This study utilized a mixed-method approach to develop an understanding of parents' perceptions of parental involvement at the elementary schools in a large, suburban school district. Utilizing a pre-developed survey instrument, followed by focus group discussions, the researcher was able to identify the school- and home-based barriers as perceived by both parents and teachers. These results were also compared to identify commonalities and differences in perception. Recommendations were then made for professional development in areas related to home-school communication and further follow-up by the involved school district.","abstract_html":"The involvement of parents in the educational programs of their children has been shown to have a significant impact on both student achievement and the family. While both educators and parents are accountable for the development of the partnership between the home and the school, teachers and school administrators have the greatest responsibility for opening the lines of communication and making schools and classrooms welcoming. By identifying and overcoming those factors that parents perceive to be barriers to their involvement in their child's educational program, educators will have a significant positive impact on the future success of the children in their schools. </p><p> This study utilized a mixed-method approach to develop an understanding of parents' perceptions of parental involvement at the elementary schools in a large, suburban school district. Utilizing a pre-developed survey instrument, followed by focus group discussions, the researcher was able to identify the school- and home-based barriers as perceived by both parents and teachers. These results were also compared to identify commonalities and differences in perception. Recommendations were then made for professional development in areas related to home-school communication and further follow-up by the involved school district.","abstract_has_math":false,"creators":["Fuller, Jeffrey"],"institution":null,"degree_name":"EdD","degree_level":"Immediate Access","degree_discipline":"Interdisciplinary Doctoral Program for Education Leaders (IDPEL)","degree_department":null,"school":null,"contributors":["Jean Higgins","Carol Parke","Robert Furman"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2008,"date_issued":"2008-01-01T08:00:00Z","date_published":"2008-01-01T08:00:00Z","updated_at":"2026-07-24T02:09:34Z","subjects":["Parental Involvement","Barriers","Elementary Schools","Home-School Communication","Home-School Partnerships"],"languages":["English"],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://dsc.duq.edu/etd/558","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Jean Higgins","Carol Parke","Robert Furman"]},{"key":"dc:creator","label":"Author","values":["Fuller, Jeffrey"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.available","label":"Dc Date Available","values":["2018-08-03T07:00:00Z"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Interdisciplinary Doctoral Program for Education Leaders (IDPEL)"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Immediate Access"]},{"key":"thesis:degree_name","label":"Degree Name","values":["EdD"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Parental Involvement","Barriers","Elementary Schools","Home-School Communication","Home-School Partnerships"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:language","label":"Dc Language","values":["English"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://dsc.duq.edu/etd/558"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["The involvement of parents in the educational programs of their children has been shown to have a significant impact on both student achievement and the family. While both educators and parents are accountable for the development of the partnership between the home and the school, teachers and school administrators have the greatest responsibility for opening the lines of communication and making schools and classrooms welcoming. By identifying and overcoming those factors that parents perceive to be barriers to their involvement in their child's educational program, educators will have a significant positive impact on the future success of the children in their schools.
This study utilized a mixed-method approach to develop an understanding of parents' perceptions of parental involvement at the elementary schools in a large, suburban school district. Utilizing a pre-developed survey instrument, followed by focus group discussions, the researcher was able to identify the school- and home-based barriers as perceived by both parents and teachers. These results were also compared to identify commonalities and differences in perception. Recommendations were then made for professional development in areas related to home-school communication and further follow-up by the involved school district."]},{"key":"dc:title","label":"Title","values":["Barriers to Parental Involvement in the Seneca Valley School District"]}]}],"canonical_facts":{"dc:contributor":["Jean Higgins","Carol Parke","Robert Furman"],"dc:creator":["Fuller, Jeffrey"],"dc:date.available":["2018-08-03T07:00:00Z"],"dc:description.abstract":["The involvement of parents in the educational programs of their children has been shown to have a significant impact on both student achievement and the family. While both educators and parents are accountable for the development of the partnership between the home and the school, teachers and school administrators have the greatest responsibility for opening the lines of communication and making schools and classrooms welcoming. By identifying and overcoming those factors that parents perceive to be barriers to their involvement in their child's educational program, educators will have a significant positive impact on the future success of the children in their schools.
This study utilized a mixed-method approach to develop an understanding of parents' perceptions of parental involvement at the elementary schools in a large, suburban school district. Utilizing a pre-developed survey instrument, followed by focus group discussions, the researcher was able to identify the school- and home-based barriers as perceived by both parents and teachers. These results were also compared to identify commonalities and differences in perception. Recommendations were then made for professional development in areas related to home-school communication and further follow-up by the involved school district."],"dc:identifier":["https://dsc.duq.edu/etd/558"],"dc:language":["English"],"dc:subject":["Parental Involvement","Barriers","Elementary Schools","Home-School Communication","Home-School Partnerships"],"dc:title":["Barriers to Parental Involvement in the Seneca Valley School District"],"thesis:degree_discipline":["Interdisciplinary Doctoral Program for Education Leaders (IDPEL)"],"thesis:degree_level":["Immediate Access"],"thesis:degree_name":["EdD"]},"updated_at":"2026-07-24T02:09:34Z"}