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Increasing family engagement at Lily Elementary School: An evaluation model
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Increasing family engagement at Lily Elementary School: An evaluation model
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1
Running head: FAMILY ENGAGEMENT IN SCHOOLS
Increasing Family Engagement at Lily Elementary School: An Evaluation Model
By: Wendy Lundeen
A Dissertation Presented to the
FACULTY OF THE USC ROSSIER SCHOOL OF EDUCATION
UNIVERSITY OF SOUTHERN CALIFORNIA
In Partial Fulfillment of the
Requirements for the Degree
DOCTOR OF EDUCATION
August 2018
Copyright 2018 Wendy Lundeen
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FAMILY ENGAGEMENT IN SCHOOLS
DEDICATION
I would like to dedicate this work to my past, present, and future students who continue
to inspire me everyday.
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FAMILY ENGAGEMENT IN SCHOOLS
ACKNOWLEDGEMENTS
I would like to thank my friends and family, especially my mom, for their continuous
encouragement throughout the program. I would also like to thank my friends Jill, Brian,
Lindsey, and Diego for helping me to maintain a good work-life balance especially with our trips
to Disneyland. Thank you to all of my coworkers including: Shirin, Carmen, my awesome
Kinder team, Jenny, Nanci, and Lori who allowed me to be able to succeed both at school and at
work. I would like to thank all of my cohort members, especially Stacy and Quinn who
supported me throughout this entire journey.
I would like to thank my chair, Dr. Eugenia Mora-Flores who provided me with a lot of
great feedback and support throughout this entire process. I would also like to thank my
committee members, Dr. Ekaterina Moore and Dr. Kim Ferrario for all of their great advice and
feedback. Finally, I would like to thank all of my professors for their encouragement, guidance,
and support.
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FAMILY ENGAGEMENT IN SCHOOLS
ABSTRACT
Researchers have reported on the importance and impact on students when parents
participate within the school community. When families participate in the school community,
student achievement and behavior are influenced. This study evaluates the family engagement
practices of the teachers at a medium-sized suburban elementary school in the San Francisco Bay
Area, Lily Elementary. Lily Elementary School’s organizational goal was to increase the number
of families participating in family engagement activities to 60% of their families participating in
at least one family engagement activity. To evaluate the school’s progress towards reaching this
goal, this study examined the knowledge and motivation of the teachers regarding the family
engagement practices at the school. This study also examined organizational factors that
impacted the attainment of this goal. During data collection teachers completed surveys and
participated in interviews. The results indicated that teachers needed support communicating
with families as well as support for providing family engagement activities that families’ desire.
They also need organizational support of more time and resources in order to create and
implement family engagement activities at Lily Elementary. This study also provides knowledge,
motivation, and organizational recommendations to improve the family engagement practices at
Lily Elementary School.
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FAMILY ENGAGEMENT IN SCHOOLS
TABLE OF CONTENTS
DEDICATION ................................................................................................................................ 2
ACKNOWLEDGEMENTS ............................................................................................................ 3
ABSTRACT .................................................................................................................................... 4
LIST OF TABLES .......................................................................................................................... 8
LIST OF FIGURES ........................................................................................................................ 9
CHAPTER ONE: OVERVIEW OF THE STUDY ...................................................................... 10
Introduction of the Problem of Practice ........................................................................................ 10
Organizational Context and Mission ............................................................................................ 10
Organizational Goal ...................................................................................................................... 11
Related Literature.......................................................................................................................... 12
Importance of the Evaluation ........................................................................................................ 13
Description of Stakeholder Groups ............................................................................................... 13
Stakeholders’ Performance Goals ................................................................................................. 14
Stakeholder Group for the Study .................................................................................................. 15
Purpose of the Project and Questions ........................................................................................... 15
Definitions..................................................................................................................................... 16
Organization of the Project ........................................................................................................... 16
CHAPTER TWO: LITERATURE REVIEW ............................................................................... 18
Family Engagement ...................................................................................................................... 18
Student Benefits of Family Engagement ...................................................................................... 19
Academic Achievement ............................................................................................................ 19
Student Behavior ....................................................................................................................... 20
Potential Barriers to Family Engagement Programs ..................................................................... 20
Communication ......................................................................................................................... 21
Teacher Perceptions .................................................................................................................. 21
Parent Perceptions ..................................................................................................................... 22
Family Engagement Best Practices ............................................................................................... 22
Family Strengths ....................................................................................................................... 23
Family Needs............................................................................................................................. 23
Family Interests ......................................................................................................................... 24
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FAMILY ENGAGEMENT IN SCHOOLS
The Clark and Estes (2008) Gap Analytic Conceptual Framework ............................................. 24
Stakeholder Knowledge, Motivation, and Organizational Influences .......................................... 25
Knowledge and Skills of Teachers ............................................................................................ 26
Motivation ................................................................................................................................. 30
Organizational Influences on Family Engagement ................................................................... 35
Conclusion .................................................................................................................................... 39
Conceptual Framework: The Interaction of Stakeholders’ Knowledge and Motivation and the
Organizational Context ................................................................................................................. 40
CHAPTER THREE: METHODOLOGY ..................................................................................... 46
Methodological Framework .......................................................................................................... 46
Participating Stakeholders ............................................................................................................ 49
Survey Sampling Criteria and Rationale ................................................................................... 49
Survey Sampling (Recruitment) Strategy and Rationale .......................................................... 50
Interview Sampling Criteria and Rationale ............................................................................... 51
Interview Sampling (Recruitment) Strategy and Rationale ...................................................... 52
Data Collection and Instrumentation ............................................................................................ 52
Surveys ...................................................................................................................................... 52
Interviews .................................................................................................................................. 54
Documents and Artifacts Analysis ............................................................................................ 55
Data Analysis ................................................................................................................................ 56
Credibility and Trustworthiness .................................................................................................... 58
Validity and Reliability ................................................................................................................. 60
Ethics............................................................................................................................................. 61
Limitations and Delimitations ....................................................................................................... 62
CHAPTER FOUR: RESULTS AND FINDINGS ........................................................................ 64
Participating Stakeholders ............................................................................................................ 64
Results and Findings ..................................................................................................................... 66
Motivation Results and Findings .............................................................................................. 73
Organizational Results .............................................................................................................. 81
Discussion ..................................................................................................................................... 92
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CHAPTER FIVE: RECOMMENDATIONS ................................................................................ 94
Discussion ..................................................................................................................................... 94
Recommendations for Practice to Address KMO Influences ....................................................... 96
Knowledge Recommendations .................................................................................................. 96
Knowledge Summary ................................................................................................................ 98
Motivation Summary............................................................................................................... 101
Organization Recommendations ............................................................................................. 103
Integrated Implementation and Evaluation Plan ......................................................................... 106
Implementation and Evaluation Framework ........................................................................... 106
Organizational Purpose, Need and Expectations .................................................................... 107
Level 4: Results and Leading Indicators ................................................................................. 107
Level 3: Behavior .................................................................................................................... 108
Level 2: Learning .................................................................................................................... 111
Level 1: Reaction .................................................................................................................... 113
Evaluation Tools ..................................................................................................................... 114
Data Analysis and Reporting .................................................................................................. 115
Summary ................................................................................................................................. 116
Conclusion .................................................................................................................................. 117
References ................................................................................................................................... 119
APPENDIX A ............................................................................................................................. 128
Survey Items ............................................................................................................................... 128
APPENDIX B ............................................................................................................................. 131
Interview Protocol ....................................................................................................................... 131
APPENDIX C ............................................................................................................................. 133
Informed Consent/Information Sheet ......................................................................................... 133
APPENDIX D ............................................................................................................................. 134
Level 1 and 2 Evaluation ............................................................................................................ 134
APPENDIX E ............................................................................................................................. 136
Level 2, 3, 4 Evaluation .............................................................................................................. 136
APPENDIX F.............................................................................................................................. 137
Levels 1, 2, 3, 4 Evaluation......................................................................................................... 137
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FAMILY ENGAGEMENT IN SCHOOLS
LIST OF TABLES
Table 1. 1 ...................................................................................................................................... 14
Table 2. 1 ...................................................................................................................................... 29
Table 2. 2 ...................................................................................................................................... 35
Table 2. 3 ...................................................................................................................................... 38
Table 4. 1 ...................................................................................................................................... 65
Table 4. 2 ...................................................................................................................................... 66
Table 4. 3 ...................................................................................................................................... 67
Table 4. 4 ...................................................................................................................................... 69
Table 4. 5 ...................................................................................................................................... 71
Table 4. 6 ...................................................................................................................................... 74
Table 4. 7 ...................................................................................................................................... 78
Table 4. 8 ...................................................................................................................................... 82
Table 4. 9 ...................................................................................................................................... 86
Table 5. 1 ...................................................................................................................................... 97
Table 5. 2 .................................................................................................................................... 101
Table 5. 3 .................................................................................................................................... 104
Table 5. 4 .................................................................................................................................... 108
Table 5. 5 .................................................................................................................................... 109
Table 5. 6 .................................................................................................................................... 110
Table 5. 7 .................................................................................................................................... 113
Table 5. 8 .................................................................................................................................... 114
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FAMILY ENGAGEMENT IN SCHOOLS
LIST OF FIGURES
Figure 2. 1 ..................................................................................................................................... 42
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CHAPTER ONE: OVERVIEW OF THE STUDY
Introduction of the Problem of Practice
Family engagement in the school community has become an important component of the
school system. School districts are now mandated by the Every Child Succeeds Act of 2015 to
focus on strategies to encourage and increase family engagement and participation in the school
community, as well as in educational decision making within the community (S.S. 1177, 114th
Cong. 2015). In their meta-analysis of 46 studies, Ma, Shen, Krenn, Hu, Yuan (2015) found that
when parents participated within the school community, student achievement increased for all
students no matter their socio-economic status. However, Noel, Stark, and Redford (2013) found
that only 42% of parents, whose children were enrolled in public schools, volunteered, served on
a school committee, or attended school functions. Lowenhaupt (2014) found that current family
engagement practices are not meeting the needs of the families served, thus decreasing families
participating in family engagement opportunities. In order to increase family engagement
participation, including parent volunteering and attendance at school activities, teachers and site
administrators must understand the needs and interests of the parents in order to provide
appropriate family engagement activities and opportunities.
Organizational Context and Mission
Lily Elementary School, a pseudonym, is a Transitional Kindergarten through sixth grade
elementary school serving approximately 490 students in the San Francisco Bay Area. The
mission of Lily Elementary is to provide students with a strong foundation in order to become
productive and responsible citizens in a changing world. Lily Elementary is a Title I school
serving low-income students with approximately 50% of students classified as an English
Language Learner. Identified languages that students and families speak at home include
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Spanish, Vietnamese, and English. The school year runs from August to June with students
attending school from 180 days.
Lily Elementary School’s staff consists of 18 full-time teachers, including a full-time
resource teacher and an Instructional Coach, and 7 support staff. About 40% of staff members
are fluent in English and either Vietnamese or Spanish. The site leadership at Lily Elementary
includes a full-time principal and a full-time assistant principal. A school-based leadership team
meets weekly to discuss and make decisions on curriculum and school-based issues. The
leadership team consists of the principal, assistant principal, and teacher representatives from
most of the grade levels. Afterschool programs include a three day a week homework help and a
five day a week after school program which provides homework assistance and enrichment
activities.
Organizational Goal
Lily Elementary School’s goal is to have 60% of its families participate in school
activities or functions by June 2018. Current school activities and functions include monthly
Transitional Kindergarten Parent Workshops, Parent Teacher Organization (PTO) meetings,
School Site Council (SSC) meetings, Family Literacy and Math Nights, Back to School Night,
Open House, and Title I meetings. Some whole school activities are offered each month such as
the Transitional Kindergarten Parent Workshops and PTO meetings, while others may occur
once a year. Each teacher may provide a variety of opportunities for families to participate in
within the classroom; with some teachers providing many opportunities, while other teachers do
not provide any opportunities. The current rate of participation and attendance of families is 40%
for the last three years measured by sign-in sheets from family nights as well as from the school-
wide visitor sign-in logs. The school principal established the new goal of 60% participation with
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FAMILY ENGAGEMENT IN SCHOOLS
the assistance of the school leadership team comprised of grade level leaders and the school’s
assistant principal. Sixty percent was chosen by the administration and leadership team because
they believed that it was a realistic goal for the teachers to obtain for the current school year. The
attainment of this goal will be measured by using school activity and function sign-in sheets.
This goal was established by the school principal and leadership team to help strengthen family-
school engagement partnerships within the school community.
Related Literature
Urie Bronfenbrenner’s Ecological System’ Theory focuses on the importance of the
interactions between the child and his surrounding environments, such as the child’s family and
school (1994). According to Bronfenbrenner, these interactions can positively or negatively
impact the child’s development, thus it is important for families and schools to foster positive
interactions with one another. Increasing family engagement opportunities has been found to
increase student achievement as well students’ beliefs in the importance of their education
(Desforges &Abouchaar, 2003; Dotterer & Wehrspann, 2015). By working together, the school
community and the family can increase these positive interactions for each child, thus helping to
potentially increase student achievement and desired student behavior. The school community
can help increase this positive interaction between the families and the school by understanding
the barriers and needs of the families.
When trying to implement family engagement opportunities, schools must be aware of
barriers that may inhibit family involvement within the school community, thus limiting
opportunities to increase student achievement (Desforges & Abouchaar, 2003). These barriers
include a lack of communication between home and school, negative teacher perceptions, and
parent perceptions (Halgunseth, 2009; Meyers, 2015; Robinson & Volpe, 2015). By reflecting
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FAMILY ENGAGEMENT IN SCHOOLS
upon potential barriers to parental participation in family engagement opportunities, school
districts can implement a series of promising practices to help guide their schools in family
engagement implementation (Westmoreland, 2009). These promising practices include
understanding the needs of the families as well as creating a partnership between the families and
the school community. By understanding Bronfenbrenner’s Ecological System’ Theory and best
practices in family engagement, schools can improve the opportunities that they provide for
parental and family participation and attendance.
Importance of the Evaluation
It is important to evaluate Lily Elementary School’s performance in relationship to their
performance goal of 60% of families improving their participation in school functions and
activities. If Lily Elementary does not increase the amount of families participating in family
engagement opportunities, then Lily Elementary loses a key influencer in helping to increase
student achievement (Desforges &Abouchaar, 2003) and desired student behavior (Dotterer &
Wehrspann, 2016). The teachers at Lily Elementary can begin to increase the participating in
family engagement activities by evaluating the knowledge, motivational, and organizational
factors related to their current family engagement program. They then can implement changes
and best practices to better meet the needs and interests of the families, thus potentially
increasing the participation of families during family engagement activities.
Description of Stakeholder Groups
Three stakeholder groups that contribute to Lily Elementary School’s goal of increasing
family engagement are the teachers, site leadership, and the parents and families of the students.
Lily Elementary School teachers help to contribute to the attainment of the organizational goal
by facilitating connections and interactions between the school and the families. Many times
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FAMILY ENGAGEMENT IN SCHOOLS
teachers are the main person to whom the parents interact with at the school, making teachers an
important connection between the school and the families. Teachers also help encourage
attendance and participation within the classroom and at school activities and functions. The site
leadership, which includes the principal and assistant principal, contribute to the attainment of
this goal by providing professional development opportunities for the teachers. The site
leadership also help to develop the activities and functions held at the school. They can be an
encouraging factor for the teachers to create family engagement opportunities; however they can
also discourage the teachers from creating these opportunities. The site administration is also an
important stakeholder because they help to create a welcoming community for both the teachers
and the families. If the community is not welcoming, then parents may be less willing to
participate in school activities and functions. The families are an important stakeholder because
the needs and interests of the families must be understood by the teachers and site leadership in
order to increase family participation.
Stakeholders’ Performance Goals
Table 1. 1
Organizational mission and global goal
Organizational Mission
The mission of Lily Elementary is to provide students with a strong foundation in order to
become productive and responsible citizens in a changing world
Organizational Performance Goal
Lily Elementary School’s goal is that by June 2018, 60% of families will participate in school
activities of functions.
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Stakeholder Group for the Study
When working towards closing a performance gap, it is important for all stakeholders to
work together to achieve the organizational goal. Lily Elementary School’s organizational goal is
to have 60% of its families participate in school activities or functions. While the collaboration
of all stakeholders is necessary, it is essential to evaluate the performance of Lily Elementary
teachers towards the attainment of the organizational goal. Lily Elementary School’s teachers
will be the focus stakeholder group for this study. The teachers at Lily Elementary were chosen
as the focus stakeholder group for this study because the teachers are the main facilitators of the
connections between the school and the families. They also encourage parent participation within
the classroom and during school activities and functions. The teachers help to plan and
encourage participation during family activities and functions at the school site. If the teachers
do not build relationships with families and encourage their participation, then families will not
attend school activities and functions.
Purpose of the Project and Questions
The purpose of this project is to evaluate the degree to which Lily Elementary School is
meetings its goal of increasing family participation at school activities and functions. The
analysis will focus on knowledge motivation, and organizational influences related to achieving
the organizational goals. While a complete performance evaluation would focus on all
stakeholders, for practical purposes the stakeholder to be focused on in this analysis is Lily
Elementary School’s teachers.
1. What is the teacher knowledge and motivation related to family engagement and
participation in school activities and functions?
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FAMILY ENGAGEMENT IN SCHOOLS
2. What is the interaction between organizational culture and context and teacher
knowledge and motivation regarding the family engagement programs at Lily
Elementary?
3. What are the recommendations for organizational practice in the areas of
knowledge, motivation, and organizational resources at Lily Elementary?
Definitions
Family engagement: A school’s purposefully planned activities to involve families within the
school. Activities can include family nights, volunteering in the classroom, participation in
School Site Council (SSC) and Parent-Teacher Organization (PTO).
Family involvement: A term describing families’ participation in various activities set forth by
the school.
Family participation: A term used to describe families’ attendance and taking part of school
activities. These activities might include volunteering and attending after school or evening
activities.
Organization of the Project
Five chapters are used to organize this study. This chapter provided the reader with the
key concepts and terminology commonly found in a discussion about the lack of family
engagement in schools. The organization’s mission, goals, and stakeholders as well as the review
of the evaluation framework was provided. Chapter Two provides a review of current literature
surrounding the scope of the study. Topics of family engagement benefits, best practices,
barriers, and policy will be addressed. Chapter Three details the knowledge, motivation, and
organizational elements to be examined as well as the methodology when it comes to the choice
of participants, data collection, and analysis. In Chapter Four, the data and results are described
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FAMILY ENGAGEMENT IN SCHOOLS
and analyzed. Chapter Five provides recommendation for practice, based on data and literatures
as well as recommendations for an implementation and evaluation plan.
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CHAPTER TWO: LITERATURE REVIEW
This literature review will examine the assumed causes of a shortage family engagement
participation in schools. The first section focuses on the student benefits of family engagement
including increased student academic achievement and positive desired student behaviors (Castro
et al., 2015; Dotterer & Wehrspann, 2016).The second section will address the potential barriers
to successful implementation of family engagement programs within the school community such
as poor communication and negative teacher and parent perceptions (Goldkind & Farmer, 2013;
Halgunseth, 2009; Myers, 2015; Robinson & Volpe, 2015). The next section will focus on best
practices regarding family engagement practices in school which include understanding family
strengths, needs, and interests (Halgunseth, 2009; Hedeen, Moses, & Peter, 2011). The chapter
ends with an analysis of the assumed knowledge, motivation, and organizational influences on
teachers’ ability to implement successful family engagement programs.
Family Engagement
Family engagement is one of the many core components of a school. Students whose
parents participate in school activities and volunteer in the classroom have demonstrated an
increase in behavior, motivation, and academic achievement (Desforges & Abouchaar, 2003;
Dotterer & Wehrspann, 2016). With the passage of the Every Child Succeeds Act of 2015, family
engagement must now become one of the primary focuses of the school teachers and
administration (S.S. 1177, 114th Cong. 2015). Even though family engagement has become a
focus of schools, there are many barriers that inhibit successful implementation of family
engagement programs including a lack of communication between families and the school,
negative perceptions of the abilities of families by the school, and low teacher self-efficacy of
family engagement practices (Calzada et al., 2014; Eberly et al., 2007; Lareau & Muñoz, 2012).
