Date of Conferral

7-9-2026

Date of Award

July 2026

Degree

Doctor of Public Administration (D.P.A)

School

Public Policy and Administration

Advisor

Lydia  Forsythe

Abstract

Head Start programs provide educational, health, nutritional, and family support services to children from low-income families. Despite these benefits, concerns remain regarding factors that may contribute to dependency among some beneficiaries. Understanding these factors is important because public administrators seek to promote family self-sufficiency while ensuring support programs effectively address community needs. The purpose of this qualitative case study was to explore the perceptions of Head Start teachers and an education specialist regarding factors that may contribute to dependency among beneficiaries and to identify strategies that promote family self-sufficiency. The practice-focused research question was: What potential issues may contribute to dependency among beneficiaries of the participating Head Start program? Classical economic theory served as the conceptual framework. Data were collected through semi-structured interviews with eight participants and analyzed using inductive thematic analysis guided by Braun and Clarke’s six step framework. Four themes emerged: program management and communication, dependency and family cycle, parental engagement, and program sustainability. Participants perceived that ineffective communication, limited parental engagement, and prolonged reliance on program services may contribute to dependency. Recommendations included strengthening family, improving communication, expanding parent empowerment initiatives, and increasing workforce development opportunities. The findings may assist public administrators and policymakers in improving program effectiveness while promoting family self-sufficiency for children and families served by Head Start programs.

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