Campus Location
Dallas Campus (Online)
Date of Award
4-2020
Document Type
Dissertation
Department
Organizational Leadership
Degree Name
Doctor of Education
Committee Chair or Primary Advisor
Scott Bailey
Second Committee Member or Secondary Advisor
Bill Hunt
Third Committee Member or Committee Reader
Tracy Spencer
Abstract
Abstract
Current research on teacher–parent partnerships has increasingly focused on early childhood education. This transcendental phenomenological study expanded and extended the understanding of effective teacher–parent partnerships in secondary education at a parochial college preparatory high school. According to Bronfenbrenner’s bioecological systems theory (BST), academic growth and development in late adolescents are impacted by the overlapping systems of influence: the microsystem, mesosystem, exosystem, macrosystem, and chronosystem. The purpose of this qualitative study was to identify secondary educators’ perceptions of teacher–parent partnerships that best benefit students. Faculty at a parochial college preparatory high school were asked about their perceptions of parental involvement in teacher–parent partnerships and the competencies or skills needed for effective teacher–parent partnerships. Differences between new and veteran teachers’ perceptions of parental involvement in teacher–parent partnerships were examined. Study findings indicated that teachers perceive teacher–parent partnerships as an essential component of students’ college preparatory academic development and that communication and collaboration are vital to the success of these partnerships. Consequently, school initiatives, programs, and practices need to encourage teachers in developing and sustaining teacher–parent partnerships that will promote a sense of belonging while also engaging and supporting students in their academic growth and development.
Keywords: teacher-parent, partnerships, parochial, private, college preparatory, secondary education
Creative Commons License
This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 License.
Recommended Citation
Gates, Sarah H., "Teachers' Perceptions of the Role of Teacher-Parent Partnerships That Best Benefit Students in a Parochial College Preparatory High School" (2020). Digital Commons @ ACU, Electronic Theses and Dissertations. Paper 207.
https://digitalcommons.acu.edu/etd/207
Included in
Catholic Studies Commons, Educational Leadership Commons, Educational Methods Commons, Elementary and Middle and Secondary Education Administration Commons, Interpersonal and Small Group Communication Commons, Organizational Communication Commons, Other Education Commons, Secondary Education Commons, Teacher Education and Professional Development Commons