Date of Conferral
Doctor of Education (Ed.D.)
Previous research has investigated the strategies to develop teacher-parent relationships in preschool programs. However, a gap exists concerning whether or not parents and teachers perceive that their relationships with children directly impact student's learning outcomes. The purpose of this descriptive case study was to determine how teachers and parents perceive the role of professional development, parental involvement, and the teacher-parent relationship on children's achievement. Early childhood experts have suggested that each of these roles contribute to children's learning outcomes. Bronfenbrenner's ecological model served as a framework for this study because it focuses on the connection between home and school that influence children's development and learning. Data collection consisted of 6 parent and 6 teacher interviews from 3 preschools, and were analyzed via inductive analysis for emergent themes. The results findings illuminated the importance of teacher-parent relationships in children's growth and development; the findings also revealed the connection between children's academic skills and teachers' education and training. The study also found that home learning increased children's academic success. These findings are consistent with past research findings that reveal the importance of parents and teachers working together as partners in education to increase children's learning outcomes. This study promotes positive social change by empowering preschool administrators to create policies and procedures that encourage working directly with families and to develop a mission statement to promote increased parental involvement in the early childhood field to support children's achievement.
Benjamin, Michele Denise, "Teacher and Parental Influence on Childhood Learning Outcomes" (2015). Walden Dissertations and Doctoral Studies. 1673.