Objective: This study aims to examine the level of parental perceptions and
practices on parental role responsibilities for children enrolled in preschools and
to verify the differences.
Methods: A total of 301 parents whose children were attending preschools
participated in this study. The collected data were analyzed for frequency, factor
analysis, and reliability. In addition, the t-test and the Importance-Performance
Analysis (IPA) were performed.
Results: First, there are relatively high levels of perception and practices of
parental role responsibilities. Second, parental perception of parental role
responsibilities is higher than the level of actual performance. Third, although
parents were highly aware of their role responsibilities, there is a great
expectation of the role of preschools for the development of the social
competence of children. Fourth, parents value the level of practice of role
responsibilities in preschools relatively high.
Conclusion/Implications: Support systems are needed to reduce the gap
between parental perception and practice of their role responsibilities for children
enrolled in preschools.