Campus Location

Dallas Campus (Online)

Date of Award

4-2020

Department

Educational 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

Creative Commons License
This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 License.

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