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FAMILY ENGAGEMENT IN SCHOOLS
While family engagement may be a focus of schools, Noel et al. (2013) found that only 42% of
parents whose children were enrolled in public schools volunteered or served on a school
committee; therefore family engagement practices that are currently being implemented are not
meeting the needs of families (Lowenhaupt, 2014). In order gain the benefits of family
engagement, schools must find ways to meet the interests and needs of its families.
Student Benefits of Family Engagement
Family engagement and participation in the school community has been shown to benefit
students. These benefits include increasing student academic achievement and behavior (Castro
et al., 2015; Dotterer & Wehrspann, 2016). Parent participation demonstrates to students that
school is important to their families. This importance changes the behaviors of both the families
and the students. These benefits can positively impact students’ academic and social success
during their school careers.
Academic Achievement
When parents participate in school activities, their children often demonstrate an increase
in academic achievement. Castro et al. (2015) and Wilder (2014) found that parental
participation at their child’s school increased parent expectations of their child’s academic
achievement in school. Wilder (2014) found this increase in academic achievement to occur at
all grade levels. Not only do parent expectations increase with increased parental expectations,
but parental advising of their students increased as well (Choi et al., 2015). In order to increase
family engagement, parents and the school community must understand the academic benefits
that parent participation has for students. Not only do students benefit academically when parents
participate in school activities, but they also benefit behaviorally as well.
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FAMILY ENGAGEMENT IN SCHOOLS
Student Behavior
Students are more prepared and exhibit more desired social and learning behaviors when
parents participate in school activities. After students observed their families participating within
the school community, they were more behaviorally engaged than before their parents
participated in school (Dotterer & Wehrspann, 2016; Garbacz et al., 2016). Once students were
more behaviorally engaged in school, school attendance increased, students were more prepared
for class, and students exhibited less behavioral problems (Garbacz et al., 2016). This increase in
student behavioral engagement led to an increase in cognitive engagement (Dotterer &
Wehrspann, 2016). Students understand the importance of school and exhibit positive behaviors
when they see their parents participating in school activities. Since family engagement increases
student achievement and positive student behaviors, it is important for the school community to
understand the potential barriers to their family engagement programs.
Potential Barriers to Family Engagement Programs
Even though research has demonstrated that family engagement within the school
community increases student academic achievement and behavior (Castro et al., 2015; Dotterer
& Wehrspann, 2016), there are barriers that can occur that may hinder the successful
implementation of these programs (Goldkind & Farmer, 2013; Halgunseth, 2009; Myers, 2015;
Robinson & Volpe, 2015). Communication, teacher perceptions, and parent perceptions are all
barriers to parent participation and attendance within the school community. These barriers
involve understanding families’ cultural needs and potential biases that teachers and families
may possess (Goldkind & Farmer, 2013; Halgunseth, 2009; Myers, 2015; Robinson & Volpe,
2015). Any combination of these potential barriers can negatively affect the implementation of
family engagement activities within the school community.
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FAMILY ENGAGEMENT IN SCHOOLS
Communication
Parent-school communication is a critical component of family engagement. Lareau and
Muñoz (2012) found that open communication between the schools and the families led to the
creation of mutual goals for the students. When open communication did not occur, Lareau and
Muñoz (2012) found a power struggle between the families and the schools. Currently many
schools exhibit a lack of and poor communication between the schools and the families
(Halgunseth, 2009; Hedeen, Moses, & Peter, 2011). Poor communication includes one-way
communication from the school to the parents and communicating only in English when parents
may not understand English. A lack of communication can also occur when the school limits the
modes of communication (Goldkind & Farmer, 2013; Halgunseth, 2009). Limiting the modes of
communication creates missed opportunities for reaching different families who may not speak
English or may not have internet access for email communications. Halgunseth (2009) found that
the poor communication between the school and the families led to many families feeling
unwelcome at school. Poor communication between the school and parents can inhibit family
engagement. Teacher perceptions, like poor communication, is a potential barrier to successful
family engagement programs.
Teacher Perceptions
The ways that teachers perceive the values and knowledge of their students’ families can
limit the amount and types of activities they provide, thus potentially decreasing family
participation in the school community. Goldkind and Farmer (2013) observed that teacher
attitudes and perspectives of families can help create a welcoming environment for all families.
Teachers, however, may believe that their students’ families do not have the knowledge and
motivation to participate effectively in the school community. They may hold a biased, deficit
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FAMILY ENGAGEMENT IN SCHOOLS
perspective of their students’ families (Halgunseth, 2009; Myers, 2015; Robinson & Volpe,
2015). Instead of offering opportunities that are based upon the families’ strengths, the teachers
focus upon the weaknesses of the families, or things that families cannot help with such as
assisting in academic small group activities. Teachers’ perceptions of families can negatively
affect family participation in the school community by limiting the number and types of family
engagement opportunities that are provided. Not only can negative teacher perceptions of
families affect family engagement, but how parents perceive themselves can negatively affect
their participation in the school community.
Parent Perceptions
Parent perceptions about how welcoming the school is and about their own abilities to
participate at their child’s school creates barriers to successful family engagement programs. Due
to the types of opportunities provided, parents may not feel competent enough to participate
within the school community (Myers. 2015; Robinson & Volpe, 2015). Parents may also believe
that the schools do not value their strengths or their cultures thus limiting the opportunities
offered by the schools (Ayers, 2008; Myers. 2015). These perceptions of the school by the
parents may inhibit the participation of the families. Parents will less likely be involved in school
activities when they lack confidence in their own abilities and feel unwelcomed in the school
community. By understanding potential barriers to family engagement programs, schools can
institute best practices to increase family engagement.
Family Engagement Best Practices
After examining potential barriers that may inhibit successful implementation of family
engagement activities within the school community, it is important to examine best practices
regarding family engagement activities. These best practices involves better understanding the
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FAMILY ENGAGEMENT IN SCHOOLS
students and their families. Successful family engagement practices include understanding
family strengths, family needs, and family interests. By creating family engagement activities
that consider these factors (Halgunseth, 2009; Hedeen, Moses, & Peter, 2011), families are more
motivated to participate thus potentially increasing participation.
Family Strengths
When inviting families to participate in school activities, schools must understand the
strengths of their families. Schools can create a positive and welcoming environment which
allows families to feel comfortable in participating in school activities (Auerbach, 2009; Hedeen,
Moses, & Peter, 2011). Also, by focusing on the strengths of the families, schools can offer
opportunities to which the families can effectively participate thus increasing parent engagement.
When the school creates a welcoming climate while focusing on families’ strengths, they can
create a partnership between the school and families thus increasing the amount of participation
by the families (Halgunseth, 2009; Myers, 2015). Schools must understand the strengths of their
families in order to implement appropriate family engagement practices and programs. Not only
is it important for schools to understand the strengths of their families regarding family
engagement programs, but they must also consider the needs of their families as well.
Family Needs
The needs of families should be considered by the school when creating family
engagement opportunities. By considering the needs of the families, schools can provide
opportunities that families’ desire, thus potentially increasing the number of families
participating in the school community (Auerbach, 2009; Ayers, 2008; Hoover-Dempsey et al.,
2005). Schools can also consider the types of learning opportunities that families desire as well
as ways that the families wish to contribute to the school when creating family engagement
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FAMILY ENGAGEMENT IN SCHOOLS
opportunities (Auerbach, 2009; Myers, 2015). Family engagement programs are successful when
the needs of the families are considered. It is also important to understand the interests of the
families to help motivate them to participate in school activities.
Family Interests
When family engagement opportunities are of interest to families, they are more
motivated to participate in the activities provided by the school community. Schools can provide
meaningful opportunities for families by understanding the needs and desires of the families
(Halgunseth, 2009; Westmoreland et al., 2009). When schools create opportunities that are
meaningful, parents become more motivated to participate (Halgunseth, 2009; Hedeen, Moses, &
Peter, 2011). By creating meaningful opportunities and increasing parent motivation, schools can
work with the families to create a shared vision of family engagement and student achievement
(Westmoreland et al., 2009). This partnership and shared vision can increase the interest of
family participation at school. By using family interests to guide family engagement program
implementation, schools can increase parent participation in these programs. It is important for
schools to understand the strengths, needs, and interests of families in order to implement
successful family engagement programs.
The Clark and Estes (2008) Gap Analytic Conceptual Framework
The Clark and Estes (2008) Gap Analysis Conceptual Framework provides organizations
with a tool to analyze organizational and stakeholder performance goals. When analyzing
performance goals, Clark and Estes (2008) defined three influencers that are examined by the
organization to determine potential gaps of the stakeholders. These influencers include the
knowledge and motivation of the stakeholders, as well as the impact of the organization’s
structure and procedures on the stakeholders (Clark & Estes, 2008). Knowledge may include the
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FAMILY ENGAGEMENT IN SCHOOLS
stakeholders’ knowledge of the skills, concepts, and procedures needed to complete an activity.
Motivational influences may include the motivation to start, to persist with, and the amount of
mental effort that the stakeholder commits to an activity (Clark & Estes, 2008). Organizational
influences include the procedures and processes established by the organization, the provided
organizational resources, and the values of the organization. Once these potential gaps have been
identified by the organization, data is collected and analyzed to determine the stakeholder
knowledge, motivation, and organization gaps so that appropriate interventions could be
implemented.
For this study, the Clark and Estes (2008) Gap Analysis will be used to identify assumed
influencers in knowledge, motivation, and organization influences of the teachers at Lily
Elementary School as they work towards achieving their organizational goal of increasing
parental attendance at school-based family engagement activities. Potential knowledge and skill
gaps of the teachers will be reviewed as well as assumed motivational influences. Finally,
potential organizational influences will be discussed last. Chapter 3 methodology will examine
the assumed knowledge, motivation, and organization influences of the teachers.
Stakeholder Knowledge, Motivation, and Organizational Influences
In this study, potential knowledge, motivation, and organizational influences of the
teachers at Lily Elementary School will be examined. First assumed knowledge influencers of
the teachers will studied. The knowledge influences include factual and metacognitive
influences. Then potential motivational influencers such as self-efficacy and value theory of the
teachers will examined. Finally, assumed organizational barriers including cultural models and
settings will be studied.
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FAMILY ENGAGEMENT IN SCHOOLS
Knowledge and Skills of Teachers
When evaluating organizational goals, it is important to understand the potential
knowledge influences that may affect the performance of the organization’s stakeholders (Clark
& Estes, 2008). The gaps in knowledge of the stakeholders must be identified and analyzed by
the organization. Once these gaps are analyzed, the organization can provide research-based
practices to help close the knowledge gap of its stakeholders (Clark & Estes, 2008).
The knowledge of family engagement of the teachers at Lily Elementary will be
examined in order to support the school’s organizational goal. Family Engagement literature will
be reviewed to understand important teacher knowledge influences. Once potential knowledge
influences are identified, Lily Elementary can begin to analyze gaps in teacher knowledge.
Knowledge influences. When examining potential knowledge influences, it is important
to analyze and categorize knowledge types. It is important to understand which type of
knowledge each influence is because each knowledge type will influence the supports and
trainings the organization will offer to its stakeholders (Clark & Estes, 2008). If the training is
mismatched to the type of knowledge, then the training will be ineffective, the knowledge gap
will not close, and the organizational goal will not be achieved. Knowledge types include
declarative or factual, conceptual, procedural, and metacognitive knowledge (Krathwohl, 2002).
Factual or declarative knowledge is the basic understanding or facts about a topic. With
conceptual knowledge, someone must understand the basic facts; however must also understand
how these facts are intertwined or connected. Procedural knowledge is the understanding of how
to complete a task or activity. Finally, metacognitive knowledge is the understanding of our own
thinking which includes self-reflection (Krathwohl, 2002).
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FAMILY ENGAGEMENT IN SCHOOLS
Literature was reviewed in relation to the organizational goal of increasing family
engagement participation at Lily Elementary. The organizational goal is to increase family
engagement to include 60% parents participating in school activities or functions. Potential
knowledge influences were identified from the literature and categorized by knowledge type.
The three knowledge influences that were identified include teachers’ understanding of cultural
barriers between home and school, teachers understanding of the types of family engagement
opportunities families’ desire, and the need for teachers to reflect upon their own biases.
Cultural barriers between families and school. Teachers need to know what cultural
barriers exist between families and the school. This knowledge influence can be categorized as
declarative knowledge. By understanding potential barriers between the school and families,
teachers can better address potential factors that may be inhibiting parental involvement at
school. Two of these potential barriers include a difference in language between home and
school and the families’ undocumented status (Soutullo, Smith-Bonahue, Sanders-Smith, &
Navia, 2016). Parents and teachers may not be able to effectively communicate if there is a
language barrier. Parents’ undocumented status may also affect their willingness to participate as
they may be afraid of what would happen if the school found out about their status. Eberly, Joshi,
and Konzal (2007) found that teachers may hold a deficit view of families. This view creates a
barrier to family engagement as teachers believe that parents cannot appropriately help at school,
while parents may believe that their family strengths are not being understood and valued by the
teachers and school. These views can cause families to have negative engagement experiences
and eventually can cause a mistrust in the school, thus creating more barriers between the school
and family (Fette et al., 2009).
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FAMILY ENGAGEMENT IN SCHOOLS
Types of opportunities provided. Teachers need to know what types of family
engagement opportunities that families are interested in participating. Many current family
engagement practices are based upon white, middle class families (Robinson & Volpe, 2015).
This declarative knowledge influence is important to examine because teachers must understand
what types of engagement opportunities are important to families (Lowenhaupt, 2014). Many
types of family engagement opportunities are decided by the schools; which creates an unequal
partnership (Lowenhaupt, 2014). The potential biases that teachers may hold of families can also
narrow and limit the types of opportunities offered by the schools. Conflict can arise when the
goals of the teachers and the families are not aligned (Laeau & Muñoz, 2012). If the types of
family engagement opportunities do not align with family needs, then families are less likely to
participate in school functions and activities (Lowenhaupt, 2014).
Self-reflection of teachers’ cultural biases. Teachers need to reflect upon their own
cultural biases and how these affect family engagement. This metacognitive knowledge influence
is important to examine in order to understand how it might affect family engagement
opportunities provided by the teachers. Teachers must self-reflect and understand what potential
biases and viewpoints they may hold of their students’ families. Lowenhaupt (2014) found that
some teachers view parents using the deficit model. They believe that families do not have the
knowledge necessary to help their children at school or home. Even when teachers stated that it
was important to accept differences, they had a negative view of the parenting practices of their
students’ families (Eberly et al., 2007). Teachers may not realize they are holding these beliefs
about their parents. By examining their own beliefs, teachers can better understand how they
may be building barriers between the families and the school.
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FAMILY ENGAGEMENT IN SCHOOLS
Also, by practicing self-reflection, teachers can better understand the needs and values of
the families (Christenson, 2004). This open-minded understanding can help create collaborative
partnerships between the school and families instead of creating barriers between each other.
Teachers need to reflect upon their own potential biases they may have of their families.
Table 2. 1
Assumed Knowledge Influences
Organizational Mission
The mission of Lily Elementary is to provide students with a strong foundation in order to
become productive and responsible citizens in a changing world
Organizational Global Goal
Lily Elementary School’s goal is that by June 2018, 60% of families will participate in family
engagement activities or functions.
Knowledge Influence Knowledge Type
(i.e., declarative
(factual or
conceptual),
procedural, or
metacognitive)
Knowledge Influence
Assessment
Teachers need to know what types
of family engagement programs
currently exists at Lily Elementary.
Declarative
Surveys
Teachers need to know what types
of programs are of interest to
families.
Declarative
Surveys
Teachers need to know how to
communicate with families.
Procedural
Interviews
Teachers need to reflect upon their
own cultural biases and how these
affect family engagement.
Metacognitive
Surveys and interviews
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FAMILY ENGAGEMENT IN SCHOOLS
Motivation
Motivational problems can be categorized by lack of active choice, lack of persistence, or
lack of mental effort (Clark & Estes, 2008). By evaluating the gaps in each indicator,
organizations can utilize research-based practices to help increase the motivation of its
employees. When an organization increases the motivation of its employees, the organization can
work to meet its organizational goals.
Teachers’ motivation at Lily Elementary will be examined using two researched based
theories, self-efficacy theory and expectancy value theory. Self-efficacy theory examines how
confident a person feels in their capabilities in completing a particular activity or goal (Pajares,
2006). Expectancy value theory examines the different values that people place on different
activities (Eccles, 2006). Both self-efficacy and expectancy value theory can help an
organization to understand if their employees motivational issues is due to lack of active choice,
lack of persistence, or lack of mental effort.
Self-efficacy theory. Self-efficacy theory examines the beliefs that one has about their
ability to complete a task or activity (Pajares, 2006). People who have high self- efficacy are
more likely to choose, begin, and persist through an activity than those who have low self-
efficacy. When examining the motivational gap of stakeholders, it is important to understand the
self-efficacy of each stakeholder. If the stakeholder has low self-efficacy for an activity, then
they are less likely to begin and persist through the activity. Rueda (2011) found that if
employees have high self-efficacy on a work goal, then these employees will be more likely to
begin and persist with the goal; which will help organizations to meet their organizational goals.
Organizations must consider three influential factors when examining potential gaps in
the self-efficacy of their stakeholders. These factors, which are task specific, include the
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FAMILY ENGAGEMENT IN SCHOOLS
stakeholders’ prior knowledge, past positive and negative experiences, and the feedback received
(Rueda, 2011). Each of these factors can positively or negatively affect the stakeholders’ belief
in their ability to complete the task. Organizations must understand what factor/s are influencing
stakeholders’ self-efficacy so that they can implement strategies to support and positively
influence their stakeholders’ beliefs in their abilities to complete the assigned task (Rueda,
2011).
Teachers’ self-efficacy. Teachers need to be confident in their ability to provide family
engagement opportunities for their students’ parents. When examining family engagement
programs in schools, it is important to understand teachers’ self-efficacy as it relates to family
engagement. According to Hoover-Dempsey, Bassler, and Brissie (1987), teachers with higher
self-efficacy in their ability to teach and in their ability to provide family engagement
opportunities, are more likely to invite families into their classrooms than those with lower self-
efficacy in these areas.
Higher teacher self-efficacy also led to better communication and engagement between
teachers and families (Gartmeier, Gebhardt, & Dotger, 2016). This communication and
engagement between teachers and parents can help increase families engagement and
participation. Increased parent and teacher communication can also increase the comfort level of
both the teacher and the parent, potentially increasing future family engagement and
participation activities.
Teachers’ high self-efficacy in family engagement is related to the amount and quality of
family engagement practices that each teacher possesses (Calzada et al., 2014). The higher
number of practices that the teacher knows and uses, the more likely the teacher will possess
high self-efficacy. The quality of the practices is also important. The more teachers experience
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FAMILY ENGAGEMENT IN SCHOOLS
success with family engagement opportunities, the more the teachers’ self-efficacy will continue
to improve.
Not only is teachers’ self-efficacy in family engagement important, but also teachers’
self-efficacy in their ability to teach (Epstein, 1986). By having parents in their classroom,
teachers worry about how parents would view their teaching ability. If teachers hold low self-
efficacy of their teaching ability, they are less likely to invite parents into the classroom because
they would be more concerned about how parents may view their teaching ability. If teachers
hold high self-efficacy in their teaching ability, then they are less likely to be concerned about
how parents view their teaching ability. The teachers with high self-efficacy in their teaching
ability will be more likely to invite parents into the classroom.
Lily Elementary school’s teacher self-efficacy is important to examine. Teachers’ self-
efficacy in both their teaching ability and their ability to provide family engagement
opportunities can determine how often teachers provide these opportunities to their students’
parents (Epstein, 1986; Hoover-Dempsey et al., 1987). The higher their self-efficacy, the more
often teachers would create family engagement opportunities for their families. The more
successful family engagement opportunities that teachers experience, the more likely teachers
would persist with implementing family engagement opportunities.
