Dissertation/Thesis Abstract

Investigating Teachers' Insights: The Influences of Perceived Barriers of Parental Involvement on Parent-Teacher Relationships
by Mirza, Carly A., S.S.P., Minot State University, 2019, 65; 10830689
Abstract (Summary)

The purpose of this study was to provide an insight into the perspectives that teachers have on the barriers that prevent parental involvement in the classroom. Four qualitative questions formed the foundation of this study: 1. What are teachers’ perceptions regarding barriers to parental involvement in the school? 2. How does parental involvement in the school influence the parent-teacher relationship? 3. What efforts are teachers taking to incorporate parental involvement within the schools? And 4. What recommendations would teachers suggest to better incorporate parents into their child’s educational programming? Participants in this study were elementary teachers who have had at least three or more years of teaching experience. To collect data, semi-structured face-to-face interviews that lasted approximately half an hour were used. Three themes emerged from the interviews: 1) Barriers of Parental Involvement, 2) Strategies for Communication, and 3) Recommendations for Parental Involvement.

Indexing (document details)
Advisor: Engler, Joseph
Commitee: Michels, Vicki, Olson, Deborah, Spooner, Dionne
School: Minot State University
Department: School Psychology
School Location: United States -- North Dakota
Source: MAI 58/01M(E), Masters Abstracts International
Subjects: Elementary education, Educational psychology, Individual & family studies
Keywords: Barriers, Insights, Parent-teacher relationships, Parental involvement, Teachers
Publication Number: 10830689
ISBN: 978-0-438-28172-1
Copyright © 2020 ProQuest LLC. All rights reserved. Terms and Conditions Privacy Policy Cookie Policy