Abstract
Purpose. The purpose of the study was to explore the perceptions of parents and educators toward the role parents assumed in supporting preschool children academically, and to assess parents' self-efficacy and its influence on parental involvement in preschoolers' homework tasks. A further purpose was to compare parents' perceived self-efficacy with educators' perceptions of parents' perceived self-efficacy, to identify alignment or discrepancies, and to determine if a connection existed between parental involvement in children's homework activities and parental learning. Finally, educators' viewpoints for supporting parental efficacy development were examined. Methodology. Twenty-nine educators and 188 parents participated in the mixed-methods study. Participants responded to a 30-item survey assessing parents' and educators' perceptions of parental roles, responsibilities, and self-efficacy beliefs toward assisting their preschoolers with homework. An open-ended parent focus question inquiring about parental learning and an open-ended educator focus question inquiring about educators' roles and responsibilities for parents' self-efficacy development were included in the survey. Four educator-administrators were interviewed to clarify the findings of the parents' and educators' survey assessments. Findings. (a) Head Start parents possessed positive perceptions regarding their role in supporting their preschool children academically, (b) Head Start educators' perceptions of parents beliefs were notably different than parents' perceptions of themselves, (c) there was no correlation between parental self-efficacy and time spent assisting preschool children with homework, (d) there was a statistically significant difference between Head Start parents' and educators' perceptions of parents' perceived self-efficacy, (e) Head Start parents learned new things as they assisted their preschoolers with homework, and (f) Head Start educators were uncertain of their role in supporting parental efficacy development. Conclusions. There is a significant difference between what parents perceive they are capable of and what educators believe parents perceive they are capable of, especially on matters concerning preschoolers' homework. Incongruent perceptions between parents and educators may be detrimental to the sustainment or strengthening of parents' self-efficacy, which may result in implications for preschool children and parental learning. Recommendations. Replications of this study are recommended to verify parents' and educators' perceptual disparities and identify the effect culture has on self-efficacy perceptions among parents and educators of Head Start preschool children.