The development and implementation of academic optimism and parent involvement were studied. The purpose of this study was to fill in the gaps in the literature regarding how academic optimism and parent involvement is formed in secondary schools, specifically middle school, and examine the connection between teacher academic optimism, parent trust, and parent involvement in one middle school in Northeast Alabama. The participants in the study included teachers currently employed at the school and parents of currently enrolled seventh and eighth grade students in the school. The Teacher Academic Optimism Scale (Fahy, Wu, & Hoy, 2010), the Parent Trust in Schools Scale (Forsyth & Adams, 2004), and the Parental Involvement Scale along with teacher and parent focus group interviews were utilized to collect data.
Through a qualitative method of research, the researcher conducted an analysis of the data. The surveys were used to determine levels of academic optimism among teachers in the school, parent trust, and parental involvement in the school. Survey results revealed that even though teacher academic optimism in the school was average and parent involvement was somewhat low, parent trust was high. Focus group interviews were used to collect data on teacher and parent perceptions of academic optimism, parent trust, and parent involvement. From these data, three important themes emerged: the importance of communication and trust, the importance of supportive environments, and the importance of relationships. The findings in this study determined that there is a connection between academic optimism and parent involvement. It also offers implications for development and implementation of academic optimism and parent involvement in a middle school.
|Commitee:||Dagley, David, Tarter, John, Webb, Alan, Westbrook, Philip|
|School:||The University of Alabama|
|Department:||Educational Leadership, Policy, and Technology Studies|
|School Location:||United States -- Alabama|
|Source:||DAI-A 77/10(E), Dissertation Abstracts International|
|Subjects:||Middle School education, School administration|
|Keywords:||Academic optimism, Parent involvement, Parent trust|
Copyright in each Dissertation and Thesis is retained by the author. All Rights Reserved
The supplemental file or files you are about to download were provided to ProQuest by the author as part of a
dissertation or thesis. The supplemental files are provided "AS IS" without warranty. ProQuest is not responsible for the
content, format or impact on the supplemental file(s) on our system. in some cases, the file type may be unknown or
may be a .exe file. We recommend caution as you open such files.
Copyright of the original materials contained in the supplemental file is retained by the author and your access to the
supplemental files is subject to the ProQuest Terms and Conditions of use.
Depending on the size of the file(s) you are downloading, the system may take some time to download them. Please be