PARENT PERCEPTION OF INVOLVEMENT AND ITS IMPACT ON ACADEMIC ACHIEVEMENT IN EARLY CHILDHOOD EDUCATION

Abstract

ABSTRACT Foster, La'Kryastal. Parent perception of involvement and its impact on academic achievement in early childhood education. Doctor of Education (Executive Educational Leadership), December 2022, Houston Baptist University, Houston, Texas.

The problem addressed in this research study was the trend of low parental involvement in schools located in low-income, urban settings, which has a negative impact on student academic achievement and skill acquisition (Ingram et al., 2007; McDermott & Rothenberg, 2001; Allen & White-Smith, 2017; Trotman, 2001). While the current literature is rich with facts about the benefits of parental involvement, there is a gap in the literature related to addressing parents' perception about parental involvement. The purpose of this proposed qualitative case study research was to identify, examine, and analyze parents’ perceptions of the opportunities and benefits of parental involvement in the education of their young children in low-income, urban settings and to determine what parents suggest schools can do to improve parental involvement opportunities and support during early childhood education. The goal of this qualitative case study research was to identify strategies to implement effective parental involvement programs to help improve academic achievement, skill acquisition, and parent-school relationships. The subjects in this study were 20 parents who have a child enrolled in the early childhood education program (prekindergarten through grade 1) at one of the two selected schools. Data for this study was collected by means of semi-structured, in-depth, open-ended, one-on-one interviews. Interviews will be auditorily and visually recorded, with the permission of the participants. Data was coded and categorized into patterns, and five themes emerged from this data analysis: 1. parents believe early childhood education is a critical time in their child’s education. 2. being involved in their child’s school is encouraged and welcomed at their child’s school and helps improve communication and relationships with educators, 3. being involved in their child’s school helps to improve their child’s learning and achievements, 4. parents want to be involved, but challenges in their daily life prevent them from increasing their involvement, and 5. more frequent and varied communication efforts by the school can help to increase parental involvement.

Key Words: academic achievement, early childhood education, parent, parent involvement, Parent-Teacher Association (PTA), Title I schools