Date of Conferral

2022

Degree

Doctor of Education (Ed.D.)

School

Education

Advisor

Mary B. Trube

Abstract

Parental involvement is a long-standing challenge that has impeded educational progress for students in the Caribbean region. The purpose of this qualitative study was to explore the perceptions of parents and teachers about collaborative relationships that support kindergarten students' academic achievement in Jamaica. The parent and family intervention framework and the ecological systems theory served as the conceptual framework. Research questions addressed how teachers and parents think collaborative relationships can be established to support kindergarten students’ academic achievement in Jamaica and the perceptions parents and teachers have about benefits and barriers to collaborative relationships that support kindergarten students’ academic achievement in Jamaica. Semistructured interviews were conducted with 4 parents and 4 teachers from 3 kindergarten settings across Jamaica. Digitally audiotaped interviews were transcribed, coded, and analyzed following an inductive process to reveal that teachers and parents think high-quality relationships can be developed by communicating frequently, sharing responsibilities, adapting to technology for communication, investing time in learning, and collaborating, advocating, and emphasizing the power of an education. Barriers to parent and teacher collaborative relationships existed when communication, shared responsibilities, and advocacy were not in place. The project study deliverable involved the creation of a professional development plan to address the local need for collaborative parent-teacher relationships. This project study provides information that educational stakeholders in Jamaica can use to develop and strengthen collaborative parent-teacher relationships to support kindergarten students’ academic achievement. Positive social change will occur when teachers and parents apply workshop strategies in Jamaica.

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