Teachers Involving Parents Scale (TIP)

Mohammed looti

Teachers Involving Parents Scale (TIP)

A comprehensive self-report instrument designed to assess teachers' beliefs, self-efficacy, and practices regarding parental involvement in their students' education.

73 Questions

~18 min

Custom

Scale Development & Technical Details

Scale Overview

The Teachers Involving Parents Scale (TIP) was developed by Kathleen V. Hoover-Dempsey & Howard M. Sandler (2005). It is designed to measure Teacher beliefs, self-efficacy, and practices regarding parental involvement. The scale is intended for use with Teachers.

Scale Structure

This instrument consists of 73 items organized into 6 factors/subscales: Teacher Beliefs about Parental Involvement, Teacher Self-Efficacy for Teaching, Teacher Beliefs about Parents’ Efficacy, Teacher Beliefs about Importance of Parent Involvement Practices, Teacher Reports of Parent Involvement, Teacher Report of Invitations to Parental Involvement.

Factor / Subscale	Items	N
Teacher Beliefs about Parental Involvement	1,2,3,4,5,6,7,8	8
Teacher Self-Efficacy for Teaching	9,10,11,12,13,14,15,16,17,18,19,20	12
Teacher Beliefs about Parents' Efficacy	21,22,23,24,25,26,27	7
Teacher Beliefs about Importance of Parent Involvement Practices	28,29,30,31,32,33,34,35,36,37,38,39,40,41,42,43	16
Teacher Reports of Parent Involvement	44,45,46,47,48,49,50,51,52,53,54,55,56,57	14
Teacher Report of Invitations to Parental Involvement	58,59,60,61,62,63,64,65,66,67,68,69,70,71,72,73	16

Response Format

Respondents rate each item using a custom response format.

Response anchors: Agreement Scale (Items 1-27) = 1 = Disagree very strongly, 2 = Disagree, 3 = Disagree just a little, 4 = Agree just a little, 5 = Agree, 6 = Agree very strongly, Importance Scale (Items 28-43) = 1 = Not at all important, 2 = Not important, 3 = Not very important, 4 = Somewhat important, 5 = Important, 6 = Very important, Parent Participation Scale (Items 44-57) = 1 = None, 2 = 10-25%, 3 = 30-45%, 4 = 55-70%, 5 = 75-90%, 6 = All, Invitation Frequency Scale (Items 58-73) = 1 = Never, 2 = Once this year, 3 = Once each semester, 4 = Once a month, 5 = Once every 1-2 weeks, 6 = 1+ time(s) each week.

The scale includes 10 reverse-scored items to reduce acquiescence bias.

Scoring

Items are scored by subscale, with each subscale sum representing a distinct dimension.

Psychometric Properties

Internal Consistency: The scale has demonstrated good to excellent internal consistency with reported Cronbach’s alpha values of Varies by subscale (typically Cronbach's alpha ranges from .75 to .88).

Administration

The scale is self-administered and typically takes approximately 15 minutes to complete. It can be administered individually or in group settings. No special training is required for administration.

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About You

Please provide the following information before starting the assessment. This data is used for research purposes only and will remain confidential.

Gender *

Age *

Education Level

Country / Nationality

Instructions

Please read each statement carefully and select the response option that best represents your beliefs, perceptions, or practices as a teacher. Note that different sections utilize different response scales.

Agreement Scale (Items 1-27) 1 = Disagree very strongly, 2 = Disagree, 3 = Disagree just a little, 4 = Agree just a little, 5 = Agree, 6 = Agree very strongly

Importance Scale (Items 28-43) 1 = Not at all important, 2 = Not important, 3 = Not very important, 4 = Somewhat important, 5 = Important, 6 = Very important

Parent Participation Scale (Items 44-57) 1 = None, 2 = 10-25%, 3 = 30-45%, 4 = 55-70%, 5 = 75-90%, 6 = All

Invitation Frequency Scale (Items 58-73) 1 = Never, 2 = Once this year, 3 = Once each semester, 4 = Once a month, 5 = Once every 1-2 weeks, 6 = 1+ time(s) each week

Parent involvement is important for a good school.

