Date of Conferral

1-1-2021

Degree

Doctor of Education (Ed.D.)

School

Education

Advisor

Michael Vinella

Abstract

Family engagement benefits children’s development and contributes to student academic success. However, educators feel that they are unprepared to engage families in the educational process, although they are encouraged to do so. The purpose of this basic qualitative study with interviews was to explore educators’ and parents’ perceptions of family engagement. The conceptual framework for this study was supported by Epstein’s ecological framework. A basic qualitative study and purposeful sampling were used to conduct semistructured interviews with 10 educators who were currently employed as teachers and with five parents who had a child enrolled in the Head Start program who were familiar with family engagement. Research questions addressed educators’ perceptions of family engagement, ways in which educators engage parents, and parents’ perceptions of family engagement. Data were collected through semi structured interviews conducted with educators and parents at a northeastern urban Head Start program serving 3–5-year-old students. The main themes that emerged from the data included supportive learning, educators’ attitudes, preparedness, training, communication, home learning activities, parent supportive learning, and challenges. This study has implications for positive social change for all stakeholders, including educators, parents, and children. Parents working collaboratively with educators to increase family engagement practices may influence academic achievement for children and therefore increase opportunities for mastery of early literacy skills. Literacy leads to higher overall quality of life, further decreasing dropout rates and potentially leading to more choice for higher education or trade schools for increased wages, thereby lowering poverty levels.

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