In-service Teachers’ Beliefs and Concerns about Family Involvement
Abstract: Educational researchers and educators have addressed the important role of family involvement in students’ learning processes by addressing its positive outcomes in terms of positive educational, behavioral and social aspects. However, in Singapore, family involvement and the notion of school-family partnership are still less researched in formal learning contexts. Thus, in order to promote the positive school-family partnership, this article focuses on Singaporean in-service teachers’ beliefs, attitudes and concerns about family involvement. The findings suggest that teachers’ pedagogical approaches to developing family involvement needs to be further explicitly integrated with family involvement strategies in order to foster teachers’ flexibility to deal with diverse needs of families.