’s parent is a caring person.

1 = Strongly disagree 2 = Disagree 3 = Slightly disagree 4 = Agree 5 = Strongly agree

10. I know that child truly enjoys being with her parents.

1 = Strongly disagree 2 = Disagree 3 = Slightly disagree 4 = Agree 5 = Strongly agree

11. I believe that child’s parents do not give him/her good, consistent care.

1 = Strongly disagree 2 = Disagree 3 = Slightly disagree 4 = Agree 5 = Strongly agree

12. Child’s parent does not give valuable suggestions about how I work with the
child.

1 = Strongly disagree 2 = Disagree 3 = Slightly disagree 4 = Agree 5 = Strongly agree

13. I consider child’s parent not to be a true partner in raising their child.

68

1 = Strongly disagree 2 = Disagree 3 = Slightly disagree 4 = Agree 5 = Strongly agree

14. I believe that child’s parent is someone who knows about how to take care of the
Child.

1 = Strongly disagree 2 = Disagree 3 = Slightly disagree 4 = Agree 5 = Strongly agree

15. The overall approach of child’s parent in handling young children does not match
my own.

1 = Strongly disagree 2 = Disagree 3 = Slightly disagree 4 = Agree 5 = Strongly agree

16. If there is a problem, child’s parent and I always talk about it immediately.

1 = Strongly disagree 2 = Disagree 3 = Slightly disagree 4 = Agree 5 = Strongly agree

17. I establish and maintain good parents/teachers relationship.

1 = Strongly disagree 2 = Disagree 3 = Slightly disagree 4 = Agree 5 = Strongly agree

II. TEACHERS’ BELIEFS AT MANAGING CHILDREN
1. I give clear instructions to the children.

1 = Strongly disagree 2 = Disagree 3 = Slightly disagree 4 = Agree 5 = Strongly agree

2. I try to incorporate ICT into my teaching.

1 = Strongly disagree 2 = Disagree 3 = Slightly disagree 4 = Agree 5 = Strongly agree

3. I take risks and experiments in teaching (is innovative).

1 = Strongly disagree 2 = Disagree 3 = Slightly disagree 4 = Agree 5 = Strongly agree

4. I do not use active learning with the children.

1 = Strongly disagree 2 = Disagree 3 = Slightly disagree 4 = Agree 5 = Strongly agree

5. I am well prepared and plans ahead in my work.

1 = Strongly disagree 2 = Disagree 3 = Slightly disagree 4 = Agree 5 = Strongly agree

6. I do not cover the curriculum.

1 = Strongly disagree 2 = Disagree 3 = Slightly disagree 4 = Agree 5 = Strongly agree

69

7. I am compassionate and sympathetic towards the children.

1 = Strongly disagree 2 = Disagree 3 = Slightly disagree 4 = Agree 5 = Strongly agree

8. I believe that I have the qualities of integrity and fairness in dealing with the
children.

1 = Strongly disagree 2 = Disagree 3 = Slightly disagree 4 = Agree 5 = Strongly agree

9. I do not recognize the individuality of each child.

1 = Strongly disagree 2 = Disagree 3 = Slightly disagree 4 = Agree 5 = Strongly agree

10. I do not understand the socio-economic and cultural background of each child.

1 = Strongly disagree 2 = Disagree 3 = Slightly disagree 4 = Agree 5 = Strongly agree

11. I am not willing to engage in professional development.

1 = Strongly disagree 2 = Disagree 3 = Slightly disagree 4 = Agree 5 = Strongly agree

12. I am not well informed of the syllabus and resource materials.

1 = Strongly disagree 2 = Disagree 3 = Slightly disagree 4 = Agree 5 = Strongly agree

13. I am not self-critical and evaluates my own performance.

1 = Strongly disagree 2 = Disagree 3 = Slightly disagree 4 = Agree 5 = Strongly agree

14. I value and respect the childrens’ opinions.

1 = Strongly disagree 2 = Disagree 3 = Slightly disagree 4 = Agree 5 = Strongly agree

