Help from the parent–teacher association to parenting efficacy: Beyond social status and informal social capital

Abstract

Objective Empirical research is required to shed light on the issue concerning the support the parent–teacher association (PTA) for parents of schoolchildren. It is to examine if the benefit stems from informal social capital arising from the PTA.

Method A telephone survey collected data from parents whose children studied in a grade between Grades 4 and 9 in Hong Kong.

Results The benefits of PTA membership and help were significant. However, the contribution of informal social capital to change in parenting efficacy was insignificant.

Discussion Consequently, the benefit of the PTA is not attributable to informal social capital.