Expectancy value theory. Expectancy value theory discusses the importance, or value,
that individuals place on specific activities and tasks (Eccles, 2009). The more value someone
places on a task, the more likely he will begin and persist with the activity. Some values that
people place on activities include intrinsic, attainment, cost, skill, and utility (Clark & Estes,
2008; Eccles, 2009). These values include a person’s interest in the task, his enjoyment of the
task, the time and effort involved in completing the task, and potential future benefits of task
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FAMILY ENGAGEMENT IN SCHOOLS
completion. Each person may place different values on different activities. Depending upon the
task, there may be positive and negative values attributed to the task. If someone places a higher
importance on the positive value, then he is more likely to begin, persist, and engage with the
task. If someone places more importance on the negative values of the task, then he is less likely
to begin, persist, and engage with the task (Rueda, 2011). The different values that employees
place on tasks are important for organizations to consider when examining motivational gaps
with their employees.
Organizations can help to increase the motivation of its employees by helping its
employees understand the potential value of work and goal related tasks (Clark & Estes, 2008).
By understanding the specific values that employees assign to tasks, organizations can
implement strategies to help employees understand the potential value of completing the task.
Organizations can emphasis how the task may relate to their employees’ personal interests or
strengths as well as the benefits of completing the task (Clark & Estes, 2008).
Teachers’ values of family engagement. At Lily Elementary, teachers need to see the
utility value of providing family engagement opportunities for their students’ parents. The
potential end value of providing family engagement opportunities can include an increase in
student achievement as well as an increase in parent trust of the teacher and the school
(Desforges & Abouchaar, 2003; Santiago, Garbacz, Beattie, & Moore, 2016).
When parents are more involved in the school community, student achievement increases
(Deforges & Abouchaar 2003). This increase in achievement can be perceived as being valuable
for teachers. Parents and teachers can create a partnership to which parents can help their
children with school work at home and they can help their child, other students, or complete prep
work for teachers at school. If teachers see the end task benefit of an increase in student
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FAMILY ENGAGEMENT IN SCHOOLS
achievement with the increase of family engagement, teachers will be more motivated to offer
family engagement opportunities (Santiago et al., 2016). By understanding family engagement as
a utility value, teachers can better understand ways that can help them achieve future goals such
as increasing student achievement.
Santiago et al. (2016) found that parents trusted their child’s teacher more often when
family engagement opportunities were offered. These opportunities help to create open
communication and a partnership between home and school. By increasing family engagement
opportunities, trust between home and school increases. Teachers may feel more motivated to
collaborate with their students’ families as the trust between home and school increases
(Santiago et al., 2016). The benefit of increased trust between the home and school can then help
motivate teachers to increase the amount of family engagement opportunities that are offered.
When teachers place high value in family engagement, more family involvement was
observed in the classroom (Epstein & Dauber, 1991). Teachers must be made aware of the
importance of family engagement within the classroom and school community. As teachers place
more value in family engagement practices, their motivation to increase family engagement
opportunities will increase. As teachers experience the value of family engagement, they are
more likely to persist in offering these opportunities to their families.
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FAMILY ENGAGEMENT IN SCHOOLS
Table 2. 2
Assumed Motivational Influences
Organizational Mission
The mission of Lily Elementary is to provide students with a strong foundation in order to
become productive and responsible citizens in a changing world
Organizational Global Goal
Lily Elementary School’s goal is that by June 2018, 60% of families will participate in family
engagement activities or functions.
Assumed Motivation Influences
Motivational Influence Assessment
Self-Efficacy- Teachers need to be confident in
their ability to provide family engagement
opportunities for their students’ parents.
Survey- “I am confident in my ability to
provide family engagement opportunities for
my students’ parents.
Utility Value- Teachers need to see the value of
providing family engagement opportunities for
their students’ parents.
Survey- “It is important for me to provide
family engagement opportunities for my
students’ parents.
Interview- “How important do you feel it is
to you to provide family engagement
opportunities for your students’ parents?”
Organizational Influences on Family Engagement
When considering possible gaps in an organization, not only is it important to consider
the knowledge and motivation gaps of the stakeholders, but it is also important to consider
possible gaps in the organization. Organizational culture, policies, structures, and resources can
affect the achievement of organization and performance goals (Clark & Estes, 2008; Rueda,
2011). The culture of an organization is revealed through the values, norms, and practices that
can be observed in an organization (Schein, 2010). Depending upon the organization, the culture
can either inhibit or promote change. Not only does the culture of the organization affect change
and the attainment of goals, but the policies and resources of the organization can inhibit or
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FAMILY ENGAGEMENT IN SCHOOLS
promote organizational change and the attainment of goals. In a school setting, all of these
factors can affect the attainment of an organizational or performance goal; however distrust of
the administration, limitations of the teacher contract, and the multiple work-related
responsibilities will be researched.
Distrust of the administration. When attempting to implement new programs or change
existing programs within a school, a trusting relationship is important for the success of the new
program (Destler, 2016). Trust can be created between the administration and teachers when
important information is provided to the teachers and teachers have direct and open involvement
in the creation and implementation of programs within the school (Ellis, Shockley, & Zabalek,
2001; Morgan & Zeffane, 2005). This trust between the administration and the teachers allows
teachers to learn about, understand, and implement the new program in a non-threatening
climate. If teachers are able to learn about and implement the new programs in these non-
threatening, risk-free climates, then they are more likely to be supportive of the implementation
of these programs (Destler, 2016; Le Fevre, 2014). If there is limited trust or a distrust of the
administration, then teachers will less likely be open to the implementation of new programs.
Along with a risk-free, non-threatening environment, trust also helps to create employee
commitment to the organization (Cho & Park, 2011). When teachers have higher commitment to
their school, then they will more likely be willing to implement new programs. If teachers do not
trust their administration, then they may have less commitment to their organization, thus
limiting possible motivation to implement new or change existing programs (Cho & Park, 2011).
Distrust in the administration can cause a lack of teacher commitment to the school; which can
also cause teachers to be less willing to implement new programs.
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FAMILY ENGAGEMENT IN SCHOOLS
Union and contract limitations. Rueda (2011) stated that policies affect the
implementation of change within an organization. Unions and teacher contracts work towards
standardizing policies and expectations of teachers (Beabout & Gill, 2015). The policies that are
agreed upon by the teachers and the district may inhibit reform and the implementation of new
programs by the administration (Moe, 2017), thus teachers’ contract can be an organizational
limiting factor to organizational change. Since the teachers’ contracts can be a limiting factor to
organizational change, Maranto and Wolf (2013) emphasized the importance of the
administration and the district to try to get the teacher union’s buy-in regarding the
implementation of new programs.
Even if there is buy-in from some of the teachers at the school site, the limitations of the
teacher contract can still inhibit school-wide implementation. Individual teachers must decide for
themselves if they would like to participate in the new program. Other teachers or union
representatives may try to persuade the teachers to not participate in the new program (Destler,
2016). The influence of a few teachers may sway the rest of the teachers away from
implementing the programs suggested by the administration. If teachers are not persuaded and do
decide to implement the program, the administration cannot mandate the implementation school-
wide, thus potentially limiting the positive impact of new programs (Destler, 2016). Even when
some teachers would like to implement the program, the policies in the teachers’ contract may
limit whether a principal can mandate the entire teaching staff to implement the program.
Multiple responsibilities of teachers. The amount of teacher responsibilities within the
work day may influence the willingness of teachers to implement new programs. Teachers have
various job-related responsibilities that are mandated by the district (Hakanen, Bakker, &
Schaufeli, 2006). These responsibilities create more work that must be completed on top of the
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FAMILY ENGAGEMENT IN SCHOOLS
planning and grading that they already complete. This added work can create stress for teachers
which can then influence the teachers’ willingness to implement new programs (Skaalvik &
Skaalvik, 2010). They may conclude that by implementing new programs, they would be
required to do more work. This conclusion may cause teachers to be wary of trying a new
program.
The implementation of new programs may be limited based upon the amount of time the
new program’s implementation may take as well as the amount of time that teachers are already
committed to other work related tasks. The amount of paperwork and extra responsibilities that
teachers must complete can create time constraints for teachers (Kokkinos, 2007). If teachers feel
limited on the amount of time they have, then they are less likely to be motivated in
implementing new programs. If teachers believe that the new program may be replacing a
current program or if some of their previous responsibilities will be alleviated, then teachers may
be more willing to try a new program (Kokkinos, 2007). Teachers have multiple job related
responsibilities that may discourage teachers from being motivated to try new programs that are
suggested by the administration.
Table 2. 3
Assumed Organizational Influences
Organizational Mission
The mission of Lily Elementary is to provide students with a strong foundation in order to
become productive and responsible citizens in a changing world.
Organizational Global Goal
Lily Elementary School’s goal is that by June 2018, 60% of families will participate in
family engagement activities or functions.
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FAMILY ENGAGEMENT IN SCHOOLS
Assumed Organizational Influences
Organization Influence Assessment
Cultural Model Influence 1: The
administration needs to gain the trust of the
teachers in order to increase teacher “buy-in”
for the family engagement programs.
Survey, Interview
Cultural Setting Influence 1: The
administration needs to implement new
programs within the guidelines and
limitations of the teacher contract including
work hours and current teacher
responsibility.
Interview, Collection of documents (teacher
contract)
Cultural Setting Influence 2: The teachers
need to see the importance of their role in
parent participation.
Survey, Interview
Conclusion
This chapter reviewed the literature on family engagement including student benefits,
possible barriers, and best practices. Chapter 2 also reviewed the potential gaps in the knowledge
and motivation of the teachers as well as potential gaps in the organization that could inhibit
successful family engagement programs from occurring in a school setting. The literature
presented in this chapter demonstrated the importance of family engagement programs by
showing how successful family engagement programs increased student academic achievement
and desired student behavior (Dotterer & Wehrspann, 2016; Wilder, 2014). Potential barriers to
family engagement include communication, teacher perceptions, and parent perceptions. The
literature demonstrated that best practice strategies include understanding parent strengths,
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FAMILY ENGAGEMENT IN SCHOOLS
interests, and needs (Ayers, 2009; Halgunseth, 2009; Hedeen, Moses, & Peter, 2011). The
information synthesized in Chapter 2 was used to develop assumed gaps in knowledge and
motivation of the teachers as well as potential organizational influences that may inhibit the
attainment of successful family engagement programs.
The validation process of these assumed influences will be explained in Chapter 3 of this
dissertation as they relate to the family engagement program at Lily Elementary School. The
knowledge and motivation of the teachers, as the stakeholder of focus, will be examined through
a mixed methods approach utilizing a survey and interviews. Assumed organizational barriers to
successful family engagement programs will also be validated through the use of a survey and
interviews of the teachers. The data collected will be examined to determine the potential
knowledge, motivation, and organizational gaps that have inhibited Lily Elementary from
obtaining its performance goal of 60% of families attending at least three school activities or
functions.
Conceptual Framework: The Interaction of Stakeholders’ Knowledge and Motivation and
the Organizational Context
The conceptual framework is an important component of a study. It is used by the researchers to
help frame their study. The conceptual framework also allows the reader to understand the
assumptions and beliefs that the researcher has about the relationships and the interactions
between the various components of the study (Maxwell, 2013). The researchers create their
framework by combining the potential influences found from literature, both empirical and
theoretical, along with personal experiences and thought experiments (Maxwell, 2013). Once
these influences are identified and researched, the researcher can then create the conceptual
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FAMILY ENGAGEMENT IN SCHOOLS
framework. This framework is used to demonstrate the perceived interactions, relationships, and
influences between the different components of the researchers’ study. The conceptual
framework also creates a lens through which data is collected and analyzed, thus the conceptual
framework is important for the reader to understand when analyzing the results of the study
(Maxwell, 2013).
When the Clark and Estes (2008) Gap Analysis is used as a theoretical base, potential
knowledge, motivation, and organization influences specific to the organization to be studied are
identified through research, personal experiences and thought experiments (Clark & Estes,
2008). Organizational performance goals are identified and specific stakeholders are chosen. The
researcher then creates a conceptual framework identifying potential influences and relationships
between the knowledge, motivation, and organization factors with the attainment of the
organizational performance goal. This conceptual framework demonstrates how potential
knowledge, motivation, and organization factors can positively or negatively influence the
attainment of specific organizational goals by specific stakeholders.
This study will examine how assumed knowledge and motivation influences may affect
the attainment of the organizational goal. It will also examine potential organizational factors
that my influence the knowledge and motivation of the teachers, the stakeholder group of focus.
Along with the Clark and Estes Gap Analysis (2008) theoretical framework, this study will also
examine these assumed influences utilizing a constructivist worldview (Creswell, 2014). Using
the constructivist worldview, the researcher tries to understand the meaning that each participant
creates within the organization as well as the historical and social constructs that have been
made. For this study, the researcher will examine the constructs made by the teachers within the
organization.
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FAMILY ENGAGEMENT IN SCHOOLS
Figure 2. 1
Conceptual framework
Organization: Lily Elementary
Cultural Model: distrust of administration by teachers
Cultural Setting: teacher contract limitations; multiple extra duties
of teachers
Stakeholder: Teacher
Knowledge of cultural barriers,
appropriate family engagement
opportunities self-reflection of
family/culture biases
Teacher Motivation influenced by
teacher self-efficacy and value of
family engagement
Organizational Goal: Lily
Elementary School’s goal is that
by June 2018, 60% of families
will increase their participation
in school activities or functions.
Key
Organization
Stakeholder
Influence
Organizational
Goal
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FAMILY ENGAGEMENT IN SCHOOLS
Figure 2.1 represents how the gaps in knoweldge, motivation, and organization influences
the teachers’, as stakeholder, achievement of the organizational goal of 60% of families
increasing attendance and school activities or functions. The potential knowledge, motivation,
and organization factors are related, influence one another, and influence the attainment of the
organizational goal. The organization, Lily Elementary School, provides the overall context of
study, which is represented by the larger circle. The organization’s structure and procedures can
positively or negativily influence the stakeholder of focus, Lily Elementary’s teachers. Since the
teachers are a part of the organization, they are represented by the smaller circle located within
the larger organizational context. Together the organization and the knowledge and the
motivation factors influence the attainment of the organizational goal, represented by the arrow.
The organizational factors include both the organization’s cultural settings and cultural
models (Clark & Estes, 2008). Both the cultural settings and models influence the knowledge
and motivation of the stakeholders. Within Lily Elementary the assumed cultrual model
influence is the potential distrust of the adminstration by the teachers. This distrust could
influence the lack of motivation and knowledge by the teachers to implement new programs or
strategies suggested by the adminstration (Clark & Estes, 2008). The policies and mandates of
the organization could also influence the motivation and the knowledge of the teachers as well.
Teacher contracts and the amount of teacher responsiblities mandated by the district can
influnece the knowledge and motivation of the teachers. Since the cultural setting and models
may also influence the motivation and the knowledge of the teachers as well, it is important to
examine potential knowledge and motivational influneces.
Like the organizational influences, the knowledge and motivation factors of the teachers
influence the attainment of the organizational goal as well. The assumed knowledge influences
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FAMILY ENGAGEMENT IN SCHOOLS
of the teachers at Lily Elementary include declarative and metacognitive influences. Gaps in
knowledge could include potential cultural barriers between the families and the school (Eberly,
Joshi, & Konzal, 2007; Soutullo, et al., 2016). Teachers may lack the understanding of the types
of family engagement activities and opportunities to which the families might want to participate
(Fett et al., 2009; Robinson & Volpe, 2015). If teachers do not provide activities that the families
wish to participate in, then families will not attend the activities presented. Not only do teachers
need to know the needs of their families, but teachers also need to reflect upon their own
potential biases of their families. If teachers hold a deficit view of their families, then they may
believe that their families have nothing to contribute to the school community, thus limiting the
potential family engagement opportunities and activities that are offered (Eberly, Joshi, &
Konzal, 2007; Lowenhaupt, 2014). If teachers believe that all families can contribute, then they
may offer more opportunities and activities for their families, increasing the likelihood of
attaining the organizational goal. Not only should gaps of knowledge by the stakeholder be
examined, but the potential gaps in motivation by the stakeholder must be studied as well.
Along with organization and knowledge influences, the motivation of the teachers can
influence the attainment of the organizational goal. The self-efficacy, or the teachers’ belief in
their ability to provide family engagement activities and opportunities, can affect whether
teachers are motivated to provide these opportunities (Gartmeier, Gebhardt, & Dotger, 2016;
Pajares, 2006). Not only do teachers need to believe that they are capable of providing successful
family engagement activities and opportunities, but they must also understand the value in
providing these opportunities (Eccles, 2009, Santiago et al., 2016). When teachers understand the
importance, or value, of families being involved in the school community, then they are more
likely to provide these opportunities to the families. The assumed motivational influences of the
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FAMILY ENGAGEMENT IN SCHOOLS
teachers are important to analyze in relation to the other knowledge and organizational factors as
gaps in any of these three areas can inhibit the stakeholders’ attainment of the organizational
goal (Clark & Estes, 2008).
When utilizing Clark and Estes (2008) Gap Analysis as the theoretical framework, it is
necessary to identify and examine potential knowledge motivation, and organizational
influences. The influences of the organization influences the potential gaps in knowledge and
motivation of the stakeholders, the teachers. The conceptual framework in Figure 4.2
demonstrates the relationship between the assumed gaps between the organization with the
knowledge and motivation gaps of the teachers. Once the potential relationship between these
assumed influences is understood, data can be collected and analyzed to determine the influence
of each factor. The organization can then implement appropriate strategies to help the
stakeholder attain the organizational goal (Clark & Estes, 2008).
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FAMILY ENGAGEMENT IN SCHOOLS
CHAPTER THREE: METHODOLOGY
This mixed methods study examined the knowledge, motivation, and organizational
factors of the teachers at Lily Elementary School regarding their family engagement practices at
the school. The organizational goal was to increase family participation and attendance at a
variety of family engagement events at Lily Elementary. These events included volunteering in
the classroom and attending before and after school activities and functions. The teachers, the
stakeholder of focus, completed surveys and participated in interviews regarding their
understanding and motivation of these programs at Lily Elementary. Assumed organizational
factors were examined through the use of surveys and interviews. Document analysis was used
to understand the number of families participating in all of the activities and events held at Lily
Elementary. In chapter four the results of the surveys and interviews were analyzed and in
chapter five recommendations were suggested to help Lily Elementary meet their organizational
goal.
Methodological Framework
This project employed a mixed method data gathering and analysis. Lily Elementary
School’s parent engagement was assessed using a survey, interviews, literature review, and
content analysis. Research-based solutions were recommended and evaluated in a comprehensive
manner.
A mixed methods approach was chosen for this study because a mixed method approach
provided the researcher with the benefits of both qualitative research and quantitative research
while limiting potential weakness of each approach when used separately (Johnson and
Christensen, 2015). This complementary approach, in order to be high-quality, included rigorous
47
FAMILY ENGAGEMENT IN SCHOOLS
method design for both the qualitative and quantitative portions of the study (Creswell, 2014). A
mixed methods approach was also chosen because this approach provided general information
about the beliefs of the all of the teachers through the use of the quantitative questionnaire while
it also provided more in-depth information from the qualitative interviews.
The mixed method approach that was utilized in this study was an Explanatory
Sequential design. It began with a quantitative gathering of information in the form of a survey
and then included follow-up qualitative interviews (Creswell, 2014). The Explanatory Sequential
design captured data from all of the teachers as well as more in-depth and explanatory qualitative
data from the individual interviews. The quantitative results from the questionnaires were
analyzed and used to create the open-ended questions that were asked during the qualitative
interviews. The information gathered during the qualitative interviews helped to explain and
provided more in-depth information of the data gathered during the quantitative data collection
process of the study.
The quantitative portion began with the distribution of a survey to all teachers at Lily
Elementary. The questionnaire was used to gather data to help understand the teachers’ beliefs
about family engagement. The survey included questions asking about potential knowledge,
motivational, and organizational barriers to the implementation of family engagement programs
at Lily Elementary School.
Since the potential sample size of participants was small, the survey was distributed to all
teachers in order to increase the amount of data that was collected (Creswell, 2014). Surveys
were also distributed to all teachers in order to understand the beliefs of all of the teachers at Lily
Elementary, not just the beliefs of select individuals. This data was then analyzed to help
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FAMILY ENGAGEMENT IN SCHOOLS
generate questions for the open-ended interviews during the qualitative portion of data
collection.
