One school in a Western United States was recently rated academically unacceptable by the state. That same school had an inactive Parent as Teachers organization, and teachers expressed concerns regarding low parental involvement. The purpose of this qualitative case study was to examine the impact of teacher perceptions of barriers to parental involvement. Epstein's model of parental involvement was the theoretical framework for this study. The research questions focused on identifying perceived parental involvement barriers from the perspective of teachers and suggesting viable solutions to address these perceived barriers. This case study involved interviewing 8 elementary school teachers. Data analysis consisted of open, axial, and selective coding. The following themes emerged from the data: (a) Teacher perceptions of parents and barriers to parental involvement; (b) communication; (c) teacher expectations for parental involvement; (d) building effective relationships; and (e) solutions and resources to improve parental involvement. The participants in the study identified viable solutions in order to improve parental involvement and to engage families to provide opportunities for parents and teachers to build relationships. The implications for positive social change include the potential for increased student academic success.
|Advisor:||Godat, Christopher, Hung, Li-Ching|
|School Location:||United States -- Minnesota|
|Source:||DAI-A 73/06, Dissertation Abstracts International|
|Keywords:||Barriers, Parent involvement, Teacher-parent relationship|
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