Illustration of PTA meeting with hidden motives.

Unmasking Parent-Teacher Associations: Are Hidden Agendas Shaping Our Schools?

Nico Varela in Mind & Education June 2025 • 4 min read.

"A deep dive into the motivations behind PTA involvement, revealing the concealed and unconcealed factors driving parents' participation."

Parent-Teacher Associations (PTAs) are often seen as the backbone of school communities, a vital link between home and education. They’re the groups that organize fundraisers, coordinate volunteers, and advocate for students. But what truly motivates parents to join these organizations? Is it purely altruistic, a genuine desire to improve their children’s school experience, or are there other, less visible factors at play?

For years, researchers have explored the concept of parental involvement, highlighting its positive impact on students' academic achievements and overall school environment. Active parental participation can take many forms, from helping with homework to attending school events. Yet, beneath the surface of bake sales and committee meetings lies a complex web of motivations, some openly expressed and others carefully concealed.

A groundbreaking study has delved into the concealed and unconcealed motives (UCM) that drive parents to join PTAs. By understanding these underlying factors, we can gain a more nuanced perspective on parental involvement and its true impact on our schools. This article will unmask these hidden agendas, exploring the surprising truths behind PTA participation and what it means for the future of education.

The Psychology of PTA Participation: More Than Meets the Eye?

Illustration of PTA meeting with hidden motives.

The study, conducted with 155 Israeli parents, used a self-report questionnaire to assess their motivations for joining PTAs. The questionnaire included 30 items related to PTA membership and 10 items about background variables. Researchers then used Exploratory Factor Analysis (EFA) and Smallest Space Analysis (SSA) to identify underlying patterns and structures in the data.

The research revealed a fascinating interplay of factors that influence parents’ decisions to get involved in PTAs. These motives can be broadly categorized into two layers:

The First Layer: Angular Motives: This layer consists of three major categories:
- Self-Serving Altruistic Ideological Motives (SSAIM): Parents driven by a desire to set a good example for their children and promote social and environmental values.
- Self-Serving Altruistic Pedagogical Motives (SSAPM): Parents who want to improve the educational content and climate of the school, benefiting both their children and the school as a whole.
- Egoistic Motives (EM): Parents primarily focused on their child's needs and the desire to be close to the principal and teachers.
The Second Layer: Radial Motives: This layer includes:
- Concealed Motives (CM): Hidden agendas, such as seeking influence or proximity to school authorities.
- Unconcealed Motives (UCM): Openly stated and accepted reasons for joining, like improving the school curriculum.
- Politically Correct Motives (PCM): Statements made to avoid being offensive and to present oneself in a favorable light.

These findings highlight that PTA participation is not always driven by pure altruism. Parents often have a mix of motives, some of which they may not even consciously recognize or openly admit.

What Does This Mean for Our Schools?

Understanding the complex motivations behind PTA participation can help school administrators and policymakers create more effective strategies for engaging parents. By recognizing the different needs and desires of parents, schools can tailor their outreach efforts and create a more inclusive and productive environment. Addressing concealed motives and fostering genuine collaboration can lead to more meaningful parental involvement and, ultimately, better outcomes for students. Further research and cross-national studies could determine the consistency of these finding across different cultural landscapes.

About this Article -

This article was crafted using a human-AI hybrid and collaborative approach. AI assisted our team with initial drafting, research insights, identifying key questions, and image generation. Our human editors guided topic selection, defined the angle, structured the content, ensured factual accuracy and relevance, refined the tone, and conducted thorough editing to deliver helpful, high-quality information.See our About page for more information.

This article is based on research published under:

DOI-LINK: 10.3389/fpsyg.2018.01705, Alternate LINK

Title: Concealed And Unconcealed Motives For Joining The Parent-Teacher Association: Mapping Sentence And Smallest Space Analysis

Subject: General Psychology

Journal: Frontiers in Psychology

Publisher: Frontiers Media SA

Authors: Yael Fisher

Published: 2018-09-11

Everything You Need To Know

What role do Parent-Teacher Associations (PTAs) play in schools, and what does research suggest about parental involvement?

Parent-Teacher Associations, or PTAs, play a crucial role in schools by organizing fundraisers, coordinating volunteers, and advocating for students. They act as a bridge between home and education. Research suggests active parental involvement positively influences students' academic success and the overall school atmosphere. However, motivations for joining vary widely, and a recent study delves into the hidden agendas behind parental participation, aiming to offer a more comprehensive understanding of its genuine impact.

How did the study categorize the motivations of parents joining PTAs, and what are the key components of each layer of motives?

The research, conducted using a self-report questionnaire with 155 Israeli parents, identified two layers of motives: Angular Motives and Radial Motives. Angular Motives include Self-Serving Altruistic Ideological Motives (SSAIM), reflecting a desire to set a good example, Self-Serving Altruistic Pedagogical Motives (SSAPM), aimed at improving education, and Egoistic Motives (EM), focused on the child's needs. Radial Motives encompass Concealed Motives (CM), like seeking influence, Unconcealed Motives (UCM), such as improving the curriculum, and Politically Correct Motives (PCM), statements made to present oneself positively.

What are Self-Serving Altruistic Ideological Motives (SSAIM), and how do they manifest in parents' involvement in PTAs?

Self-Serving Altruistic Ideological Motives (SSAIM) represent parents who are driven by the desire to serve as positive role models for their children and to promote social and environmental values within the school community. These parents see their involvement in the PTA as an opportunity to instill important principles and ethics in their children, while simultaneously contributing to a better world. They might be actively involved in promoting eco-friendly initiatives, organizing charitable events, or advocating for social justice causes within the school environment.

What are Concealed Motives (CM) in the context of PTA participation, and how might they influence the dynamics within these organizations?

Concealed Motives (CM) in PTA participation refer to the hidden agendas that parents may have, which are not always openly admitted or recognized. These can include seeking influence within the school, establishing closer relationships with school authorities like the principal and teachers, or pursuing personal benefits through their involvement. These motives are not always negative, but they do represent a layer of complexity in understanding why parents choose to participate in PTAs. The presence of Concealed Motives may impact the dynamics within the PTA and influence decision-making processes.

How can schools use the understanding of different parental motivations, including Unconcealed Motives (UCM) and Concealed Motives (CM), to improve parent engagement and student outcomes?

Understanding the various motivations behind PTA participation, including both the openly stated Unconcealed Motives (UCM) and the more subtle Concealed Motives (CM), can enable school administrators and policymakers to develop more effective strategies for engaging parents. Recognizing that parents have diverse needs and desires allows schools to tailor their outreach efforts, creating a more inclusive and productive environment. By addressing hidden agendas and promoting genuine collaboration, schools can foster more meaningful parental involvement, ultimately leading to improved outcomes for students. Further research and cross-national studies are needed to confirm the consistency of these findings across different cultural landscapes.