Graduate Theses
Date of Award
4-1998
Document Type
Directed Study in Education
Degree Name
Master of Arts (MA)
Department
Education
Supervisory Committee Chair
Frances R. Sherwood, Ph.D.
Second Advisor
Kay F. Haney, Ed.D.
Third Advisor
G. Peter Ienatsch, Ph.D.
Abstract
The perceptions of X.I.S.D.'s teachers and parents are studied to understand why a negative teacher attitude, concerning family involvement, seems to dominate the district. Participants perceived limited parents' support in special school activities, home tutoring, teacher-parent communications, preparing and organizing materials for teachers, and volunteering in committees that require parent representation. Parent participants that were experienced in the schools perceived parent involvement as assisting in the classrooms. Those individuals that perceived limited involvement probably get their attitudes in part from the concerns of administrators about parents' criticism as well as their belief that the district is financially able to provide for all the needs of the district. The district does not support family involvement and does not provide family involvement training for their teachers. However, parent participants and their families enhanced in areas of communication, self-esteem, self-worth, careers, and education, because of their involvement in their children's education. The literature review discusses the national parent involvement goal, benefits, barriers, and parents' and teachers' perceptions of family involvement.
Recommended Citation
Gutierrez, Isabel S., "Parents' and Teachers' Family Involvement Perceptions in Elementary Schools" (1998). Graduate Theses. 67.
https://falconcommons.utpb.edu/utpb-edu/67
Included in
Community-Based Learning Commons, Community-Based Research Commons, Educational Administration and Supervision Commons