1 = Disagree very strongly, 2 = Disagree, 3 = Disagree just a little, 4 = Agree just a little, 5 = Agree, 6 = Agree very strongly 1 = Not at all important, 2 = Not important, 3 = Not very important, 4 = Somewhat important, 5 = Important, 6 = Very important 1 = None, 2 = 10-25%, 3 = 30-45%, 4 = 55-70%, 5 = 75-90%, 6 = All 1 = Never, 2 = Once this year, 3 = Once each semester, 4 = Once a month, 5 = Once every 1-2 weeks, 6 = 1+ time(s) each week

Most parents know how to help their children with schoolwork at home.

Every family has some strength that can be tapped to increase student success in school.

All parents could learn ways to help their children with schoolwork at home, if shown how.

Parent involvement can help teachers be more effective with more students.

Parents of children at this school want to be involved more than they are.

Parent involvement is important for student success in school.

This school views parents as important partners.

I feel that I am making a significant educational difference in the lives of my students.

If I try really hard, I can get through to even the most difficult and unmotivated students.

Children are so private and complex, I never know if I am getting through to them.

I usually know how to get through to students.

Most of a student's school motivation depends on the home environment, so I have limited influence.

There is a limited amount that I can do to raise the basic performance level of students.

I am successful with the students in my class.

I am uncertain how to teach some of my students.

I feel as though some of my students are not making any academic progress.

My students' peers influence their motivation more than I do.

Most of a student's performance depends on the home environment, so I have limited influence.

My students' peers influence their academic performance more than I do.

My students’ parents help their children learn.

My students’ parents have little influence on their children’s motivation to do well in school.

If my students’ parents try really hard, they can help their children learn even when the children are unmotivated.

My students’ parents feel successful about helping their children learn.

My students’ parents don’t know how to help their children make educational progress.

My students’ parents help their children with school work at home.

My students’ parents make a significant, positive educational difference in their children’s lives.

Having a conference with each of my students’ parents at least once a year.

Contacting parents about their children’s problems or failures.

Contacting parents when their children do something well or improve.

Involving parents as volunteers in my classroom.

Telling parents about the skills their children must learn in each subject I teach.

Providing specific activities for parents to do with their children in order to improve their grades.

Giving parents ideas about discussing specific TV shows with their children.

Assigning homework that requires parents to interact with their children.

Suggesting ways to practice spelling or other skills at home before a test.

Asking parents to listen to their children read.

Asking my students’ parents to help the child with homework.

Asking my students’ parents to ask the child about the school day.

Inviting my students’ parents to visit my classroom.

Asking my students’ parents to take the child to the library or community events.

Giving parents ideas to help them become effective advocates for their children.

Sending home ‘letters’ telling parents what the children have been learning and doing in class.

Attend scheduled parent-teacher conferences.

Attend meetings or workshops at school.

Contact me when their children are having a problem with learning.

Contact me when they have something really good to report about their child’s learning.

Volunteer in my classroom or in the school.

Ask me for specific activities they can do at home with the child.

Discuss TV programs with the child.

Help the child with homework.

Listen to the child read.

Give me information about the child’s needs, interests, or talents.

Talk to the child about the school day.

Visit my classroom at school.

Take the child to the library or community events.

Attend children’s performances at school.

Have a conference with a parent.

Contact a parent if the child has problems or experiences failure.

Contact a parent if the child does something well or improves.

Involve a parent as a volunteer in my classroom.

Tell a parent about the skills the child must learn in each subject I teach.

Provide specific activities for a parent to do with the child in order to improve the child’s grades.

Give a parent ideas about discussing specific TV shows with the children.

Assign homework that requires a parent to interact with the child.

Suggest ways to practice spelling or other skills at home before a test.

Ask a parent to listen to the child read.

Ask a parent to help the child with homework.

Encourage a parent to ask the child about the school day.

Ask a parent to visit my classroom.

Ask a parent to take the child to the library or community events.

Give a parent ideas to help him or her become an effective advocate for the child.

Send home ‘letters’ telling parents what the children have been learning and doing in class.

Answer all questions to submit