15. I can identify the quiet/shy child.

1 = Strongly disagree 2 = Disagree 3 = Slightly disagree 4 = Agree 5 = Strongly agree

16. I have the passion for working with children.

1 = Strongly disagree 2 = Disagree 3 = Slightly disagree 4 = Agree 5 = Strongly agree

17. I do not challenge each child to go beyond his/her comfort zone.

1 = Strongly disagree 2 = Disagree 3 = Slightly disagree 4 = Agree 5 = Strongly agree

70

III. TEACHERS’ EXPECTATIONS TOWARDS PARENTS
1. Child’s parent has the knowledge and skills needed to be a good parent.

1 = Strongly disagree 2 = Disagree 3 = Slightly disagree 4 = Agree 5 = Strongly agree

2. Child’s parent do not have to be always open and honest.

1 = Strongly disagree 2 = Disagree 3 = Slightly disagree 4 = Agree 5 = Strongly agree

3. I suppose to work closely with child’s parent in order to gain a better
understanding of the child.

1 = Strongly disagree 2 = Disagree 3 = Slightly disagree 4 = Agree 5 = Strongly agree

4. Parents don’t have to set aside time everyday for their children to practice home
work.

1 = Strongly disagree 2 = Disagree 3 = Slightly disagree 4 = Agree 5 = Strongly agree

5. Child’s parent doesn’t have to be someone I can rely on. 5 = Strongly agree

1 = Strongly disagree 2 = Disagree 3 = Slightly disagree 4 = Agree

6. Overall, this child’s parent should be a caring person. 4 = Agree 5 = Strongly agree

1 = Strongly disagree 2 = Disagree 3 = Slightly disagree

IV. PARTNERSHIP WITH PARENTS

1. I do not communicate with parents efficiently in exchanging information about their
children.

1 = Strongly disagree 2 = Disagree 3 = Slightly disagree 4 = Agree 5 = Strongly agree

2. I can communicate with parents efficiently in exchanging information about my
TASKA/TADIKA.

1 = Strongly disagree 2 = Disagree 3 = Slightly disagree 4 = Agree 5 = Strongly agree

3. I do not encourage parents’ participation and involvement at my TASKA/TADIKA.

1 = Strongly disagree 2 = Disagree 3 = Slightly disagree 4 = Agree 5 = Strongly agree

4. My TASKA/TADIKA have an orientation session for children and parents.

1 = Strongly disagree 2 = Disagree 3 = Slightly disagree 4 = Agree 5 = Strongly agree

71

SECTION B:

Please kindly choose the items by using the following Likert Rating Scale:

6. Strongly Disagree
7. Disagree
8. Slightly disagree
9. Agree
10. Strongly Agree

I. PARENTS’ BELIEFS TOWARDS TEACHERS

1. I am not sure that the teacher will tell me important things about my child.

1 = Strongly disagree 2 = Disagree 3 = Slightly disagree 4 = Agree 5 = Strongly agree

2. I truly value my child’s teacher’s opinions on most matters.

1 = Strongly disagree 2 = Disagree 3 = Slightly disagree 4 = Agree 5 = Strongly agree

3. I feel that my child’s teacher and I do not have the same values concerning how
best to meet child’s needs.

4. 1 = Strongly disagree 2 = Disagree 3 = Slightly disagree 4 = Agree 5 = Strongly agree

4.It is important for a father to spend quality time (one to one) with his children every
day.

1 = Strongly disagree 2 = Disagree 3 = Slightly disagree 4 = Agree 5 = Strongly agree

5. It is not teacher’s duty to explain to parent things that the child does not
understand.

1 = Strongly disagree 2 = Disagree 3 = Slightly disagree 4 = Agree 5 = Strongly agree

6. I believe it is my responsibility to volunteer at my child’s TASKA/TADIKA
school

1 = Strongly disagree 2 = Disagree 3 = Slightly disagree 4 = Agree 5 = Strongly agree

7. I believe that my involvement at TASKA/TADIKA is not important for the
child’s success at primary school.

1 = Strongly disagree 2 = Disagree 3 = Slightly disagree 4 = Agree 5 = Strongly agree