The qualitative portion of the mixed methods design utilized face-to-face interviews with
individual teachers. The interviews asked more in-depth follow-up questions regarding the
beliefs and potential barriers to successful family engagement programs at Lily Elementary
School. The interview questions were based upon the information that was gathered during the
quantitative questionnaire portion of the study. Each interview was conducted on a face-to-face
individual bases.
The participants chosen for the qualitative interviews were a purposeful sample from the
participants from the quantitative section from the study. The purposeful selection of participants
allowed for more in-depth information to be gathered from specific school personnel (Creswell,
2014). Participant selection for the qualitative interviews were based upon numerous factors. The
factors for selection included choosing participants who taught at different grade levels, those
who have taught for different lengths of time (i.e. newer teachers, more veteran teachers), those
who were newer teachers to Lily Elementary School and those who had taught at Lily
Elementary for many years. These factors were important to consider when selecting potential
interview participants because the different factors could have influenced the beliefs that the
interviewee may have regarding family engagement.
The final analysis and interpretation of the data was conducted after the qualitative
interviews were completed and the data from these interviews were analyzed. Since the
qualitative questions for the interviews were formed from the analysis from the quantitative
questionnaires, the information gathered from the interviews was used to help explain and
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FAMILY ENGAGEMENT IN SCHOOLS
provide more in-depth understanding of the results from the quantitative questionnaires
(Creswell, 2014).
Participating Stakeholders
The stakeholder participants for this study were the teachers at Lily Elementary School.
The population consisted of 20 teachers in grades Transitional Kindergarten to sixth grade
including one Science teacher, one Instructional Coach, one Resource Special Education teacher,
and two Special Education Class teachers. The criteria that was considered for this study
included: the number of years of teaching experience, how long each teacher had been teaching
at the school, as well as the grade level that the teachers were currently teaching. All teachers
were administered the survey while a purposeful representative sample of seven teachers was
obtained from the population during the interview portion of data collection.
Survey Sampling Criteria and Rationale
The teachers at Lily Elementary were surveyed to understand their knowledge and
motivation regarding the family engagement practices at the school. Also, the teachers were
surveyed regarding potential organizational barriers to successful family engagement practices at
Lily Elementary. The teachers were the stakeholder group surveyed as they were one of the main
points of contact between the school and the families. All teachers were administered the survey
at Lily Elementary in order to gather as much information and data as possible to help
understand the potential influences on the school’s family engagement practices.
Criterion 1. Occupation-Teachers
As the research questions were seeking to understand the gaps of knowledge and
motivation of the teachers at Lily Elementary, only the teachers were surveyed. For this study,
teachers were considered the population.
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FAMILY ENGAGEMENT IN SCHOOLS
Criterion 2. Location of employment-Lily Elementary
The information collected from the survey focused on the knowledge and motivation of
the teachers at Lily Elementary regarding their attainment of the organization’s performance
goal. Since the study focused on the practices and Lily Elementary, the participants had to be
from this organization. For this survey, only teachers who taught at Lily Elementary were
surveyed.
Survey Sampling (Recruitment) Strategy and Rationale
The sample size for the survey data was to be a census; all teachers were surveyed at Lily
Elementary. Since the population size was small at this site, a census sample was chosen to allow
for the maximum amount of data to be collected regarding the assumed knowledge, motivation,
and organization influences on family engagement as possible (Fink, 2013; Johnson &
Christenson, 2015). The response rate goal for the survey was 100% as the aim was for a census
sampling; however a minimum of a 50% response rate will be acceptable. The response rate for
the survey was 85%, 17 of 20 teachers responded. The survey was conducted at the beginning of
the data collection process as this study utilized the mixed methods Explanatory Sequential
Design (Creswell, 2014). The data collected from the survey helped to formulate questions for
the interviews that were conducted during the second part of the data collection process. As I
was a member of this organization, no monetary incentive was provided for completing the
survey; however encouragement and a verbal thank-you was used to encourage participation.
The information collected from this survey was used to help solve an organizational problem
which added another incentive for participants to complete the survey.
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FAMILY ENGAGEMENT IN SCHOOLS
Interview Sampling Criteria and Rationale
The participants for the interviews were the teachers at Lily Elementary. When selecting
interview participants, a variety of criterion were considered. These criterion included grade
level, number of years of teaching experience, and number of years of teaching at Lily
Elementary. These criterion were chosen to create a representative sample of teachers from the
school. This sample allowed for a variety of perspectives and understanding to be collected.
Criterion 1. Grade level
To create a representative sample of teachers, three Kindergarten-3
rd
grade (primary)
teachers, three 4
th
-6
th
grade (intermediate) teachers, and one support teacher were selected to
participate in the one-on-one interview process. Teachers were selected based upon grade level
span to help understand the knowledge, motivation, and potential obstacles faced by each grade
level span, primary and secondary.
Criterion 2. Number of years of teaching experience
The interview sample was also selected based upon the number of years of teaching
experience. The sample included teachers who had a range of teaching experience. This criterion
was chosen to understand how the number of years of teaching can affect the knowledge,
motivation, and organization influences at Lily Elementary. For the sample, teachers were
divided into two groups of teaching experience, 0-5 years and 6 plus years of experience. Three
new teachers and four experienced teachers were selected to create this representative sample.
Criterion 3. Number of years teaching at Lily Elementary
Teachers were sampled based upon the number of years that they have taught at Lily
Elementary School. Teachers were divided into two groups, those who had taught at Lily for five
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years or less and those who had taught for six years or more. The sample was proportional to the
teacher population at Lily Elementary (Fink, 2013; Johnson & Christenson, 2015).
Interview Sampling (Recruitment) Strategy and Rationale
The sample for the interview data collection process was a purposeful, representative
sample of the population of teachers at Lily Elementary School (Johnson & Christensen, 2015;
Merriam & Tisdell, 2016). Teachers were recruited to participate based upon grade level taught,
years of teaching experience, and years of experience at Lily Elementary. Interviews were
conducted face-to-face at the school site. Interviews were conducted after the collection of data
from the surveys. Interview questions were created based upon the information collected from
the survey of the teachers. Completing the interviews after the data collection from the survey
allowed for more in-depth data to be collected from the teachers (Creswell, 2014). Seven
teachers were recruited based upon the interview criteria. Teachers were verbally encouraged to
participate. As this process was to help solve an organizational problem of practice, teachers
were encouraged to participate to help the organization improve in this area.
Data Collection and Instrumentation
Surveys, interviews, and document analysis were utilized in this study in order to collect
data to understand the knowledge and motivation of the teachers and the organizational factors
that have inhibited successful implementation of family engagement practices at Lily
Elementary. The surveys were administered to all teachers while interviews were conducted with
a sample of the teachers at Lily Elementary. The surveys helped to guide the questions asked
during the interviews. Document analysis was used to better understand how many parents attend
events, what events most parents attend, and how many parents attend multiple events.
Surveys
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FAMILY ENGAGEMENT IN SCHOOLS
The survey was administered to all of the teachers at Lily Elementary School to ensure
that enough data was collected to allow for data analysis to occur on the assumed knowledge,
motivation, and organizational influences of the school’s family engagement practices. The
survey was administered in an online format using the online tool, Survey Monkey. Teachers
were provided the link via their school email address. The researcher invited the teachers and
provided an explanation for the survey in person during a teacher meeting. This allowed time for
me to answer any questions that teachers may have had regarding the study. Teachers were also
provided a written explanation via the survey link before they began the survey. The researcher
provided her email address so that teachers could email and ask questions about this survey
through email. The survey was administered via an online survey tool to allow teachers to
complete the survey in the time and space to which they felt the most comfortable. An online
survey also prevented teachers from losing a paper copy of the survey. By administering online,
the researcher was able to send teachers reminders to complete the survey before the survey
window closes.
This survey consisted of 30 items including 5 demographic-nominal scale items, 2 open
number response-ratio scale items, and 28 Likert rated-ordinal scale items. Closed item, Likert
Scale responses, were used to ensure that data collected could be compared and analyzed during
the data analysis phase (Fink, 2013) This number was chosen to allow for multiple items to be
based upon one construct. This number also increased the likelihood that the teachers would
complete all of the items and not become exhausted and discontinue the completion of the
survey. These items collected data regarding the knowledge, motivation, and organizational
influences on the family engagement practices at Lily Elementary School. Each construct from
the conceptual framework was represented by multiple items to increase the validity of the
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FAMILY ENGAGEMENT IN SCHOOLS
survey. Ten of the survey items focused on potential motivation influences, seven items on
potential knowledge influences, and eight items focused on potential organizational influences
on the family engagement practices at Lily Elementary. The literature review from this
dissertation served as a basis for the construction of the items on the survey.
To increase the validity and reliability of the survey items, multiple strategies were
utilized before the survey was administered to the teachers. Key terms were defined in the
introduction so that all participants had a similar understanding of the vocabulary (Fink, 2013).
Peer review of each survey item was conducted, to both check for content alignment and
knowledge, motivation, and organizational influence alignment. Peers from the teaching field in
schools similar to Lily Elementary checked for content alignment and peers from USC
Organizational Change and Leadership program checked for knowledge, motivation, and
organizational influence alignment.
Interviews
Interviews of teachers at Lily Elementary School were conducted in order to collect data
on the assumed knowledge, motivation, and organizational gaps of the teachers. One-on-one
semi-structured interviews were conducted with seven of the teachers at Lily Elementary. These
teachers were selected based upon predetermined criteria to ensure an appropriate sampling of
teachers. Each teacher participant was asked the same questions and followed the same question
order. The concepts that were covered in the interview included questions on the knowledge,
motivation, and organizational barriers and factors related to family engagement practices at Lily
Elementary. The interviews were semi-structured which allowed for similar information to be
collected from all interview participants, while flexible enough to allow the researcher to include
additional probes and questions based upon the flow of each interview (Merriam & Tisdell,
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FAMILY ENGAGEMENT IN SCHOOLS
2016; Weiss, 1994). According to Patton (2002), singular questions based upon the interview
participant’s experience and knowledge helped to elicit meaningful responses; therefore the
questions asked during these interviews utilized these concepts. Each interview question asked
was focused on one assumed knowledge, motivation, or organization assumed influencer from
the conceptual framework. The information gained from these interviews helped to understand
the potential gaps in the knowledge and motivation of the teachers as well as the potential
organizational gaps regarding the family engagement practices of the teachers at Lily
Elementary.
Documents and Artifacts Analysis
Documents and artifacts were collected to help understand potential organizational
factors (Merriam & Tisdell, 2016) that influenced the participation of families at family
engagement activities and opportunities. The specific documents that were collected included
family engagement/activity sign-in sheets, fliers, and handouts from the events. Permission was
obtained from the administration at Lily Elementary as well as from the family engagement
committee. The researcher also worked with the family engagement committee to collect the
documents from the school site.
Each document helped to understand different organizational influences on family
engagement practices and family engagement activity participation at Lily Elementary. These
documents were also used to help understand the types of programs currently available to
families as well as the types of programs that had the highest attendance. The sign-in sheets
helped to understand how many families attended the different events as well as how many
families demonstrated repeat attendance at the events. The fliers demonstrated how the site
advertised the events to the families and the community and the handouts from the events
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FAMILY ENGAGEMENT IN SCHOOLS
provided information about the types of events offered as well as the information presented at
these events. This information related back to the conceptual framework and the research
questions because these documents provided information about the assumed organizational
barriers and influences, and with analysis, provided information on how these barriers influenced
the knowledge and motivational factors on the family engagement practices at Lily Elementary.
Data Analysis
Since this was a mixed methods study, quantitative and qualitative analysis occurred to
understand the knowledge, motivation, and organizational influences on the family engagement
practices at Lily Elementary School. Data was collected from the teachers at Lily Elementary
through the use of surveys and interviews. Quantitative data and analysis occurred first and then
was used to help inform the qualitative portion of the study. After the data had been analyzed,
this new information was applied to the research questions which helped to understand the
knowledge, motivation, and organizational influences on the family engagement practices at Lily
Elementary School.
For the quantitative portion, surveys were distributed to all of the teachers at Lily
Elementary. Once the survey data was collected, the researcher cleaned the data to check for any
potential recording errors or non-responses. It was important to clean the data to ensure that
accurate responses were used during analysis (Fink, 2013). After the data had been cleaned, the
researcher then analyzed each item using descriptive statistics. For ordinal (Likert scale) and
nominal items, the researcher found the frequency of each response. Finding the mean, median,
or mode did not make numerical sense since these items did not have definitive number qualities
(Salkind, 2017). For interval items the researcher analyzed the data to find the mean, the average
response, and the mode, the most frequently reported response, since there was numerical
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FAMILY ENGAGEMENT IN SCHOOLS
meaning behind these responses (Salkind, 2017). Once each item’s appropriate central tendency
had been found, the responses were analyzed and applied to help understand the research
questions and conceptual framework for the study. The information found during the surveys
helped to guide the interviews during the second portion of this mixed methods study.
Once the interviews have been transcribed the researcher began the process of analyzing
the interview data. Before analyzing the interview data, it was important for her to create a
system to help her to organize the data. This organization helped in finding common themes and
categories within the data (Merriam & Tisdell, 2016). The researcher used researcher and
analytic memos to help record her thoughts and reflections of the data. She also utilized a
codebook to organize the codes and themes that emerged from the interviews. Analytic and
research memos were written throughout the qualitative data collection and analysis portions.
These memos helped her to question and focus my understanding of the data before, during, and
after data collection (Bogden & Biklen, 2013; Merriam & Tisdell, 2016). By writing the memos,
it helped her examine and consider any potential researcher bias, any preconceived notions,
inferences or ideas that she may have made about the data, and participant reactivity, her
influence on the participants and setting, that may have occurred during data collection and
analysis (Maxwell, 2013). Memos were written after each interview was conducted as well as
throughout the analysis of the interview data.
The analysis of the interview data was a cyclical process. The researcher began by
analyzing the interview data through the use of analytic tools which helped her to question and
understand the data that she had collected. This process also helped her consider any potential
research biases that she had regarding the data (Corbin & Strauss, 2008; Merriam & Tisdell,
2016). Then the researcher utilized the conceptual framework to create predetermined a priori
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codes. These codes helped her to analyze the interview data based upon the conceptual
framework (Merriam & Tisdell, 2016). She analyzed the transcripts by looking for instances of
these codes within the data. Then the researcher open-coded the interviews to determine what
types of concepts and themes emerged from the data that was related to the research questions.
Information and data from both coding processes were added to the codebook. More codes were
created throughout the coding process. After a priori and open coding, themes and categories
were created based upon the codes collected from the data. The themes and categories were
recorded in the codebook and then were used, along with the analyzed data from the quantitative
portion of the study, to examine how the collected data related to the conceptual framework,
research questions, and the assumed knowledge, motivation, and organizational influences.
Credibility and Trustworthiness
Credibility and trustworthiness of the qualitative methods were important to address
because a credible and trustworthy collection of data creates a study that can be trusted by the
reader (Merriam & Tisdell, 2016). When addressing the credibility and trustworthiness of a
study, many elements were considered in order to increase the credibility and trustworthiness of
the study. For this study, the researcher used member check, researcher reflexivity and reactivity,
and rich descriptions of methods and data collection to ensure credibility and trustworthiness.
Member check was used in this study during the interview portion of data collection to
ensure that the researcher was accurately recording the information contributed by the interview
participant (Merriam & Tisdell, 2016). Each participant was allowed to read copies of the
transcripts in order to identify any potential errors in recording and transcription. Member check
was used to confirm that the information collected was an accurate portrayal of the knowledge
and motivation of the interview participants. Member check also guaranteed that the researcher
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FAMILY ENGAGEMENT IN SCHOOLS
was accurately recording the information each participant shared on potential organizational
barriers to family engagement practices and Lily Elementary.
As the researcher was a member of the organization, it was important to consider
researcher reflexivity and researcher reactivity during data collection. Researcher reflexivity
included her self-reflection on potential biases the researcher may have had during data
collection (Maxwell, 2013; Merriam & Tisdell, 2016). The researcher had to reflect throughout
data collection to ensure that she was accurately recording the data and information gathered
without making inferences based upon her prior knowledge of the organization. She also had to
reflect upon how her organizational and perceptual lens, as a teacher of the organization, may
have influenced which data to collect as well as how it was collected. Being a member of the
organization helped with researcher reactivity during data collection. Researcher reactivity
occurs when participants change their behavior because they know they are being observed
(Maxwell, 2013). Since the researcher was a member of this organization, it was common for her
to be at many of the events and functions, so her presence was less likely to have an effect on
participant behavior than if she was an outside researcher.
Finally, by providing rich descriptions of the methods and data collection, the reader
would have a deep and accurate understanding of the methods, tools, and how the data was
collected during the qualitative portions of this study (Maxwell, 2013; Merriam & Tisdell, 2016).
This rich description also provided information for the reader to understand how the information
found in this study could be related to other organizations. In order to provide rich descriptions
for interviews, the researcher described how the interview was conducted as well as her
interview questions and protocol. This would allow a researcher to understand the types of
questions asked (Merriam & Tisdell, 2016). By providing this rich description and detail as well
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as by utilizing member check and researcher reflexivity and reactivity, readers can gain a better
understanding about the methods of qualitative data collection adding to the credibility and
trustworthiness of the program.
Validity and Reliability
Validity and reliability were important to consider to help ensure the data collected was
useful during the analysis phase of the research. The validity of a survey means that the survey
was gathering the information that it was intended to gather while the reliability of the survey
means that the results gathered from the survey were consistent (Salkind, 2017). To help increase
the reliability of the survey, standardized instructions were provided in a written format during
the introduction of the survey, as well as orally during the introduction of the survey to the
teachers during a school based teacher meeting. The standardized instructions helped to ensure
that all participants received the same information regarding the completion of the survey
(Salkind, 2017). To help increase response rate, reminders were sent out to participants
throughout the survey window. Since multiple items were presented for each construct from the
conceptual framework, non-responses of some items were acceptable. If there were too many
non-responses for one construct, the data that was gathered for this construct from this survey
was not analyzed (Pazzaglia, Stafford, & Rodriguez, 2016).
There were also limitations regarding the use of a survey for this study. Since the sample
size was small, low response rates may cause limited data to be collected for certain constructs.
If this occurred, then data would be collected in another way to allow for data analysis to occur.
Also, time constraints limited the amount of participants during the cognitive interviewing
portion of peer review and feedback, before the administration of the survey. Time constraints
also limited the response window for the survey, this may have limited the number of surveys
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completed. The small sample size and the small focus of this study decreased the generalizability
of the information gathered.
Ethics
In any research study it was the responsibility of the researcher to ensure that the data
was collected in an ethical way (Glesne, 2015; Kruegar & Casey, 2014). In this mixed methods
research study, it was my responsibility as the researcher to ensure that no harm would come to
my participants. I accomplished this by disclosing to my participants that their participation was
voluntary, they could stop their participation at any time, and that their participation would
remain confidential. The participants were also informed of the purpose of the study as well as
how the study would be used. I had the participants sign consent forms at the beginning of the
data collection process which outlined their rights as a participant as well as the purpose of the
research study. Participants were reminded of their rights throughout data collection. Permission
to audiotape interviews was obtained. Participants were allowed to review the transcripts after
their interviews had been transcribed. In order to reassure my participants of confidentiality, all
documents, including audiotapes, transcripts, and surveys, were destroyed at the completion of
the study (Rubin & Rubin, 2012). An Institutional Review Board (IRB) reviewed the study to
ensure that ethical standards were followed (Glesne, 2015; Kruegar & Casey, 2014). To confirm
that this research study followed ethical guidelines, this study was approved through IRB before
the commencement of data collection.
Since I am a member of the organization of study, it was important to consider potential
ethical dilemmas regarding my membership in this organization (Merriam & Tisdell, 2016). My
role was that of a teacher at Lily Elementary School. The participants in this study were peer
work colleagues. I did not have a supervisory or evaluative role of them. Even though I may not
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be their supervisors, it was important for my participants to understand my role as the researcher.
Throughout data collection, I made the purpose of the study clear about how the data would be
used. It was also important for me to ensure that my participants understood and trusted that their
participation remained confidential. During data collection, my role with these participants
needed to be clearly defined as a researcher so that I gained honest and truthful data, not
information that my participants would think that I wanted to hear.
