Date of Conferral

2023

Degree

Doctor of Education (Ed.D.)

School

Education

Advisor

Dr. Donald Yarosz

Abstract

AbstractResearchers have suggested that active communication between teachers and parents is positively associated with student success in school, specifically in terms of student attendance, performance, and behavior. The problem that inspired this basic qualitative study was the quality of parent-teacher communication in Head Start programs that serve low socioeconomic status (SES) students. The purpose of this basic qualitative study was to examine the quality of parent-teacher communication in a Head Start program that serves low SES students in the northeastern United States and explore how quality of parent-teacher communication might be improved. Ecological systems theory and the communication component of Epstein’s model of parental involvement served as the conceptual framework. Semistructured interviews were conducted with 16 Head Start program participants (eight teachers and eight parents). Data were analyzed using thematic analysis to determine the emerging themes relevant to the study. The findings revealed that parents and teachers perceived there are barriers to the quality of communication between them, and barriers might be overcome by developing a mutual understanding of goals, trust, respect, confidence, and cooperation. The subthemes were that quality communication can be improved by (a) having language interpreters and (b) adapting new modes of communication such as utilizing technology. The findings of this study can lead to positive social change because high quality parent-teacher communication in Head Start programs positively influences children’s attendance, performance, and social and emotional well-being.

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