Degree

Doctor of Philosophy (PhD)

Department

School of Human Resource Education and Workforce Development

Document Type

Dissertation

Abstract

The primary purpose of this exploratory study was to determine the perceived level of preparedness for managing parental involvement and the source of that preparation among secondary teachers in parochial high schools in a south Louisiana Catholic diocese. The target population of the study was secondary parochial school teachers in Louisiana. The accessible population was secondary parochial high school teachers in one Catholic Diocese in south Louisiana. Data were collected using a survey design. Key findings indicate that most of the participants held a bachelor’s degree and that most obtained their preparation for dealing with parental involvement on their own through experience. Teachers felt generally well-prepared for managing parental involvement. However, some areas, especially Dealing with Angry/Distraught Parents, Field Trip Volunteer Activities, and Classroom Volunteer Activities were exceptions.

Additionally, most teachers attributed their level of preparation to experience, with preservice preparation identified as the source of preparation least often. Consistent with these findings, years of experience and age were found to be the factors that explained overall preparedness. According to this sample, undergraduate teacher education programs may be lacking curriculum that prepares new teachers for parental involvement. This conclusion lays the foundation for the recommendation that State Departments of Education should include, as a certification requirement, content in teacher preparation curricula on how to effectively work with parents.

Date

8-25-2017

Committee Chair

Burnett, Michael

DOI

10.31390/gradschool_dissertations.4108

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