Study title

Background: This dataset was collected as part of an ESRC-funded PhD project at the University of Warwick. The project aimed to investigate the parental engagement knowledge, skills, attitudes and practices of teachers in England. Method: The dataset was collected via an anonymous online survey. The full questionnaire is provided. The survey was distributed via email, teacher-facing events and social media. Participants: The dataset contains data from 1782 qualified school teachers in England. Data related to their gender, ethnicity and age are included. Content: The bulk of the data is quantitative and comes from researcher-made questions about teachers' prior training, attitudes towards parental engagement, their current parental engagement practices, their confidence with different parental engagement skills and perceived barriers to parental engagement. One open-ended question also asked teachers to define parental engagement in their own words. Data was also collected in relation to the following additional variables: stress (PSS-4; Cohen et al., 1983), workload, self-efficacy (NGSE-8; Chen et al., 2001), job role, school type, parenthood, year group taught, subjective social status (Adler et al., 2000) and school content (%FSM and %EAL).

This survey focussed on the parental engagement knowledge, skills, attitudes and practices of teachers in England. It was undertaken as part of an ESRC-funded PhD project at the University of Warwick.