Demographic determinants and interaction effects on parental involvement: a case study from Kosovo

Abstract

This study examined parental involvement in education among 1,228 parents in Kosovo whose children attend preschool and primary school, with respect to native language, gender, education level, number of children, and the child’s grade level. Findings indicated that the highest parental involvement was in home organization and academic monitoring (HOAM) and the lowest in school-based active participation (SBAP). Multivariate analysis of variance (MANOVA) by native language revealed significant differences across all four dimensions. Discriminant analysis (DA) results showed that SBAP was the strongest discriminator; Albanian-speaking parents scored higher in SBAP and teacher–parent communication (TPC), whereas Turkish-speaking parents scored higher in home-based learning support (HBLS) and HOAM. Interaction analyses showed that language was a stronger discriminator particularly for fathers. The interactions of native language×education level, native language×number of children, and education level×gender were not significant. Overall, the findings demonstrate that the multidimensional structure of parental involvement varies systematically across demographic factors.