As I worked for the organization to which I collected data, it was important to understand
potential biases that may occur during data collection (Merriam & Tisdell, 2016). Some of the
participants may have answered based upon what they believe that I want to hear as I was a
member of the organization. I was also friends with some of the participants, so I needed to make
my role as a researcher clearly defined. To prevent bias, it was also important to remind the
participants that their participation remained confidential (Merriam & Tisdell, 2016). Some
participants may be concerned that their answers could be tied to them, so confidentiality was
emphasized throughout the study. To help negate potential bias, data was collected using both
quantitative and qualitative measures to help validate results (Merriam & Tisdell, 2016).
Limitations and Delimitations
This study had limitations due to factors related to the organization of study. This study
was conducted within one organizational setting, Lily Elementary School. The number of
participants in this study, the teachers, was small due to the examination of only one
organizational setting. The small sample size may influence the results obtained during data
collection. Also, since I was a part of this organization, my relationships with the other teachers
may have influenced the responses that I received during the survey and interview portions of
data collection. Time constraints had limited the amount of interviews that I could conduct as
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well as the time period that the survey would be open to complete by the teachers. The results of
this study cannot be generalized to the general population; however it can be used as a guide in
conducting future research or for guiding recommendations.
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CHAPTER FOUR: RESULTS AND FINDINGS
The purpose of this study was to understand the Family Engagement practices at Lily
Elementary School by examining the Knowledge and Motivation of the teachers, as the
stakeholder of focus, as well as potential Organizational influences at Lily Elementary. Data was
collected through the use of the quantitative method of survey as well as through the qualitative
method of interviews and document analysis. The collected data was analyzed and themes were
formed based upon the Knowledge, Motivation, and Organizational factors to answer the
research questions for this study.
1. What is the teacher knowledge and motivation related to family engagement and
participation in school activities and functions?
2. What is the interaction between organizational culture and context and teacher
knowledge and motivation regarding the family engagement programs at Lily
Elementary?
3. What are the recommendations for organizational practice in the areas of
knowledge, motivation, and organizational resources at Lily Elementary?
The data collected and analyzed in this chapter focused on research questions one and
two. Research question three will be answered in Chapter Five: Recommendations, which will
provide research based recommendations for the teachers and administration at Lily Elementary
School.
Participating Stakeholders
The stakeholder of focus for this study were the teachers at Lily Elementary School.
There were 17 participants who completed the survey portion of this study, out of 20 total
teachers, while seven teachers participated in the interview portion of the study. The 17 survey
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participants included teachers from grades Transitional Kindergarten to sixth grade. The
participants also included other support teachers (i.e. Science prep, Special Education Resource,
and an Instructional Coach). Out of the 17 teachers surveyed, nine teachers taught in grades
Transitional Kindergarten-second grade, five teachers taught grade fourth-sixth, and three
teachers considered themselves support teachers (Table 4.1). When the highest level of education
was examined, ten teachers have obtained their Master’s Degree in education while seven
teachers highest level of education is their Teaching Credential.
Table 4. 1
Demographics
Grade Level Taught Percentage Frequency
TK- 3
rd
Grade
52.94%
9
4
th
-6
th
Grade
29.41%
5
Other
17.65 %
3
Education
Teaching Credential
58.82%
10
Master’s Degree
41.18%
7
The experience of the participants included first year teachers to veteran teachers who
have taught for 20 years or more. The number of years at Lily Elementary also varied from the
completion of their first year to over 20 years experiences at the school (Table 4.2).
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Table 4. 2
Teaching Experience
Years of
Experience
0-5 years 6-10 years 11-19 years 20+ years
Teaching
29.41%
17.65%
29.41%
23.53%
at Lily
Elementary
47.06%
17.65%
23.53%
11.76%
For the interview portion of data collection, seven teachers were interviewed. Three of
the teachers taught in the primary grades (TK-3) while three teachers taught in the intermediate
grades (4-6). One interviewee was a support teacher (Science Prep, Special Education Resource,
and Instructional Coach). The range of years of teaching went from first year teachers to teachers
who have been teaching for 15 years.
Results and Findings
The Conceptual Framework for this study demonstrated how the knowledge and
motivation of the teachers, along with organizational factors, supported the organizational goal
of increasing family participation during the school’s family engagement activities (Figure 2.4).
The results and finding have been organized by themes under each Knowledge, Motivation, and
Organization influence. The results and findings are based upon both the quantitative and
qualitative data. The results and findings are presented together as the qualitative data supports
the results from the surveys. The themes in each section are related to the Conceptual Framework
and Research Questions.
Knowledge Results and Findings
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FAMILY ENGAGEMENT IN SCHOOLS
The results and findings regarding the Knowledge of teachers was found using both the
quantitative surveys and the qualitative interviews. Themes that are discussed include the
teachers’ knowledge of the types of programs offered, their knowledge on ways to communicate
with families, as well as their understanding of their students’ parents and the parents’
participation.
Types of programs offered. The teachers were asked to rate how knowledgeable they
were about the types of programs offered at Lily Elementary on the survey. Then the teachers
who were interviewed were asked to describe some of the activities offered. The teachers
responded that they were very knowledgeable about the types of programs offered at Lily
Elementary. On the survey, 13 teachers responded that they strongly agree with the statement, “I
know the types of family engagement opportunities offered at Lily Elementary,” while 3 teachers
agreed with this statement and one teacher strongly disagreed (Table 4.3).
Table 4. 3
Knowledge of Family Engagement Activities
Survey Item Strongly
Agree
Agree Neither
Agree nor
Disagree
Disagree Strongly
Disagree
I know the types of family
engagement activities that
my school offers.
76.47%
17.65%
0.00%
0.00%
5.88%
During the interviews, when asked to describe some of the activities that parents can
participate in at Lily Elementary, all teachers responded with at least five different activities to
which families can participate. The responses from each teacher were very similar with few
variation. Responses included: attending and participating in different committee meetings (PTO,
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FAMILY ENGAGEMENT IN SCHOOLS
SSC, ELAC), attending Open House and Back to School Night, attending student performances
(Talent Show, Bunny Hop, Square Dance), attending graduation (Kindergarten and sixth grade),
and different family nights (Dr. Seuss, TK/K Early Learning Family Workshops, game nights).
Teachers who were newer to Lily Elementary, in their first or second year at the school, provided
fewer events than teachers who had taught at Lily Elementary for three or more years.
Ways to communicate with families. Teachers were asked about ways that they and the
school communicates with families. The results of the survey and the findings from the
interviews suggested that there were many ways that the teachers and the school communicated
with families. The most frequent responses from both the survey and the interviews included:
Class Dojo, Wednesday Communications, phone calls, verbally, and through the use of the
website. The only differences between school and teacher communication was the use of weekly
newsletters that are utilized by some of the teachers.
One form of communication that has changed is the use of technology. Communication
with families at Lily Elementary has started to add technology as one of the ways that they
communicate with families. One teacher interviewed responded:
I feel like our school over the past years has gotten better with technology so now we put
everything on our website, the school’s Google calendar so that parents can look at
it…the school and all of the teachers are using Class Dojo because I found with our kind
of population and community that in the past we don’t have enough emails [from
parents], but with Class Dojo parents are checking it more on their phones.
This teacher has found that the use of technology has greatly increased her and the school’s
ability to communicate with families. She found that families are more likely to check their Class
Dojo app than look at paper copies of communication or even emails.
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FAMILY ENGAGEMENT IN SCHOOLS
On the survey teachers were asked if they reflected upon their communication with
parents. Two teachers ‘strongly agreed’ with this statement, fourteen teachers ‘agreed’ with this
statement while one teacher ‘disagreed’ with the statement (Table 4.4). Both the responses and
the survey question suggest that teachers understand the different ways that they can
communicate with their families and they reflect upon this communication.
Table 4. 4
Teacher Reflection on Communication
Survey Item Strongly
Agree
Agree Neither
Agree nor
Disagree
Disagree Strongly
Disagree
I reflect upon my
communication with my
students’ families.
29.41%
64.71%
0.00%
5.88%
0.00%
When asked during the interviews about how they or the school communicates with
families who speak different languages, the responses indicated that the school will provide some
support regarding translation in Spanish; however other languages are needed such as
Vietnamese. Even when there is Spanish translation one teacher responded that, “less than 50%
of what gets sent home is translated into Spanish.” This indicated that there can be families who
cannot access the information because it may not be translated into their home language. Another
teacher indicated that the school has a staff person to translate into Spanish; however his time is
limited, thus making it difficult to reach all of the families. She stated, “I have used [him] to
make phone calls to parents or for parent-teacher conferences; however I do not feel as if I can
use his time to translate for other reasons.” This teacher felt that the school did provide some
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support with translation for parents; however she believed his time was limited and she was
unsure how much she could utilize this staff person for translation.
A new communication strategy that had been utilized at Lily Elementary is Class Dojo.
Teachers reported that this app has been used school-wide by all teachers including the
administration. This app allowed the teachers and the administration to send messages to
individual families as well as to send messages to all families, who are signed up for the app,
school-wide. An advantage of this app, as reported by teachers during the interviews, is the
ability for the app to translate messages into different languages both to and from the
school/teachers and families. One teacher stated that, “Class Dojo has worked well regarding
communication with families, especially those who speak another language since it will translate
for the families… it also allows me to see how many views my post has.” One of the solutions
that this teacher had found regarding language barriers is to use Class Dojo to help communicate
with families. This has been her second year using the app and she found that it had helped her
send and receive messages from most of her families. All seven of the teachers who were
interviewed said that they were using Class Dojo to communicate with their students’ families.
They also stated that all of the teachers and the administration at Lily Elementary utilized Class
Dojo for communication. Even though the teachers and administrators at Lily Elementary is
using Class Dojo school-wide, teachers still struggled in communicating with families because
most forms of communication with families was not translated into other languages.
Teacher beliefs of families. Teachers were asked on the survey about their beliefs about
families and their participation at school. At Lily Elementary, most teachers believed that all
families can contribute to the school community; however fewer teachers believed that the
families wanted to participate in activities in the school community (Table 4.5). When provided
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the statement, “I believe that all families can contribute to the school community,” 88.23% or 15
out of 17 teachers responded with ‘strongly agree’ or ‘agree’ while 5.88% or one teacher
responded ‘neither agree nor disagree’ and 5.88%, or one teacher, responded with ‘strongly
disagree.’ For this statement, most of the teachers believed that all families in their school
community were capable of contributing something to the school community. When asked to
respond to the statement, “I believe that my students’ families want to participate in school
activities,” only 58.82% of teachers responded positively to this statement with either a ‘strongly
agree’ or an ‘agree’ response. Three out of 17 teachers, or 17.65%, responded with a ‘disagree’
or a ‘strongly disagree’ response while four teachers, or 23.53%, responded with a ‘neither agree
nor disagree’ response. The responses indicated that even though teachers believed that families
were capable of contributing to the school community, only 15 teachers believed that the
families wanted to participate.
Table 4. 5
Teacher Beliefs on Family Contribution
Survey Item Strongly
Agree
Agree Neither
Agree nor
Disagree
Disagree Strongly
Disagree
I believe that my students’
families want to participate
in school activities.
11.76%
47.06%
23.53%
11.76%
5.88%
I believe that all families
want to contribute to the
school community.
47.06%
41.18%
5.88%
0.00%
5.88%
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This belief could be related to the low family participation at afterschool or evening
events as well as participation in the classroom. One teacher indicated that she, “[hasn’t] had any
parent [who] would come wanting to help necessarily…” while another teacher stated that she,
“had asked for volunteers for certain in-class events, but didn’t really get any response.” Both
teachers had tried to get parents to come into the classroom, but have had limited responses, thus
they may begin to believe that families do not want to participate in the school community.
Not only has low turn-out during in-class volunteer sessions affected teachers’ beliefs,
but low family turn-out during other evening events influenced the teachers’ beliefs. Six out of
seven had mentioned the low turn-out to events such as the Parent University Nights. This event
had been held twice during the 2017-2018 school year, one for Math and one for Language Arts,
with sessions for both primary and intermediate families. When sign-in sheets were reviewed for
Parent Universities, no more than 15 families had attended. One teacher mentioned that, “it is
frustrating to plan an event and not have families attend.” For her, the low family turn-out could
influence how she viewed the willingness and desire of families to come to Family Engagement
activities.
Another teacher stated that there had been low attendance at the Parent Universities;
however she believed, unlike the other teachers who were interviewed, that the more that Lily
Elementary offered the Parent Universities, the more that parents will begin to attend. She stated:
Academies haven’t really taken off yet and I would love for parents to come to those…I
know that they’re really trying to push that now, but I think the more we do, the more
parents will start showing up because it is still so new at our school.
This teacher believed that the newness of the events may be a reason for low turn-out, not the
desire or unwillingness of families to attend the events. There has been low attendance at
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different family engagement events at Lily Elementary. The low attendance has impacted the
beliefs of a majority of teachers; however there was at least one teacher who was hopeful that, in
time more families will attend.
The teachers at Lily Elementary knew the types of programs that were being offered at
the school and could discuss different ways to communicate with their students’ families. They
also reported that they reflected upon their communication with the families. Class Dojo was a
communication tool that was widely used within the school to aid in language translation;
however it was the only consistent method of communication reported. All of the teachers who
were interviewed reported that it was difficult to consistently meet the language needs of their
families. When asked to report on their beliefs of the families, more teachers believed that all
families could contribute to the school community; however fewer teachers believed that all
families wanted to contribute to the school community.
Motivation Results and Findings
The results and findings regarding the Motivation of the teachers was found using both
quantitative surveys and qualitative interviews. The themes presented regarding Motivation
include teacher self-efficacy and the utility value that teachers place on family engagement.
Teacher self-efficacy. Self-efficacy is the belief in one’s ability to complete a task
(Pajares, 2006). When teachers have higher self-efficacy regarding providing family engagement
opportunities, they will be more motivated to provide these opportunities. The teachers at Lily
Elementary were asked to respond to prompts regarding their belief in their ability to provide
family engagement opportunities to their students’ families. When asked to respond to, “I want
to provide opportunities for families to participate in the school community,” 88.24%, or 15
teachers, responded with ‘strongly agree’ or ‘agree’ while one teacher, 5.88%, responded with
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FAMILY ENGAGEMENT IN SCHOOLS
‘neither agree nor disagree’ and one teacher responded as ‘disagree’ (Table 4.6). The responses
to this statement demonstrated that the teachers were motivated to provide opportunities for
families as almost 90% of the respondents answered favorably.
While the teachers did respond that they wanted to provide opportunities to families, only
58.82% of teachers responded that they were able meet the needs of their families. When
provided the statement, “I can meet the Family Engagement needs of my students’ families,”
58.82%, or ten teachers, responded ‘strongly agree’ or ‘agree’ while three teacher, or 17.65%
responded as ‘disagree’ or ‘strongly disagree,’ and four teachers, 23.53%, responded with
‘neither agree nor disagree’ (Table 4.6). The results demonstrated that the teachers would like to
provide these opportunities for their students’ families; however they do not believe that they
were able to meet these needs. This lack of self-efficacy regarding their ability to provide family
engagement activities for their students’ families may result in teachers lacking the motivation to
provide these opportunities. If they do not believe that they can meet these needs, then they will
not be motivated to provide them.
Table 4. 6
Teacher Self-Efficacy
Survey Item Strongly
Agree
Agree Neither
Agree nor
Disagree
Disagree Strongly
Disagree
I can meet the family
engagement needs of my
students’ families.
5.88%
52.82%
23.53%
11.76%
5.88%
I want to provide
opportunities for families to
participate in the school
community.
35.29%
52.82%
5.88%
5.88%
0.00%
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FAMILY ENGAGEMENT IN SCHOOLS
When interviewed, six of the seven teachers had expressed positive experiences with
having parents in the classroom; however they were unsure of what to have parents do while in
the classroom. One teacher stated:
I’m okay with parent nights. Volunteering in the classroom, I’m not that comfortable
with. I never know what to give them as far as what they can do. I’m asking them to do it
without a lot of explanation first.
This teacher felt confident in providing experiences for families as a whole school in the
evenings during family nights; however she felt that it would take more time and work for her to
have the parent volunteer in the classroom than not. She stated that she was not comfortable
having parents help in the classroom either. She did mention that when parents had volunteered,
it was more of a presentation and teaching experience. She said, “…it’s more that they’ve [come
in to do] computer programming and the students do some computer programming so I love that
type of experience. If I can have more of that that would be awesome.” This experience
demonstrated that she was not opposed to any type of in-class volunteers; however there may be
other barriers that would inhibit her from trying to increase in-class volunteers.
Another teacher responded about her ability and comfort level regarding having parents
volunteer in the classroom. She responded that, “I am comfortable and confident with it. I’m
happy to have helpers in the classroom.” For this teacher, her self-efficacy regarding her ability
to provide opportunities for her families was high. She felt confident in her abilities, thus she was
more likely to be motivated to provide these opportunities. She followed up this discussion by
discussing how her past experiences had been with parents in the classroom. She stated, “I would
say mostly positive, like 98% positive.” These past positive experiences influenced how
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confident she was in providing these opportunities. Since the experiences in the past have been
mostly positive, she would be more motivated to continue to provide these opportunities.
Newer teachers, those who taught less than five years, reported less self-efficacy than the
teachers who have taught for more than five years. The newer teachers expressed less
confidence, or self-efficacy, regarding the offering of these in-class opportunities compared to
teachers who have been teaching longer. A newer teacher stated, “I am not a huge fan of parent
being in the classroom, I’m not very comfortable.” Her lack of comfort and experience with
parents could relate to her confidence in her ability to provide these types of opportunities to
parents. Another newer teacher stated that she, “never really knows what is expected of me.” She
also added that in the past she found that when parents were in the classroom that the students
would, “act out.” These experiences could contribute to her lower self-efficacy. She does not
know what types of opportunities to provide and then when she had provided these opportunities
in the past, they resulted in negative experiences. This would cause her to be less motivated to
try to provide experiences for other parents.
While the newer teachers exhibited lower self-efficacy, the teachers with more
experience expressed higher self-efficacy when they provided family engagement opportunities.
A more veteran teacher shared that her, “…experience has been great every time. I don’t think
I’ve ever had a bad experience of the parents volunteering in the classroom. I am very
confident.” For this teacher, her past experiences had influenced her confidence and she was
motivated to continue to provide these experiences for her families. Another veteran teacher
expressed her confidence, but could understand the hesitancy of having another adult in the
classroom. She stated, “I feel confident, but sometimes there is a hesitance of having another
adult in the classroom. It can be nerve-wrecking, but is doesn’t stop me from trying to have
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families volunteer in the classroom.” For this teacher, even with parent and classroom
experience, she did express some nervousness regarding having another adult in the classroom
while she was teaching. Since she had, “all positive experiences with volunteers in the past,” she
continued to be motivated to provide these experiences for her families and students.
Many of the teachers reported on the survey that they wanted to provide family
engagement opportunities for their students’ families; however fewer teachers reported that they
could meet these needs. During the interviews, the teachers with more teaching experience
reported having more confidence in providing these opportunities for the families than the
teachers who have taught for less than five years. Teachers want to provide opportunities for
their students’ families; however not all of the teachers felt confident or prepared to provide
these activities.
Utility value. When someone understands the value added by, for example, providing a
service, then they would be more motivated to provide that service (Eccles, 2009). For teachers,
if they understand the benefits that providing family engagement activities provides, then they
will be more motivated to provide these activities and opportunities for families. Teachers were
asked on the survey as well as during the interviews about the value they see in providing family
engagement opportunities to their students’ families.
On the survey, when asked to respond to the statement, “I believe that family
participation can influence student achievement,” twelve teachers, 70.59%, responded with
‘strongly agree’ and three teachers, 17.64%, responded with ‘agree.’ One teacher, 5.88%,
responded with ‘neither agree nor disagree’ while one teacher responded with ‘disagree’ (Table
4.7). These results were similar to the responses to the statement about student behavior. When
asked to respond to, “I believe that family participation can influence student behavior,” eleven
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teachers, 64.71%, responded with ‘strongly agree’ while three teachers, 17.64%, responded with
‘agree’ (Table 4.7). One teacher, 5.88%, responded ‘neither agree nor disagree,’ one teacher
responded, ‘disagree’, and one teacher responded ‘strongly disagree.” There were fewer teachers
who responded that family participation can influence behavior than academic achievement;
however, the majority of teachers responded positively to these statements. Similar results can be
observed for the statement, “I believe that family engagement is important.” Ten teachers,
58.82% responded with ‘strongly agree’ while six teacher, 35.29%, responded with ‘agree.’ Only
one teacher responded to this statement with ‘strongly disagree.’ The results of these survey
statements suggested that the teachers at Lily Elementary believed that providing family
engagement activities had high utility. This high value that they placed on these activities
provided more motivation for the teachers to continue to provide these activities.
