Potential link between parents’ role beliefs for school involvement and social motivators for involvement in Tanzania

This study examined associations between parents’ role beliefs and social motivators for parental involvement. Hoover-Dempsey and Sandler’s model was used as a theoretical framework to assess the study variables. The study involved 1176 parents of grade-two children from 55 primary schools in 10 districts across four regions in northern Tanzania. A multilevel model that considered school effects revealed that parents’ perceptions of specific child invitations, valence towards school, and sense of efficacy were the strongest predictors of role beliefs for school involvement. Moreover, results showed an association between parents’ perceptions of general school invitation, level of education, and beliefs about school involvement. The study advises relevant authorities to support interventions that capacitate pre-service and in-service teachers to work with parents in Tanzania effectively. Furthermore, through pre-service and in-service teacher training, attention should be paid to effective, inclusive parental involvement mechanisms considering parents’ different social and economic backgrounds.