1. I feel that I am making a significant educational difference in the lives of my students.
2. If I try really hard‚ I can get through to the most difficult and unmotivated students.
3. Children are so private and complex‚ I never know if I am getting through to them. (reversed items)
4. I usually know how to get through to my students.
5. Most of student’s school motivation depends on the home environment‚ so I have limited influence. (reverse scored) 6. There is a limited amount I can do to raise the performance level of my students. (reversed items)
7. I am successful with the students in my class.
8. I am uncertain how to teach some of my students. (reverse scored)
9. I feel as though some of my students are not making any academic progress. (reverse scored) 10.My students’ peers influence their motivation more than I do. (reverse scored) 11.Most of a student's performance depends on the home environment‚ so I have limited influence.
Disagree very strongly = 1‚ disagree = 2‚ disagree just a little = 3‚ agree just a little = 4‚ agree =5‚ agree very strongly = 6
Hoover-Dempsey‚ K.V.‚ Bassler‚ O.C.‚ & Brissie‚ J.S. (1987). Parent involvement: Contributions of teacher efficacy‚ school socioeconomic status‚ and other school characteristics. American Educational Research Journal‚ 24‚ 417-435.
Hoover-Dempsey‚ K.V.‚ Bassler‚ O.C.‚ & Brissie‚ J.S. (1992). Explorations in parent-school relations. Journal of Educational Research‚ 85‚ 287-294.
Hoover-Dempsey‚ K.V.‚ Walker‚ J.M.T.‚ Jones‚ K.P.‚ & Reed‚ R.P. (2002). Teachers Involving Parents (TIP): An in-service teacher education program for enhancing parental involvement. Teaching and Teacher Education‚ 18(7)‚ 843-467.
Involvement Project (PIP) Parent and Teacher Questionnaires: Study 1. Peabody College‚ Vanderbilt University. Department of Psychology and Human Development.
phone: 615-343-4962; fax 615-343-9494;