In the presenter the theoretical framework for study, Walker, Shenker and Hoover-Dempsey (2010) discussed the cultural background of parents and how they influenced their level of participation in the school. These authors have described four levels of involvement. Level 1 addressed the reason why parents are involved or what motivates them to participate, in fostering children. One of the most constant factors affecting parent motivation was parent relationships. Therefore, a father span on invitation to participate in some manele, independent of who extends the invitation (child or teacher), and the parents ‘ report of the invitation have been positive, that the parent is most likely motivated to be involved. Levels 1.5 and 2 focused on the definition of parental involvement. According to the observed in the literature, parental involvement if you express in many differents forms; However, participation in schools was called the traditional type of participation (Walker, Shenker and Hoover-Dempsey, 2010). Walker et al. The indicated parental participation could also be defined as encouraging and reinforcing parents ‘ giving to their children. The involvement of Level 3 if it refers to the responsibility of the students to participate in the realization.