Date of Conferral

2022

Degree

Doctor of Education (Ed.D.)

School

Education

Advisor

Felicia A. Blacher-Wilson

Abstract

Parental involvement is a critical component of student academic achievement. However, parental involvement in a Mid-Atlantic school district was dwindling, specifically in elementary schools. The current study examined school administrators’ roles in involving parents in academic activities at elementary schools in the district. A conceptual framework based on Hoover-Dempsey and Sandler’s process model of parental involvement guides the study. The research questions examined administrators’ roles in increasing parental involvement, possible challenges they face when addressing low parental involvement and underlying factors to low parental involvement. In addition, the study gathered data on administrators’ beliefs about the underlying issue of low parental involvement. A basic qualitative design allowed eight administrators to share their roles and the challenges involving parents. Each interview was transcribed, and statements were analyzed. Findings from the study indicate that only three of the eight administrators understood and implemented the district’s approach to parental involvement. The data from the study were therefore used in a policy paper with recommendations on how to align administrators’ roles in improving parental involvement with the district’s parental involvement guideline. Hoover-Dempsey and Sadler’s parental involvement model provided communication strategies to support school–home communication for parental involvement invitations. The potential for positive social change may include increased understanding of administrators’ influence on parents resulting in opportunities to improve parental involvement and ultimately increased academic outcomes for students, which may lead to better lives as they become working adults.

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