8. I feel that my child’s teacher genuinely cares for him or her.

1 = Strongly disagree 2 = Disagree 3 = Slightly disagree 4 = Agree 5 = Strongly agree

9. Overall, my child’s teacher is a caring person. 4 = Agree 5 = Strongly agree

1 = Strongly disagree 2 = Disagree 3 = Slightly disagree

72

10. I know that my child truly enjoys being with his/her teacher. 5 = Strongly agree

1 = Strongly disagree 2 = Disagree 3 = Slightly disagree 4 = Agree

11. I believe that my child’s teacher do not give him/her good, consistent care.

1 = Strongly disagree 2 = Disagree 3 = Slightly disagree 4 = Agree 5 = Strongly agree

12. My child’s teacher does not give me valuable suggestions about working with my
child.

1 = Strongly disagree 2 = Disagree 3 = Slightly disagree 4 = Agree 5 = Strongly agree

13. I consider my child’s teacher not to be a true partner in raising my child.

1 = Strongly disagree 2 = Disagree 3 = Slightly disagree 4 = Agree 5 = Strongly agree

14. I believe that child’s teacher is someone who knows about how to take care of my
child.

1 = Strongly disagree 2 = Disagree 3 = Slightly disagree 4 = Agree 5 = Strongly agree

15. The overall approach of child’s teacher in handling young children does not
match my own.

1 = Strongly disagree 2 = Disagree 3 = Slightly disagree 4 = Agree 5 = Strongly agree

16. If there is a problem, my child’s teacher and I always talk about it immediately.

1 = Strongly disagree 2 = Disagree 3 = Slightly disagree 4 = Agree 5 = Strongly agree

17. I establish and maintain good parents/teachers relationship.

1 = Strongly disagree 2 = Disagree 3 = Slightly disagree 4 = Agree 5 = Strongly agree

II. PARENTS’ EFFICACY IN RAISING CHILDREN
1. I do not have the ability to influence my child’s educational outcome

1 = Strongly disagree 2 = Disagree 3 = Slightly disagree 4 = Agree 5 = Strongly agree

2. My child’s motivation to do well in school mostly depends on me.

1 = Strongly disagree 2 = Disagree 3 = Slightly disagree 4 = Agree 5 = Strongly agree

3. I do not meet my own personal expectations for expertise in caring for my child.

1 = Strongly disagree 2 = Disagree 3 = Slightly disagree 4 = Agree 5 = Strongly agree

4. I feel great about my efforts to help my child learn.

1 = Strongly disagree 2 = Disagree 3 = Slightly disagree 4 = Agree 5 = Strongly agree

73

5. I can enhance my child’s readiness by providing experiences he/she needs to
build important skills.

1 = Strongly disagree 2 = Disagree 3 = Slightly disagree 4 = Agree 5 = Strongly agree

III. PARENTS’ EXPECTATIONS TOWARDS TEACHER

1. My child’s teacher has the knowledge and skills needed to be a good teacher.

1 = Strongly disagree 2 = Disagree 3 = Slightly disagree 4 = Agree 5 = Strongly agree

2. My child’s teacher does not have to be always open and honest. 5 = Strongly agree

1 = Strongly disagree 2 = Disagree 3 = Slightly disagree 4 = Agree

3. I like to work closely with my child’s teacher in order to gain a better
understanding of my child.

1 = Strongly disagree 2 = Disagree 3 = Slightly disagree 4 = Agree 5 = Strongly agree

4. Parents don’t have to set aside time everyday for their children to practice school
work.

1 = Strongly disagree 2 = Disagree 3 = Slightly disagree 4 = Agree 5 = Strongly agree

5. My child’s teacher doesn’t have to be someone I can rely on. 5 = Strongly agree

1 = Strongly disagree 2 = Disagree 3 = Slightly disagree 4 = Agree

6. Overall, this child’s teacher should be a caring person.

1 = Strongly disagree 2 = Disagree 3 = Slightly disagree 4 = Agree 5 = Strongly agree

THANK YOU

74