Csák, Zsolt2024-07-222024-07-222023-06-30Central European Journal of Educational Research, Vol. 5 No. 1 (2023): Resilience and Social Mobility in Education , 95-103https://hdl.handle.net/2437/376025This study explores the ways that Hungarian fathers are involved, at home and at school, in their children’s development and achievement. It also identifies the types of fathers that emerge based on this involvement. According to the literature, paternal involvement at home and at school contributes to academic achievement, similar to the involvement of mothers, but to a lesser extent and in different ways. The theoretical framework of the research relies on the types of parental involvement as defined by Epstein. The research was qualitative, based on 14 semi-structured interviews and the classification of fathers, resulting in three groups of similar size. The first group comprised fathers who contributed to their child’s achievement at home, often by helping with school-related activities, while not participating in school events. The second group included fathers who were involved at home and at school alike. Finally, the third group consisted of four divorced fathers, three of whom were involved both at home and at school, due to their particular situation. Overall, fathers’ school-based involvement can be increased by the supportive attitude of wives, fathers’ greater confidence in themselves and their abilities, and by informal events organized by schools (cooking or sports days), in which fathers are more likely to participate.application/pdffathersfathers’ attitudesparental involvementqualitative researchrole perceptionfolyóiratcikkOpen Accessby the authorshttps://doi.org/10.37441/cejer/2023/5/1/12047Central European Journal of Educational Research15CEJER2677-0326