The role of parenting‐ and employment‐related variables on fathers' involvement in their children's education

Abstract Background Parent involvement strongly correlates with children's educational attainment. Sociocultural shifts in parenting roles and shared responsibilities have driven an increase in the need for involvement of fathers in activities to support their children's educational development. Several factors are thought to influence father involvement in children's education; however, the most salient factors remain unclear. Aims To examine which variables correlate with father involvement in their children's education using a combination of demographic, parent‐related and employment‐related variance. Sample A total of 166 fathers of at least one child aged 6–17 years and residing across five industrialized Western countries participated in an online survey. Method Hierarchical multiple regression analysis (HMRA) was performed to examine the total and incremental variance using regression models including demographic, parenting‐ and employment‐related variables linked to educational involvement. Results and Conclusions The variables included in the current study could explain a large and statistically significant 34% of the variability in fathers' educational involvement. Of these variables, only four were statistically significant in the final model. Specifically, fathers were more likely to be engaged in their children's education when their children were younger, and when parent self‐efficacy, positive work‐to‐family interface and financial anxiety were high. The study's findings indicate that a positive work environment can help fathers better support their children's education, offering a new focus for future interventions and policies. This includes those focused on targeting work‐related constructs to optimize family functioning.