Table 4. 7
Teacher Utility Value
Survey Item Strongly
Agree
Agree Neither
Agree nor
Disagree
Disagree Strongly
Disagree
I believe that family
engagement is important.
58.82%
35.29%
0.00%
0.00%
5.88%
I believe that family
participation in school can
influence student behavior.
64.71%
17.65%
5.88%
5.88%
5.88%
I believe that family
participation in school can
influence student
achievement.
70.59%
17.65%
5.88%
0.00%
5.88%
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FAMILY ENGAGEMENT IN SCHOOLS
When interviewed, all seven teachers described their understanding of the importance of
family engagement, demonstrating that they believed that family engagement had high utility
value. One teacher mentioned:
…they’re showing their child school is important enough for them to spend time there
and if it’s important for them to take time out of their day and be there, then they’re
demonstrating to their child it’s important-the value of school.
This teacher believed that when families participated in the school community, whether during
class time or in the evening, then they were demonstrating to their child the importance of
school. Since this teacher noticed the impact on her students, then she may be more motivated to
continue to provide opportunities for her families.
Another teacher described the excitement of students when their families attend school
activities:
I think especially for the little ones, they get really excited about it. The friends can like
meet their parents and see the parents helping and realize that my parents like school so I
can get excited for school too.
This teacher noticed that her students were more motivated and engaged when they saw their
families participate in school. For this teacher, the benefit she had observed was more motivation
from her students. Another teacher noticed that her students were also more motivated when they
saw their families participate in the school community. “I think really it increases the amount of
learning that happens because students are more motivated and they see that their parents care
about how they’re doing in school.” This teacher had observed a change in motivation for her
students. She understood the benefits that family engagement had for her students, thus
increasing her motivation to continue these practices.
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One teacher discussed the impact that the school-wide Student Led Conferences has had
on her students, “…they have to sit there and explain it to them. I mean they are so much more
accountable.” She believed that when the students had to take ownership of their learning and
then present it to their parents, the students felt more accountable for their own learning. Another
teacher had a similar experience regarding student accountability. “I think that the students know
that their parents care so it makes them more accountable. I think that the parents are more
invested in their children’s education. They see the value of it.” This teacher also recognized that
students felt more accountable when their parents were present, especially during Student Led
Conferences. This accountability motivated her students. She believed that her students
understood that their parents valued and cared about their learning, thus helping to increase
student motivation.
Not only did teachers notice the student benefits, but five out of seven teachers also
observed benefits to parents as well. One teacher stated, “I think it will help the parents connect
to other parents so that they have the support.” She observed that when families participated in
school events, families were able to connect with one another to create a support network within
the school. A second teacher saw that parents, “understand the challenges of teachers and how
they can help at home…that home-school connection.” By having families participate in school
activities, she found that parents better understood the needs of their child as well as how they
could help their child at home. For these teachers, the value of providing these activities
increased based upon their observations of the parents as they became more engaged, thus
increasing their motivation to continue to provide these activities.
The teachers at Lily Elementary reported that they valued family engagement. Over 80%
of teachers responded with ‘strongly agree’ or ‘agree’ when asked to respond to whether family
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engagement influenced student achievement and behavior (Table 4.6). During the interviews, the
teachers also described the benefits to the students and their families when parents participated in
the school community. When discussing self-efficacy, the veteran teachers reported more
confidence than the teachers who had been teaching less than five years. During the interviews,
the teachers who had taught for more than five years reported higher self-efficacy than those who
had been teaching less than five years. On the survey, the teachers also responded that they
wanted to provide these opportunities; however only 58.70% of teachers reported that they were
prepared to meet their needs (Table 4.6). Overall, most of the teachers at Lily Elementary valued
family engagement; however only half of the teachers reported that they felt prepared to meet the
needs of their students’ families.
Organizational Results
The results and findings regarding the Organizational factors related to parent
involvement at Lily Elementary was found using both quantitative surveys and qualitative
interviews. The themes presented regarding the Organization include the school climate, family
barriers, teacher support and barriers, and successful activities.
Climate for families. Teachers responded to survey items regarding the climate for
families at Lily Elementary School. Overall, teachers reported that Lily Elementary created a
welcoming environment for families; however many teachers were unsure whether parents felt
supported at the school (Table 4.8). When prompted to respond to, “My school provides a
welcoming environment for all families,” 14 teachers, 82.35%, responded with ‘strongly agree’
or ‘agree’ while one teacher each, 5.88%, responded with ‘disagree,’ ‘strongly disagree,’ and
‘neither agree nor disagree.’ These responses indicated that, in general, families felt welcome at
Lily Elementary. When asked to respond to, “Families feel welcome to express their views and
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concerns to the staff at my school,” 12 teachers, 70.58%, indicated ‘strongly agree’ or ‘agree’
while two teachers responded either ‘disagree’ or ‘strongly disagree’ while three teachers,
17.64% responded with ‘neither agree nor disagree.’ These responses indicated that not only do
families felt welcomed at Lily Elementary, but they also felt welcomed to express their views
and concerns regarding their child or what is occurring at school. With this welcoming
environment, families may be more likely to participate in the school community because of the
positive, welcoming environment.
While the majority of teachers felt that Lily Elementary provided a welcoming
environment, many were unsure whether families felt supported at school. For this statement,
only three teachers, 17.64%, responded with ‘agree.’ Two teachers responded with ‘strongly
disagree’ while 12 teachers, 70.58%, indicated a response of ‘neither agree nor disagree.’ These
responses demonstrated that teachers do not know whether the families feel supported. This
might indicate that the school is not meeting some of the needs of their students’ families.
Table 4. 8
Climate for Families
Survey Item Strongly
Agree
Agree Neither
Agree nor
Disagree
Disagree Strongly
Disagree
Families feel welcome to
express their views and
concerns to the staff at my
school.
5.88%
64.71%
17.65%
5.88%
5.88%
My school provides a
welcoming environment for
all families.
17.65%
64.71%
5.88%
5.88%
5.88%
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FAMILY ENGAGEMENT IN SCHOOLS
Family barriers. During the interviews, two main barriers for families were discussed by
teachers: time and communication. Another potential barrier, not discussed by the teachers
during the interviews, but seen while analyzing documents was the Volunteer Paperwork Form
required by the school district for volunteers who spend time with students. Each of these
barriers may inhibit families from participating more often at Lily Elementary.
Time. All seven of the teachers interviewed mentioned time as a barrier to family
participation. One teacher commented on how her students’ families work schedules may inhibit
them from attending events:
I would say their work schedules, I think, is huge because of multiple jobs or there’s just
not a lot of stay at home moms and I think schools who have more stay at home moms
have more parent participation.
This teacher understood that many of the families at the school had to work multiple jobs, thus
increasing their work schedule which may prohibit them from attending school events. Another
teacher also emphasized that work can create a barrier. She stated, “They have to go to work or
choose to take a day off and help.” Another teacher also mentioned that the parents’ work
commitments may prevent them from attending events; however she also mentioned that the
families may have other activities that they are participating in as well:
Having to work is another huge one. A lot of the parents in my classroom do like two
jobs so they’re not able to get off work and come. Other activities that they have going
on especially like family, or in the spring baseball…
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Not only were work schedules a barrier for families, but other activities were a barrier as well.
Students participated on athletic teams, in music, and in dance. These events conflicted with the
events that are held at school causing families to have to choose which activity to attend.
When considering work and activity schedules, a teacher discussed the challenge of
planning and scheduling events:
I feel that a lot of our parents, they work two jobs, right, like they have longs days. They
work at night and I think a lot of times evening events are hard for them, but then events
during the day are hard for them because they don’t stay at home.
For this teacher, trying to plan events was difficult because the families worked at various times
throughout the day and evening. It was a challenge to find times and days that work for most, if
not all, families. She was unsure about how to plan events where most families can attend.
During the interviews, the teachers discussed how time was a barrier, preventing families from
participating in the activities offered by the school.
Language. Language was another challenging barrier that had been observed by the
teachers. All of the teachers interviewed shared that this barrier not only included a challenge in
communication between the school and the families, but also the potential beliefs of the families
regarding their ability to participate. One teacher discussed this barrier when she stated that,
“…it’s hard for us as teachers to communicate with them and then vice versa. They’re not
feeling comfortable because they don’t feel strong and confident…” From this observations,
parents may not feel comfortable or confident enough to participate or volunteer because of their
language skills. This means that language was a barrier to participation since the families
believed that they must have English language skills in order to participate.
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Language was also observed by another teacher. She stated, “…as a parent you feel like
you’re not totally fluent in English, he probably wouldn’t feel confident going in and helping a
class.” Again, activities, especially in-class volunteer opportunities, can create apprehension for
some families as they are not confident enough in their language skills and the activities
presented by the school are limiting potential participation because of differences in language.
Volunteer paperwork. In order for families to volunteer on field trips or during the day,
they must first complete the district-wide Volunteer Information Form. This form was analyzed
to determine any potential barriers it may cause for families. The Volunteer Information Form
and process created a barrier for families because it was only available in English, it requires a
driver’s license or other government identification, and a TB test. The district also performed a
basic background check on all volunteers who completed the forms. For families who do not
have the required documents, this created a barrier to volunteering. They may not want to
complete the forms, were worried about the background checks, or may not have the language
abilities to complete the forms. Also, since some volunteer positions require a TB test, money
may impact a person’s ability to volunteer. The process required to volunteer may prevent some
of the families from volunteering.
Administration support of teachers. Overall teachers felt supported by the
administration regarding family engagement; however they felt that they needed more support in
terms of time, resources, and communication about family engagement events. The teachers
believed that the administration valued family engagement. When prompted, “The administration
at my school values family engagement,” 16 teachers, 94.12%, responded with ‘strongly agree’
or ‘agree’ while only one teacher, 5.88%, responded with ‘disagree’ (Table 4.9). This result
demonstrated that teachers believed that family engagement was a valued practice at Lily
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Elementary. When surveyed teachers responded positively when asked how supported they felt
at school. The prompt, “I feel supported at my school,” 16 teachers, 94.12%, responded with
‘strongly agree’ and ‘agree’ while only one teacher responded with ‘neither agree nor disagree
(Table 4.9). When asked about support for family engagement, fewer teachers responded
positively. Thirteen teachers, 76.47%, responded with ‘strongly agree’ or ‘agree’ when prompted
with, “The administration at my school provides appropriate support for family engagement
opportunities,” while one teacher ‘disagreed,’ and three teachers responded with ‘neither agree
nor disagree.’ These results indicated that teachers felt less support regarding the implementation
of family engagement activities. These findings were also discovered during the interviews.
Teachers reported that they needed more support in terms of time, resources, and
communication.
Table 4. 9
Administration Support of Teachers
Survey Item Strongly
Agree
Agree Neither
Agree nor
Disagree
Disagree Strongly
Disagree
I feel supported at my
school.
23.53%
70.59%
5.88%
0.00%
0.00%
The administration at my
school supports family
engagement.
70.59%
23.53%
0.00%
5.88%
0.00%
Time. For time, five out of seven teachers reported the struggle they had both for in-class
volunteer activities as well as for evening activities. One teacher discussed her packed schedule
during the day which does not allow time for volunteers or to prep for volunteers. She said, “I
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feel like the reason I do less of that now is a lot having to do with like scheduling and prepping
things on our schedule…it’s just not consistent enough for me to like schedule a parent.” For this
teacher, she felt as if she could not try to ask for parent volunteers because there was no
consistency with her schedule. She was unsure of how to include parents when there is not
regular time slot for her to do it. Another teacher discussed the amount of explanation that it took
to prepare a parent to help in the classroom:
It takes a lot of time to explain to the parents what I wanted done. It is hard to do it when
the students are in the room and I’m trying to show the parent what to do. I just don’t
have time for it, even if I wish that I did.
For this teacher, even if she wanted to have parents in the room, the time it took to explain and
show the parent what she wanted help with is too much of a barrier. The time that it takes to
prepare for a parent was too much of a barrier for these teachers, even when they are motivated
to have parents volunteer.
One teacher expressed a possible solution to this barrier by creating a parent group that
could help train the parents on how to volunteer in the classroom. She said:
It would be worth seeing some sort of parent group that gets more parents in the
classroom. Like maybe trains parents on how to lead a small reading group or something.
Because I know the parents want to, but they don’t necessarily know how.
This teacher’s suggestion would help support the teachers because they would not have to take
the time to explain to the parent volunteers how to run small groups or assist in the classroom.
This suggestion could help eliminate this potential barrier.
Teachers also expressed the need for support regarding the timing of the events. Four of
the teachers have children and discussed how this inhibited them from participating in some
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events. A teacher regretfully discussed how she could not participate in events as much as she
used to before she had children, “I just can’t commit anymore because I don’t have child care. I
kind of see how the parents feel too when there is no daycare provided.” For this teacher, when
the events were held at times when she had her children, she was unable to attend because there
was no one to watch her children; however when there were events that she could bring her
children she says that, “…she is better able to attend these events.”
Teachers felt as if they needed support with time, both for in-class volunteers and for
evening events. If teachers are provided this support by the administration then they are better
able to support the family engagement activities at Lily Elementary.
Resources. All of the teachers interviewed agreed that resources was another area of
administrative support. Resources included translators and translations and money for materials
and advertisement. One teacher discussed how it was important to have support for the families
who spoke another language at events, “we want to make sure that regardless of what language
people speak they could have access to events…like getting translators or even just to getting the
materials that we send home translated into other languages.” Since the teachers had mentioned
that language was a barrier between them and the families, having the administration find
support with language translation would benefit both the families and teachers. The teachers
would better be able to support the families at these events and the families would be more
motivated and comfortable at these events because of the language support.
Money for materials and advertisements was another resource that teachers wanted
support. Five of the teachers agreed that more money was needed to buy materials and to use for
advertisement. One teacher discussed how, “coming up with those resources that we then can
advertise and share before the event would be helpful since more advertisement could help with
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participation.” This teacher mentioned how advertising for events was important and that
teachers needed some support with this. She felt that if events were better advertised, then more
families were more likely to come to the events. Also, with the support of language translation,
as mentioned previously, then more families could be reached with the advertisement.
Six of the teachers discussed how the addition of food helped to increase attendance.
Money would be needed for the teachers to purchase food for the events. One teacher mentioned
how the addition of food at the events enticed families to come. She said, “families come when
there is food.” This additional resource would help with attendance as she felt it has helped in the
past. If the administration could help provide this resource more often at events, then families
might come more often. As another teacher discussed, “…we’re feeding parents and families and
that seems to help because then they don’t have to worry about trying to get dinner.” For this
teacher, she had noticed that the support of food at events allowed more families to attend
because they do not have to worry about getting dinner before they come. They can have dinner
and come to the event at the same time.
Communication among the teachers. A final area of support that five of the seven
teachers discussed was communication between the teachers regarding the family engagement
events that were occurring. A teacher mentioned how it was challenging to help at events that
she did not know about in advance:
I feel like, you know, one thing I thought about recently is bringing some of the family
engagement stuff to like the leadership team or to like staff meetings because I know
there’s a committee that does it, but a lot of times what ends up happing, like the one
coming up this week, they ask, ‘can you help us out’, but it’s last minute.
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She discussed how help was asked of teachers too close to the events that were occurring. Even
with a family engagement committee, the events were not being communicated to other
committees and teachers on staff, thus limiting their ability to help. One teacher discussed how
having a family engagement school year calendar would be helpful, “If all of the events could be
listed on the calendar so that we know what we need to help with and what needs to be done,
then I can plan in advance the days that I need to help.” Like the previous teacher, this potential
solution would help her to support her participation in these events because she would know
what was happening, when it was occurring, and how she could help.
Successful activities. Teachers discussed some key factors regarding successful activities
that have been held in the past, including activities that are student centered and fun as well as
activities that provide food. Student centered activities included Student Led conferences, talent
shows, performances such as square dancing, and graduations. Regarding Student Led
conferences a teacher said, “I feel like it has been huge and I had a lot of parent feedback that
they enjoy it a lot more. They appreciate the students’ presenting.” Since the students were at the
center of the activity, the parents, according to this teacher, were more invested in attending and
trying to participate. When the Conference sign-in sheeters were reviewed, over 99% of families
attend these conferences; which were usually held during multiple days in March.
One teacher mentioned that families liked to see their children perform, “…parents like to
see the kids perform…like the talent show and when we did that big Hamilton performance,
wow like to a packed house.” This teacher observed that most parents liked to come to events
where their child was leading or performing in some way.
Fun events such as the family game nights have also been successful. Even though these
events were fun, one teacher discussed how the event was also student driven:
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…the game night, it’s fun. It’s something the kids want to do so the parents are more
willing to take them because the kids are asking to go, but the parents also see how they
are academically performing during the Math or Language Arts games.
Another teacher expressed the same idea about the importance of fun, “I think the game nights
are really successful because of the fun…so I think anything that makes it fun.” Both teachers
mentioned how the game nights were successful because it allowed the families to have fun
together while presenting academic material too.
Finally, food had been a factor in increasing the success of family participation. One
teacher mentioned the barbeque at Open House, “…we usually feed them…we have the
barbeques and we are feeding parents and that seems to help.” This teacher noticed the large
number of parents who attend the barbeque and then stay for Open House. She felt that the food
helped to increase attendance. Another teacher also noticed this factor as well, “…like food,
those kind of things do help and I know there has been some where you get a cookie when you
come or you get a muffin with a mom or a donut with a dad.” Again, it was observed by the
teacher that the families seemed really motivated when there was food offered at an event.
The teachers discussed different Organizational factors at Lily Elementary regarding their
support of family engagement practices. Overall, the teachers reported that parents felt welcome
at the school; however not all families felt supported. The teachers provided different family
barriers that inhibited parent participation including time, language, and volunteer paperwork.
They felt that the administration needed to provide them with more support in terms of time,
resources, and better communication. Finally, the teachers shared some characteristics of
successful activities from the past.
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Discussion
When considering the Knowledge, Motivation, and Organizational factors at Lily
Elementary, some major themes were discovered. Communication (including language) and time
were major gaps regarding family participation. Teachers also expressed a need for support from
the administration at Lily Elementary which would help them to provide activities for the
families.
Overall, the teachers at Lily Elementary reported having a lot of knowledge of the family
engagement programs offered at the school and they understood the importance of family
engagement; however they are unsure of the needs of the families. The teachers also understood
the different ways that the school communicated with families; however they also discussed the
need for more language support with communication.
The lack of attendance at some of the events can be contributed to the teachers and school
not providing the activities that families would like to participate in or are able to participate in
due to other barriers. The motivation of the teachers appeared to decrease when parents and
families were not attending the events. Understanding the needs of the families may help the
teachers to plan activities that the parents and families would attend.
Time and language were found to be large barriers in family participation. Families are
unable to participate due to work or other family commitments. Teachers were unable to attend
events because of their own family commitments. The teachers were also less motivated to
provide in-class volunteer opportunities because of the time it took to explain and prepare for the
volunteers.
The communication between the school and families was also a concern as teachers
believed that they were not able to communicate with some of their families. Language support
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was expressed as a need by the teachers. Many teachers discussed how the app, Class Dojo, has
increased their ability to communicate with families because of the translation function within
the app; however they also expressed the need for more translation of materials that are sent
home as well as during family engagement activities.
Communication was also a need expressed by the teachers from the administration. The
teachers were motivated to participate in the activities; however they did not know far enough in
advance to participate. They felt that more communication between the teachers and committees
and the administration was needed. A solution to this challenge was presented by a teacher. She
mentioned the need for a year-long family engagement calendar that would list the events as well
as what was needed from the teachers for these events. She felt that this would allow teachers to
plan in advance for the activities that they wanted to help at and attend.
