The Importance Of Volunteering In School

The author found it both too difficult and troublesome to involve parents in the school. As a result, parents discourage to get too involved.

Furthermore, Epstein and Sanders (cited in Chunck & Eileen, 2011:12) indicated that teachers, parents, and students had little understanding of each other’s interests in children and school. Most teachers do not know the goals that parents have for their children, how parents help them learn, or how parents involved. The same author found that almost all parents do not know about the educational programs in their children’s school and what teachers need of them.

Finally, many teachers and administrators still see themselves as leaders of their classrooms and schools. Thus, little attention paid to partnerships

By volunteering, parents and the community watch children in a school environment and how to teach them in better support to do in a school. Also, parents express their value of education voluntarily. There are many benefits of volunteerism, such as increasing family participation, increasing families’ awareness of school rules and processes, and creating opportunities for unexpected informal interactions with homes and schools.

Parents involve in school activities voluntarily in many ways. Research indicated that parents involve in volunteering for school activities and attending school functions, as well as participation in school governance (Hoell, 2006:7). Among many of the different volunteer activities, parents take part in checking attendance of students and phoning parents of absent students, conducting parents’ patrols, supporting extracurricular clubs, and enriching students’ subject classes (Epstein, 2009:16). In addition, schools organized volunteers’ parents, neighborhood representatives and contacts for parents at the

Furthermore, teachers want parents to be involved in their children’s education voluntarily.

In practice, most parents have never involved voluntarily in school activities, mainly the school does not approach them (Guolaug, 2010:78). In addition, parents’ volunteering in class was never implemented, so there were no structures or plans to allow parents to volunteer in the classroom or supervise other activities during the school day. They were neither consulted nor were they allowed to give advice on decisions that involved learning at the school because they have considered to be too incompetents (Kimu, 2013:235).

Parental involvement in school activities in collaboration with the community, in identifying and integrating resources and services strengthen school programs, family practices, and children’s learning and development (Epstein & Sheldon, 2005:117). Accordingly, schools have required giving information for pupils and families on community social support, and other programs as well as community activities that have linked to learning skills and talents. This is beneficial to the school and its students to set up a stronger connection and relationship with organizations in the community and use community resources more to their advantage (Guolaug,