Degree Name
EdD (Doctor of Education)
Program
Educational Leadership
Date of Award
8-2019
Committee Chair or Co-Chairs
Pamela Scott
Committee Members
Cecil Blankenship, William Flora, Stephanie Tweed
Abstract
The purpose of this purposive qualitative study was to examine the perceptions of school community relationships of preschool parents, preschool teachers, and elementary administrators. In this purposive study, participants were chosen based on predetermined characteristics (Shenton, 2004). Parents from varying levels of academic and socioeconomic backgrounds, as well as their level of parental involvement, were included in this study to eliminate bias.
The following themes emerged through coding and transcribing data: the family aspect at school; positive perception of principals; positive perception of teachers; open lines of communication between home and school; opportunities for parent involvement; the expectation of parent involvement; support school community relationships; promote a positive school climate; encourage open lines of communication; and provide activities for parent involvement. This qualitative study also looked at factors that facilitated and inhibited relationships. Factors that emerged in facilitating relationships were good communication, appreciation for involvement opportunities, one-to-one parent teacher meetings, being open to parents, and establishing positive relationships. Factors that may inhibit relationships were socioeconomic barriers and communication and transportation issues.
Document Type
Dissertation - unrestricted
Recommended Citation
Watson, Tammy, "Parent, Teacher, and Administrator Perceptions of School Community Relationships" (2019). Electronic Theses and Dissertations. Paper 3615. https://dc.etsu.edu/etd/3615
Copyright
Copyright by the authors.