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CHAPTER FIVE: RECOMMENDATIONS
The purpose of this study was to examine the family engagement practices at Lily
Elementary School in order to increase the number of families participating in family
engagement activities and events. Data was collected to understand the teacher’s knowledge and
motivation regarding the family engagement practices at Lily Elementary. Also, data was
collected to understand how organizational factors influenced family participation. This study
found that teachers needed support with more time and resources. They also needed assistance
communicating with families, especially in languages other than English. Finally, teachers
needed support in providing activities that the families wanted to attend. This chapter will
present research based recommendations to help the teachers at Lily Elementary increase parent
participation at family engagement events.
Discussion
After collecting and analyzing the data, one of the assumptions that I had made originally
turned out to not be true and certain organizational factors that I did not originally consider
surprised me. Factors that surprised me included the high utility value that teachers placed on
family engagement, the need for more communication between the teachers, and finally the
results that showed how the teachers felt that families were welcome within the school
community; however fewer teachers believed that the families felt comfortable sharing their
concerns with the teaching staff. Future research topics for Lily Elementary include looking at
the impact of family-lead organizations on the participation of families as well as how the
climate of the school influences the participation of families within the school community.
One my original motivational assumed influences was utility value. I assumed that
teachers did not place high value on family engagement since teachers did not attend many of the
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family engagement activities nor did they have in-class volunteers. After administering the
survey and interviewing the teachers, I found my assumption to be false. In fact, many of the
teachers placed high value on family engagement; however there were other factors that caused
teachers to not attend activities or have parents volunteer in the classroom. Self-efficacy was one
factor, especially for teachers who are in their first or second year of teaching. Organizational
factors also influenced the ability of teachers to participate in these activities. One of these
factors was communication among the teachers at Lily Elementary.
An organizational factor that was mentioned by many of the teachers during the
interviews was the lack of communication of the different family engagement activities between
the teachers. Teachers discussed how they would find out about the events last minute which
caused them to not be able to attend. They reported that if they had known about events earlier in
the year, then they would have been able to plan and make arrangement ahead of time so that
they can attend. The lack of communication also caused teachers to feel rushed in trying to get
materials together to help the teachers who were presenting at the events. One of the teachers
suggested having a year-long calendar shared at the beginning of the school year which includes
all of the events that will be held, what materials and resources needed, as well as what kind of
support is needed from the other teachers. This teacher felt like this calendar would help all of
the teachers better support the family engagement activities at Lily Elementary.
One final organizational influence that surprised me after data collection and analysis was
that even though teachers believed that parents felt supported within the school community,
fewer teachers believed that parents felt comfortable to express their needs and concerns to the
teachers and staff. These results surprised me because I assumed that teachers believed that both
the families felt supported and that they felt comfortable to express their concerns to the teachers
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and staff. These results made me wonder why the teachers felt this way. I would be interested to
ask more questions and do more research about the climate at Lily Elementary and it what ways
the school teachers and staff can help to improve this climate.
A final area for future research for Lily Elementary would be to look at how family-lead
committees and organizations can influence the participation of families. During the interviews,
two teachers mentioned the possibility of having families lead some of the activities or create a
committee, besides PTO, to focus on the other families at Lily Elementary. I would be interested
in understanding how this might influence the participation of families in the different activities.
Recommendations for Practice to Address KMO Influences
The validated Knowledge, Motivation, and Organizational influences are presented in
this section along with research based recommendations. Declarative, procedural, and
metacognitive knowledge recommendations were made based upon learning theories and
research based solutions. To increase the motivation of the teachers, utility value and self-
efficacy recommendations were provided. Finally organizational recommendations were made to
help increase the organizational support of the teachers at Lily Elementary.
Knowledge Recommendations
Introduction. The knowledge influences listed in Table 5.1 represent the validated gaps in
knowledge found after the data was collected and analyzed. According to Clark and Estes (2008)
knowledge can include the stakeholder’s knowledge of skills, concepts, and procedures needed
to complete a task. The declarative, procedural, and metacognitive influences were prioritized
based upon the analysis of the data. Recommendations for each influence based upon theoretical
theories are also listed in Table 5.1.
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Table 5. 1
Summary of Knowledge Influences and Recommendations
Assumed Knowledge
Influence: Cause,
Need, or Asset*
Validated
Yes, High
Probability,
or No
(V, HP, N)
Priority
Yes, No
(Y, N)
Principle and Citation Context-Specific
Recommendation
Teachers need to
know what types
of family
engagement
programs
currently exists at
Lily Elementary.
(D)
V
N
New strategies can
be learned when the
focus is on internal
cognitive events and
processes such as
recall (Rueda,
2011).
Managing intrinsic
load by segmenting
complex material
into simpler parts
and pre-training,
among other
strategies, enables
learning to be
enhanced
(Kirschner,
Kirschner, & Paas,
2006).
Provide teachers with the
types of programs offered
at Lily Elementary
(information).
Provide teachers with the
list of programs and their
objectives (job aid), if
necessary.
Teachers need to
know what types
of programs are of
interest to families
so that they can
offer the types of
programs that
families would
attend.(D)
V
Y
Managing intrinsic
load by segmenting
complex material
into simpler parts
and pre-training,
among other
strategies, enables
learning to be
enhanced
(Kirschner,
Kirschner, & Paas,
2006).
The school and
administration can provide
the information on the
types of programs that are
of interest to families.
Teachers need to
know how to
V
Y
New strategies can
be learned through
the modeling of new
Training using
demonstration and
modeling of effective
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communicate with
families. (P)
strategies or
behaviors. (Denler,
Wolters, & Benzon,
2009).
communication and
communication strategies.
Provide teachers with a job
aid describing different
strategies and ways to
communicate with
families.
Teachers need to
reflect upon their
own cultural
biases and how
these affect family
engagement. (M)
V
Y
The use of
metacognitive
strategies, such as
think alouds, can
increase the use of
metacognitive
strategies by
learners (Baker,
2006).
Feedback that is
private, specific, and
timely enhances
performance (Shute,
2009).
Teachers offer family
engagement opportunities
that are based on white
middle class families. The
administration can provide
teachers with training on
how to reflect upon their
own cultural biases and
how these biases might
affect the opportunities
provided. During the
training, the administration
can model their own self-
reflection and
metacognitive processes by
using a think aloud
strategy. The
administration can meet
with the teachers to discuss
with the teachers to discuss
this process and provide
feedback as needed.
*Indicate knowledge type for each influence listed using these abbreviations: (D)eclarative;
(P)rocedural; (M)etacognitive
Knowledge Summary
Declarative knowledge solutions, or description of needs or assets. Teachers need to
know what types of programs are of interest to families so that they can offer the types of
programs that families would attend. Krischner, Krischner, and Paas (2006) found that by
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breaking more complex information into smaller parts allowed the learner to manage intrinsic
load. Rueda (2011) found that new strategies can be learned when the focus is on internal
cognitive events and processes such as recall. The implication of these principles suggest that
when learning new strategies it is important to provide learners with new information in more
manageable pieces as well as to focus on the recall of new information. The recommendation is
for the administrations to provide teachers with the information on what programs are of interest
to families so that the teachers can provide these types of programs for their students’ families.
Lowenhaupt (2014) examined the engagement practices of teachers and principals in
Wisconsin regarding their family engagement practices with their, many newly immigrant,
Latino families. Principals and teachers were surveyed regarding their practices using both
closed responses and open-ended responses. Lowenhaupt (2014) found that when teachers and
principals understood the needs of their families, they offered programs that were attended more
frequently than the schools who did not have this information and who did not change their
practices. The recommendation to provide teachers with this information may help teachers
provide families with the family engagement opportunities to which they need and desire.
Procedural knowledge solutions, or description of needs or assets. Teachers need to
know how to communicate with families. Denler, Wolters, and Benzon (2009) explained that
new strategies can be learned through the modeling of the new strategies or behaviors. This
implies that learners would benefit from observing a model utilizing effective communication
strategies. The recommendation is to provide the teachers with training which models effective
communication strategies. It is also recommended that a job aid be provided with the list of
strategies and procedures that were taught during the training so that teachers can refer to them
as needed.
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D’Haem and Griswold (2017) conducted a mixed-methods study which examined the
practices of student teachers and mentor teachers while preparing student teachers to develop
partnerships with families from diverse backgrounds. They found that student teachers lacked the
procedural knowledge of how to form reciprocal partnerships with families. They found that
more modeling and increased practice would help increase the knowledge of how to create these
relationships. For the teachers at Lily Elementary, the modeling of these strategies, as well as
providing a job aid of the newly learned information, would increase their knowledge of how to
effectively communicate with families.
Metacognitive knowledge solutions, or description of needs or assets. Teachers need
to reflect upon their own cultural biases and how these affect the family engagement practices
offered at Lily Elementary. Baker (2006) found that modeling the use of metacognitive
strategies, such as thinking aloud, help to increase the use of the metacognitive strategies by
learners. Shute (2009) suggested that when providing feedback, it should be private, specific, and
timely. This would suggest that learners would need opportunities to observe the use of these
strategies in order to use the strategies themselves and when implementing the strategies, they
should receive timely and appropriate feedback on their implementation. The recommendations
for the teachers at Lily Elementary is to provide them with training where the administration or
peers model reflecting upon their own cultural biases, while using the think aloud strategy, in
order to demonstrate their use of metacognitive strategies.
Rosen, McCall, and Goodkind (2017) conducted a study which examined the use of self-
reflection with 47 graduate students in a graduate program. Most students in the program came
from privileged backgrounds while they mostly work with marginalized groups. The students
completed an assignment during a diversity course that encouraged self-reflection on cultural
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competence and cultural humility. The researchers found that the students increased their cultural
competence and cultural humility which positively impacted their work with the marginalized
groups. For the teachers as Lily Elementary, the use of self-reflection regarding their cultural
competency and potential bias can help them in their work with their students’ families.
Motivation Summary
Introduction. The motivation influences listed in Table 3 represent the validated gaps in
motivation found after the data was collected and analyzed. Motivation includes the ability to
start an activity, the persistence and mental effort to complete an activity (Clark & Estes, 2008).
Motivation is influenced by the self-efficacy one holds for an activity as well as the value that
one places on the activity. The self-efficacy and utility value influences were prioritized based
upon the analysis of the data. Recommendations for each influence based upon theoretical
theories are also listed in Table 5.2.
Table 5. 2
Summary of Motivation Influences and Recommendations
Assumed Motivation
Influence: Cause,
Need, or Asset*
Validated
Yes, High
Probability,
No
(V, HP, N)
Priority
Yes, No
(Y, N)
Principle and
Citation
Context-Specific
Recommendation
Self-Efficacy-
Teachers need to
be confident in
their ability to
provide family
engagement
opportunities for
their students’
parents
V
Y
High self-efficacy
can positively
influence
motivation
(Pajares, 2006).
Feedback and
modeling
increases self-
efficacy (Pajares,
2006).
Teachers will participate in
professional development on
family engagement best
practices. The administration
and/or other competent peers
will model appropriate
family engagement
opportunities.
Then they will observe the
teachers providing family
engagement opportunities.
They will provide teachers
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with feedback based upon
their observations.
Utility Value-
Teachers need to
see the value of
providing family
engagement
opportunities for
their students’
parents.
V
N
Rationales that
include a
discussion of the
importance and
utility values of
the work or
learning can help
learners develop
positive values
(Eccles, 2006;
Pintrich, 2003).
The administration can
provide teachers with
information about the
benefits (both teacher and
student) of providing family
engagement opportunities.
They will then facilitate a
discussion with the teachers
regarding these benefits in
order to increase the
motivational value of
providing these programs.
Self-Efficacy. Teachers need to be confident in their ability to provide family
engagement opportunities to their students’ families. According to Pajares (2006), high self-
efficacy can increase a person’s motivation to increase a task. To help increase teachers’
motivation to provide family engagement opportunities at Lily Elementary, the self-efficacy of
teachers in this area must also increase. Pajares (2006) found that a way to increase self-efficacy
is to model and provide feedback of the desired skill. The recommendation for Lily Elementary
is to provide teachers with the opportunity to observe effective family engagement opportunities,
be observed providing these opportunities, and then be provided the necessary feedback based
upon their efforts.
Gartmeier, Gebhardt, and Dotger (2016) found that the higher teacher self-efficacy
increased communication between the teacher and the families. They also found that higher
teacher self-efficacy increased the amount of family engagement opportunities that the teachers
provided for their students’ families. If the teachers at Lily Elementary increase their self-
efficacy, then the amount of communication with families could increase along with the amount
of family engagement opportunities that they could provide to their families.
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Utility Value. Teachers need to see the value of providing family engagement
opportunities for their students’ parents. Eccles (2006) found that one’s motivation increases
when one understands that value, or importance, of the task. In order to help increase ones’
understanding of the value of a task, Pintrich (2003) found that providing rationales about the
value and the importance of a task to be effective. For the teachers at Lily Elementary, they must
understand the importance and benefits of providing family engagement opportunities to their
students’ families. The recommendation is to provide the teachers with information and a
rationale of the benefits, both to the students and to the teachers, of providing family engagement
opportunities.
Desforges and Abouchaar (2003) found that when families participated in the school
community, student achievement increased. The increase in student achievement would be of
value to teachers. Epstein and Dauber (1991) found that if teachers placed high value on family
engagement practices, family participation and engagement increased, thus it is important to
demonstrate to the teachers the value of family engagement in the school community. By
understanding the academic student benefit of providing family engagement opportunities,
teachers may increase the value they place on family engagement which may increase their
motivation to provide more opportunities for families to participate within the school
community.
Organization Recommendations
Introduction. The organizational influences listed in Table 5.3 represent the validated
gaps in the organization found after the data was collected and analyzed. Organizational
influences include the procedures and processes established by the organization, the provided
organizational resources, and the values of the organization (Clark & Estes, 2008). The cultural
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model and cultural setting influences were prioritized based upon the analyzed.
Recommendations for each influence based upon theoretical theories are also listed in Table 5.3.
Table 5. 3
Summary of Organization Influences and Recommendations
Assumed
Organization
Influence: Cause,
Need, or Asset*
Validated
Yes, High
Probability,
No
(V, HP, N)
Priority
Yes, No
(Y, N)
Principle and
Citation
Context-Specific
Recommendation
Cultural Model
Influence 1: The
administration
needs to gain the
trust of the
teachers in order
to increase teacher
“buy-in” for the
family
engagement
programs.
V
Y
Organization can
implement new
programs when
trust is built and
maintained in an
organization and
leaders focus on
open
communication
with their
employees (Clark
& Estes, 2008).
Learners are more
likely to achieve
their goals when
they have more
control over their
learning (Pintrich,
2003)
The administration will
set aside time during
meetings and
professional
development to create
and communicate the
steps for the
implementation and
reasoning behind the
creation of new family
engagement programs
with the teachers.
Cultural Setting
Influence 1: The
administration
needs to
implement new
programs within
the guidelines and
limitations of the
teacher contract
including work
V
Y
Organizational
leaders can help to
increase the
success of
organizational
change by
managing the
workload of their
employees (Sirkin,
The administration will
meet regularly with the
school’s teacher-leaders
to ensure that the new
programs align with the
school’s goals. They will
also work together to
evaluate the workload of
the teachers and
eliminate programs and
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FAMILY ENGAGEMENT IN SCHOOLS
hours and current
teacher
responsibility.
Keenan, &
Jackson, 2005).
The structures and
process within an
organization must
align with the
organizational
goals (Clark &
Estes, 2008)
responsibilities that do
not align to the school’s
goals.
Trust in Administration. The administration needs to gain the trust of the teachers in
order to increase teacher “buy-in” for the family engagement programs at Lily Elementary
School. Clark and Estes (2008) state that organizations can implement new programs when trust
is built and maintained in an organization and when leaders focus on open communication with
their employees. Pintrich (2003) suggests that when learners have more control over their
learning, they are more likely to meet their goals. These principles suggest that the
administration needs to find ways to create opportunities for communication about and the
creation of family engagement programs with the teachers.
In a study about trust in organizations, Morgan and Zeffane (2005) used data from the
Australian Workplace Industrial Relations survey to examine the role of trust in different types
of organizational change. The survey included 19,000 participants who were employees from
different organizations. They found that during organizational change, it was important that
upper management communicates with their employees. The study by Morgan and Zeffane
(2005) suggests that in order to increase the trust and buy-in of the teachers, the administration
and Lily Elementary School must find ways to communicate with the teachers regarding the
family engagement practices.
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FAMILY ENGAGEMENT IN SCHOOLS
Teacher workload. The administration needs to implement new programs within the
guidelines and limitations of the teacher contract including work hours and current teacher
responsibilities. Sirkin, Keenan, and Jackson (2005) found that the success of organizational
change increase when leaders help to manage the workload of their employees. Clark and Estes
(2008) state that the structures and process within an organization must align with the
organizational goals. These principles suggest that it would be important that any new program
be aligned with the goals of Lily Elementary School and that any program not aligned with its
goals should be eliminated.
Skaalvik and Skaalvik (2010) examined different factors related to teachers’ self-efficacy
and job satisfaction such as their beliefs about external factors and burn out. They collected date
from 2,249 Norwegian elementary and middle school teachers. Skaalvik and Skaalvik (2010)
found that teachers are faced with increasing time pressure due to increases in documentation,
paperwork, and other work duties which negatively affects job satisfaction and self-efficacy. The
administration at Lily Elementary can support their teachers by helping to manage the teachers’
workload by only implementing programs that align to the school’s goals.
Integrated Implementation and Evaluation Plan
Implementation and Evaluation Framework
The New World Kirkpatrick Model (Kirkpatrick & Kirkpatrick, 2006) was used to create
the implementation and evaluation plan for the teachers and administration at Lily Elementary
School. The Kirkpatrick model is based upon four levels of evaluation. When creating an
implementation and evaluation framework, Kirkpatrick recommends beginning with the
Organizational and Stakeholder goals and then work backwards starting with Level 4: Results
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FAMILY ENGAGEMENT IN SCHOOLS
(Kirkpatrick & Kirkpatrick, 2006). By starting from Level 4: Results, the organization can focus
on the outcomes to which it would like to reach. Then the organization can connect these
outcomes with the desired behaviors and learning of the stakeholders. By completing the plan in
this order, the organization has then created a plan to not only respond to the reactions of its
stakeholders, but it will also allow them to implement programs and provide support that would
help them reach their desired goals.
Organizational Purpose, Need and Expectations
The mission of Lily Elementary is to provide students with a strong foundation in order
to become productive and responsible citizens in a changing world. The organizational goal of
Lily Elementary is to have 60% of its families participate in school activities or functions by
2018. This goal was created because the administration observed a lack of family participation in
school activities and functions. The administration, along with the school leadership team,
wanted to find ways to increase the participation of the school’s families.
Level 4: Results and Leading Indicators
Table 5.4 lists the recommended Level 4: Results and Leading Indicators. Each outcome
is linked to a corresponding metric to ensure that the outcome is being measured. Both internal
and external outcomes are listed in Table 5. If the internal outcomes are successfully
implemented, then the external outcome should be as well.
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FAMILY ENGAGEMENT IN SCHOOLS
Table 5. 4
Outcomes, Metrics, and Methods for External and Internal Outcomes
Outcome Metric(s) Method(s)
Internal Outcomes
1) Increased teachers’
knowledge about the types of
programs offered at Lily
Elementary.
The number of examples of
family engagement activities
at Lily Elementary.
Compare a teacher survey
with what is written in the
School Site Plan.
2) Increased teachers’
knowledge about the types of
programs that families would
attend.
The number of examples of
desired family engagement
activities.
Compare teacher survey of
family engagement with a
parent information survey.
3) Increased teacher
knowledge on how to
communicate with families.
The number of examples of
different communication
strategies.
Compare a teacher survey
with the School Site Plan.
4) Increased teachers’
awareness and reflection of
their potential biases of
families.
The frequency of self-
reflection by the teachers.
Solicit frequency of self-
reflection by the teachers,
monthly.
5) Increased teacher
confidence in providing family
engagement opportunities.
Description of new family
engagement strategy.
Once a month, during grade
level PLC meetings, teachers
will share their strategy.
6) Increased the value
teachers’ place on family
engagement opportunities.
Description of an experience
with families.
