Date of Conferral



Doctor of Education (Ed.D.)




Donald Yarosz


Preschool environments set the educational foundation for children in the early years. Despite the positive effects that preschool environments have on children and families, previous studies have shown that preschool teachers are challenged to engage fathers in their child’s education. The purpose of this basic qualitative study was to investigate preschool teachers’ perspectives on engaging fathers in their child’s education. The conceptual framework was based upon Bronfenbrenner’s ecological systems theory. The research question focused on the challenges that teachers encounter in engaging fathers in their child’s education. This qualitative study included individual one-on-one interviews with 12 teachers using an open-ended interview protocol. Data were analyzed using thematic analysis to ensure the findings of the study accurately reflected the participants’ perspectives of father engagement. Five themes were identified including promoting parent-teacher communication opportunities, identifying teacher responsibilities for classroom engagement activities, understanding barriers that limit father engagement, providing resource opportunities for fathers to increase engagement, and teacher mentorship on father engagement strategies. Many of the teachers demonstrated a high level of discomfort when engaging fathers in their child’s education; therefore, there is a need for additional teacher professional development on strategies to engage fathers in their child’s education. This study presents implications of positive social change by suggesting that preschool teachers increase the engagement of fathers in their child’s education by providing equal and inclusive opportunities. Most teachers from this study suggested that collaborative inclusive strategies will produce a positive outcome on children’s education and father’s commitment to their child’s education.