Parent-teacher relations: A qualitative study of parental involvement practices of teachers and parents
Abstract
This study explored parents' and teachers' practices concerning parent involvement. The following questions guided this study: (1) How, to what extent, and why are parents involved in the education of their children? (2) How, to what extent, and why do teachers involve parents in the education of children? Qualitative research methods associated with phenomenology were used. An interview guide allowed the researcher to gather in-depth information about opinions, beliefs, practices, and attitudes concerning the involvement practices of parents and teachers. An additional method of data collection consisted of written documentation. Parents' and teachers' interview data suggest three categories of parent involvement activities: home educator, school/classroom volunteer, and problem solver. Additionally, interview data suggest four levels of parent participation and four levels of teacher facilitation: Complacent, Reflexive, Routine, and Herculean. Parents and teachers may have varying levels of participation or facilitation within one or more activities. Parents' participation and teachers' facilitation of involvement activities was found to be both personal and fluid (changing). Descriptions of the types of activities and the levels of parent participation or teacher facilitation for these activities are discussed in abbreviated case studies and cross-case analysis.
Degree
Ph.D.
Advisors
Okeafor-Hooker, Purdue University.
Subject Area
School administration|Curricula|Teaching
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