Abstract

• The main purpose of this study was to investigate the perceptions of teachers concerning parental involvement and school climate in Zayarthiri Township. A total of 300 teachers (7 males and 293 females) from selected Basic Education High Schools in Zayarthiri Township were chosen as the participants by using simple random sampling technique. As research instruments, School Climate Survey developed by Thapa et al., (2013) and Parental Involvement Questionnaire developed by Epstein (2007) were used to measure teachers’ perceptions on parental involvement and school climate. Results from descriptive statistics independent the levels of teachers’ perceptions on parental involvement and school climate were satisfactory in Zayarthiri Township. According to the results of independent samples t test, it was found that there were no significant differences in both parental involvement and school climate by qualification. However, the ANOVA results revealed that there were significant differences in both parental involvement and school climate by teaching experience. Teachers who have high teaching experience possessed better perceptions on both parental involvement and school climate than those who had lower teaching experiences. Moreover, Pearson’s Product Moment correlations revealed that parental involvement was positively correlated with school climate (r = 0.634, p < 0.01). In this study, it was found that the better perceptions on school climate the teachers possessed, the higher level of perception on parental involvement they had.