Once a month, during grade
level PLC meetings, teachers
will share their experiences.
7) Increased the alignment of
new programs and the goals of
the school.
The number of new activities
that aligned with the goals.
Compare the goals of the
new programs with the
School Site Plan.
8) Increase the trust of the
administration by the teachers.
Time at teacher meetings. Time will be established
during monthly teacher
meetings to discuss these
programs.
External Outcomes
Increased family participation
at family engagement events
and activities.
The number of families in
attendance.
Sign-ins at family
engagement events.
Level 3: Behavior
Critical behaviors. Table 5.5 lists the critical behaviors to be performed by the teachers,
the stakeholder of focus, as well as the administration at Lily Elementary. The first critical
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behavior is that the leadership team will meet to document and align the family engagement
practices and Lily Elementary. The second critical behavior is that the teachers will reflect upon
their interactions and participation in family engagement activities. The third critical behavior is
that the administration and teachers will meet to document the strategies that they are using when
communicating with families. The final critical behavior is the administration of a family survey
in order to determine the types of family engagements activities that the families would want
presented at Lily Elementary.
Table 5. 5
Critical Behaviors, Metrics, Methods, and Timing for Evaluation
Critical Behavior Metric(s)
Method(s)
Timing
1) The leadership team will
meet to document and align
the family engagement
activities that are provided
at Lily Elementary
The number of
family engagement
activities that are
aligned during the
meetings.
The leadership team
will document
activities and
alignment in
meeting notes.
One meeting per
month will be
dedicated to
family
engagement.
2) Teachers will self-reflect
on their interactions and
participation in family
engagement at Lily
Elementary.
The number of
reflections in
journal.
Teachers will
discuss reflections
during PLC
meetings.
Monthly; focus
during one PLC
meeting
3) The administration and
teachers will meet to
document the ways that they
are communicating with
families.
The number of
different ways that
teachers are
communicating with
families.
The types of
communication will
be listed and
compared each
month.
Monthly; during
teacher or PD
meetings
4) The leadership team and
family engagement team
will survey the families to
determine the types of
family engagement
activities to which they
would like to participate.
The types of
activities that the
families suggest.
A survey completed
by the families at
Lily Elementary.
At the beginning
of the school
year.
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FAMILY ENGAGEMENT IN SCHOOLS
Required drivers. As the teachers at Lily Elementary School implement the strategies
they have learned regarding different communication and family engagement strategies, they
need the support of the administration. Table 5.6 lists the strategies that can be implement to
reinforce, encourage, reward, and monitor the teachers’ motivation and behavior.
Table 5. 6
Required Drivers to Support Critical Behaviors
Method(s) Timing
Critical
Behaviors
Supported
1, 2, 3 Etc.
Reinforcing
Create Job Aid documenting family engagement activities and
alignment with the goals at Lily Elementary.
ongoing 1, 2
Create Job Aid regarding communication strategies that can be
used with families
ongoing 2, 3
Encouraging
Feedback on communication strategies and family
engagement practices during teacher meetings, PLCs, and one-
on-one meetings
monthly 2, 3
Feedback on self-reflection journal entries regarding teachers’
experiences and beliefs of family engagement practices
monthly 1, 2
Rewarding
Teachers will recognize a teacher/s who they observe providing
positive communication and family engagement activities
ongoing 2, 3
Monitoring
The leadership team will review the family engagement
practices that are being implemented to monitor their alignment
with school goals.
monthly 2
Monitoring. The administration and leadership team will monitor the Required Drivers
to ensure that they are being implemented. Monitoring can occur throughout the school year, but
especially right after, as well as one month after, training. The leadership team and the
administration can monitor the implementation of these drivers each month, during their weekly
meetings. Weekly or bi-weekly checks can also occur during each grade level PLC meeting. The
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PLC meeting checks will be integrated during the teacher’s already scheduled weekly PLC
meetings. The purpose of monitoring during PLC meetings is to provide teachers with a time to
reflect and support one another during the learning process.
Level 2: Learning
Learning goals. Upon completion of the recommended solutions the teachers will be
able to:
1. Explain the types of family engagement programs offered at Lily Elementary. (D)
2. Implement different strategies when communicate with families. (P)
3. Apply what they know about families’ needs by providing programs to which families’
desire. (P)
4. Check and Monitor their cultural biases when planning and implementing programs.
(Meta)
5. Explain the student benefits of parents and families participating in school activities.
(Value)
6. Plan and implement family engagement activities within their classroom. (Self-efficacy)
Program. The learning goals listed in Level 2 will be achieved through the
implementation of a series of trainings and Professional Development meetings. These meetings
will be scheduled times that teachers are under contract to attend. During these sessions,
teachers, as the learner, will study different family engagement and communication strategies
and practices. These sessions will also allow the administration and teachers to align the family
engagement programs that are currently, or will be offered, with the goals of the school. This
Professional Development series will occur four times a year for a total of 16 hours. Teachers
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will also work with their instructional coach during their currently scheduled weekly PLC
meetings to work on these goals.
During the sessions teachers will be provided job aids describing the current Family
Engagement practices at Lily Elementary. The teachers will also receive a Job Aid listing the
results of the family survey so that they can understand the types of family engagement events
that the families desire. They will receive training and a job aid describing different
communication strategies that they can use with families. The teachers will be provided time to
observe these strategies being implemented and then be able to practice these strategies. The
administration will model effective self-reflection strategies regarding their own cultural biases
of families. Teachers will be able to practice these strategies and be provided appropriate
feedback. Practice and feedback of these strategies will also occur during already established
weekly PLC meetings. Finally the administration will model different family engagement
strategies that teachers can utilize both with in-class volunteers as well as during evening events.
Teachers will practice these strategies during the training and during PLC meetings.
Components of learning. When learning and new skills and strategies, declarative and
procedural knowledge are critical components to this process. The motivation of the learner,
including the utility value placed on the new information by the learning as well as the self-
efficacy of the learning, is another important component. Table 5.7 lists the knowledge and
motivation components that need to be monitored throughout the implementation of the learning
program.
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Table 5. 7
Components of Learning for the Program.
Method(s) or Activity(ies) Timing
Declarative Knowledge “I know it.”
Knowledge checks through discussions and PLC and teacher
meetings
periodically throughout the
school year
Report out on table discussions during family engagement
and school goals alignment meetings
Periodically throughout the
school year during alignment
meetings
Procedural Skills “I can do it right now.”
Feedback during mock communication practice during
Professional Development sessions
During and after professional
development
Attitude “I believe this is worthwhile.”
Brainstorm and discuss benefits of family engagement During teacher and PLC
meetings
Confidence “I think I can do it on the job.”
Feedback by the administration when communication
strategies are used
After the learning event,
ongoing, as strategies are
being used
Commitment “I will do it on the job.”
Ask teachers to write down and discuss how they will use the
concepts learned to implement different communication
strategies and family engagement programs
After the learning event.
Level 1: Reaction
Table 5.8 shows the different components that will be used to measure the reaction of the
learners during the implementation of the program. The reactions measured include engagement,
relevance, and customer satisfaction. The reactions will be measured during the trainings, right
after the learning events, as well as throughout the year.
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Table 5. 8
Components to Measure Reactions to the Program.
Method(s) or Tool(s) Timing
Engagement
Professional Development
Evaluation
Two Weeks after Professional Development
Pulse Check with teachers During and after PD
Relevance
Pulse check with teachers During and after each PD, PLC, or teacher meeting with the
topic of family engagement
PD Evaluation Two weeks after PD
Customer Satisfaction
Pulse Check with teachers monthly during PLC meetings
PD evaluation Two weeks after PD
Evaluation Tools
The evaluation tools that will be utilized during the implementation of this plan are
provided in Appendices D, E, and F. These tools evaluate the learning and motivation of the
teachers at all four levels. The tools consist of surveys and an observation form. The observation
form can be used during the communication practice during the PD session as well as while
teachers are implementing these strategies with their students’ families. The administration will
also use pulse checks and table discussions to evaluate during the PD sessions.
Immediately following the program implementation. After each Professional
Development session the teachers will take a brief survey collecting their reactions, Level 1, to
the workshop and new information (Appendix D). The administration will also conduct pulse-
checks during the PD session. The survey will also collect information about the information and
skills presented. During the workshop, the administration will use table discussions and share
outs to gather information regarding the knowledge gained during the sessions. Communication
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practice sessions will occur during the PDs. During these sessions, the observation tool,
Appendix E, can be used to provide feedback on new communication strategies.
Delayed for a period after the program implementation. Evaluation will also occur
one month, four weeks, after each PD session. The evaluation will consist of a survey in order to
understand how the teachers use the information and skills provided as well as their motivation
to use them (Appendix F). Observations will also be conducted, using the Appendix E tool.
Instead of using this tool during the PD session, the administration or other peers will use this
tool while teachers are utilizing various communication or family engagement strategies with
their students’ families.
Data Analysis and Reporting
The information gathered during both periods of evaluation will first be reported to and
analyzed by the leadership team. The leadership team will discuss all levels of evaluation,
focusing on the results of the Level 4 goal achievement and evaluation. The team will use the
“fish bowl” technique of having an inner group analyze the date while the outer group observes
and then the outer group will ask questions and make observations about the understandings of
the inner group. They will discuss the next steps, changes in implementation, as well as potential
new trainings that need to be implemented.
The leadership team will present the information gathered from the evaluations to the
teachers during a teacher meeting. In order to gather more information, the teachers will
participate in a “gallery walk” which would allow the teachers to provide the administration and
the leadership team with information regarding what areas that would like to which they would
like to continue to improve or areas that they would like more information.
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The organizational goal of 60% of families participating in family engagement activities
will be reported using the visual of a school. The school will be filled in using pictures of people.
Each person would represent one percent of the population. An example of this visual can be
seen below. This visual will be posted in the staff room and updated as more families begin to
participate.
Summary
The New World Kirkpatrick Model focuses on four levels of evaluation to be used
before, during, and after the implementation of a training program and organizational change
(Kirkpatrick & Kirkpatrick, 2016). When using the model, it is important to begin with Level 4
and focus on the outcomes, results, and indicators that are desired and then work backwards until
Level 1: Reaction becomes the focus. For this evaluation and implementation plan, the results
and indicators focused on the Knowledge and Motivation of the teachers at Lily Elementary as
well as key organizational influences.
The focus of Level 3 were the critical behaviors that need to be exhibited by the teachers
in order for them to achieve the organizational goal. These critical behaviors for this plan include
the alignment of family engagement activities with school goals, the reflection of teachers on the
way that they are interacting with families, as well as documenting the communication strategies
that are used by the teachers. The required drivers are necessary to include in the plan as they
help the stakeholder, teachers, implement the critical behaviors. These drivers include the focus
on reinforcing, encouraging, rewarding, and monitoring.
Level 2 focuses on the learning goals of the teachers including a focus on knowledge and
motivation components. Level 1 focuses on the reactions of the teachers during and after the
implementation of training, the PD sessions. Both levels 1 and 2 will be monitored during and
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after the implementation of the training. These levels will be monitored using surveys, pulse-
checks, and observations.
After all levels are planned, implementation, and monitoring begins. It is important to
monitor the implementation and learning of the teachers. The data gathered needed to be
analyzed and reported back to the leadership team and teachers. If learning and implementation
of new strategies are not occurring, the administration and leadership team must reflect upon the
training plan and revise as needed. The teachers need to be included within this discussion to
help facilitate the creation of a new plan. At the conclusion of implementation, it is important to
report back to the teachers regarding the results of the training sessions and evaluation.
Conclusion
Family engagement in schools has been shown to benefit students’ academic
achievement and behavior. When students see their families participating in the school
community, the students learn that their parents value education and want their child to be
successful. This study evaluated the knowledge and motivation of the teachers at Lily
Elementary School regarding the family engagement practices at Lily Elementary. This study
also examined organizational factors that impacted Lily Elementary’s family engagement
practices. Data was from the teachers through the use of surveys and interviews. After the data
was analyzed, it was found that teachers valued family engagement and knew the family
engagement activities that were offered at Lily Elementary; however they needed more
information about the types of programs that families desired as well as more support
communicating with families. The teachers also needed more support from the administration
regarding more time and resources in order to provide these opportunities for families. Finally,
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research based recommendations were made to help support the teachers in providing these
activities for their students’ families.
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APPENDIX A
Survey Items
Survey Protocol
Thank you for taking the time to complete this survey on the family engagement practices at Lily
Elementary School. Family engagement can include any activities that families at Lily
Elementary participate in or attend. Your responses will help me to understand the different
aspects of the family engagement practices at Lily Elementary. In order to get the most accurate
information about these practices at Lily Elementary, please take your time and answer each
question honestly. As this is an anonymous survey, your identity will remain confidential. If you
have any questions regarding the survey and the completion of the survey, please contact me at
wlundeen@usc.edu. Thank you for your time.
Survey Items
1. I have been teaching for _______ years. (open response)
2. I have been teaching at Lily Elementary for _______ years. (open response)
3. I teach _________ grade. (open response)
4. I am ________ years old. (open response)
5. My highest level of education is _________. (open response)
6. On average, how many classroom parent volunteers do you have per year?
_______ (open response)
7. On average, how many parent nights do you attend per year? _______ (open response)
8. I know the types of family engagement activities that my school offers.
_strongly disagree _disagree _neutral _agree _strongly agree
9. I can identify the needs of my students’ families.
_strongly disagree _disagree _neutral _agree _strongly agree
10. I can meet the family engagement needs of my students’ families.
_strongly disagree _disagree _neutral _agree _strongly agree
11. I believe that family participation in school can influence student achievement.
_strongly disagree _disagree _neutral _agree _strongly agree
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FAMILY ENGAGEMENT IN SCHOOLS
12. I believe that family participation in school can influence student behavior.
_strongly disagree _disagree _neutral _agree _strongly agree
13. I believe that my students’ families want to participate in school activities.
_strongly disagree _disagree _neutral _agree _strongly agree
14. I can identify the ways that the school communicates with families.
_strongly disagree _disagree _neutral _agree _strongly agree
15. I utilize at least 3 methods of communication with my students’ families.
_strongly disagree _disagree _neutral _agree _strongly agree
16. I reflect upon my communication with my students’ families.
_strongly disagree _disagree _neutral _agree _strongly agree
17. I believe that family engagement is important.
_strongly disagree _disagree _neutral _agree _strongly agree
18. I believe that all families can contribute to the school community.
_strongly disagree _disagree _neutral _agree _strongly agree
19. I am adequately prepared to provide family engagement activities that meet the needs of
my students’ families.
_strongly disagree _disagree _neutral _agree _strongly agree
20. I want to provide opportunities for families to participate in the school community.
_strongly disagree _disagree _neutral _agree _strongly agree
21. I feel supported at my school.
_strongly disagree _disagree _neutral _agree _strongly agree
22. My school provides a variety of opportunities for families to participate and volunteer.
_strongly disagree _disagree _neutral _agree _strongly agree
23. My school provides a welcoming environment for all families.
_strongly disagree _disagree _neutral _agree _strongly agree
24. My school values the cultures of all families.
_strongly disagree _disagree _neutral _agree _strongly agree
25. My school communications with families in a variety of ways.
_strongly disagree _disagree _neutral _agree _strongly agree
26. Families feel welcome to express their views and concerns to the staff at my school.
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FAMILY ENGAGEMENT IN SCHOOLS
_strongly disagree _disagree _neutral _agree _strongly agree
27. All families feel supported at school.
_strongly disagree _disagree _neutral _agree _strongly agree
28. The administration at my school values family engagement.
_strongly disagree _disagree _neutral _agree _strongly agree
29. The administration at my school provides appropriate support for family engagement
opportunities.
_strongly disagree _disagree _neutral _agree _strongly agree
30. My school provides family engagement opportunities that meet the needs of my students’
families.
_strongly disagree _disagree _neutral _agree _strongly agree
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FAMILY ENGAGEMENT IN SCHOOLS
APPENDIX B
Interview Protocol
Thank you for taking the time to speak with me today. The purpose of this interview is to
collect information about the types of family engagement opportunities that are being provided at
Lily Elementary, why parents are participating, and then how the school can increase family
participation.
Thank you for signing the consent form. As a reminder, you can discontinue your participation at
any time without any penalty and your participation in this study will remain confidential.
During the interview I will be taking notes so that I can capture the information that you
provide. If it is okay with you, I would also like to tape record our interview so that I can capture
all of the information that you provide?
Do you have any questions before we begin?
Questions
1. How do you include parent volunteers in your classroom?
2. Describe some of the activities that parents can participate in at the school.
3. How does the school communicate these activities to the families?
4. What do you believe are the student benefits of families volunteering in the classroom?
5. What do you believe are the student benefits of families participating in school activities?
6. Describe the types of family engagement activities that you believe are the most
successful.
a. What are the reasons why you believe they are successful?
7. What types of opportunities do you think families want?
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FAMILY ENGAGEMENT IN SCHOOLS
8. Describe some activities that you think the school should offer to families.
9. What may be some barriers that inhibit parents from volunteering in the classroom?
a. What are some barriers that inhibit parents from attending school functions?
10. What may prevent you from providing in-class volunteer opportunities for families to
participate?
a. What may prevent the school from providing opportunities for families
afterschool or in the evening?
11. How confident are you in providing opportunities for families to volunteer in the
classroom?
a. How confident are you in providing opportunities for families to participate in
afterschool or in the evenings?
12. When parents have volunteered in your classroom, what has your experience been?
13. In what ways can the administration help to support you in offering family engagement
activities/opportunities?
14. Is there anything else about family engagement at Lily Elementary that you would like to
share with me?
Thank you for taking the time to speak with me today. Your insight about family engagement at
Lily Elementary has been very valuable. After I have finished transcribing this interview I will
provide you with the information for your review. I may contact you again to ask some clarifying
question. Thank you again.
133
FAMILY ENGAGEMENT IN SCHOOLS
APPENDIX C
Informed Consent/Information Sheet
Title of Study
Family Engagement at Lily Elementary School
Researcher
Wendy Lundeen
Doctoral Student at the University of Southern California
Dr. Mora-Flores, Dissertation Chair
Purpose of the Study
The purpose of this study is to understand the Knowledge, Motivation, and Organizational
influences on the family engagement practices at Lily Elementary School. This study’s goal is to
understand and improve the attendance and participation at these events. This study will examine
the knowledge and motivation of the teachers, as primary stakeholders. The data collected will
be analyzed in order to make recommendations for implementation to improve family
engagement practices at Lily Elementary.
Study Procedures
I will survey all teachers at Lily Elementary School. I will then interview 8 teachers, one-on-one,
from a variety of grade levels.
Participant Rights and Confidentiality
Your participation in this study is voluntary. You have the right to decide whether you would
like to participate in this study or not with no risk to you. Your responses will remain
confidential and you have the right to discontinue your participation in this study without
concern of any adverse effects.
Consent
I understand that my participation in this study is voluntary and that I have the right to
discontinue my participation at any time. I also understand that no harm will come to me through
my participation in this study. My responses will remain confidential. I understand that I have
the right to ask questions at any time throughout this process.
Participant’s Signature: ___________________________ Date: _______________
Investigator’s Signature: __________________________ Date: _______________
134
FAMILY ENGAGEMENT IN SCHOOLS
APPENDIX D
Level 1 and 2 Evaluation
For each question, circle the response that describes how you feel about each statement.
Strongly Strongly
Disagree Agree
1. The training held my interest. 1 2 3 4
2. The information and skills presented
was relevant to me.
1 2 3 4
3. I learned something new during the
training.
1 2 3 4
4. I am able to try these strategies in my
classroom.
1 2 3 4
5. I was able to contribute to the
discussion.
1 2 3 4
6. After the training, I am better able to
communicate with my students’ families.
1 2 3 4
7. The skills that I have practiced during
this training gave me confidence to engage
with my students’ families.
1 2 3 4
8. I am able to describe the benefits of
family engagement.
1 2 3 4
135
FAMILY ENGAGEMENT IN SCHOOLS
9. I believe that it is important for me to
provide opportunities for my families to
participate in the school community.
1 2 3 4
10. After the training, I am will try to
provide more activities for my students’
families.
1 2 3 4
11. Describe some communication strategies that you learned.
12. What are some new family engagement activities that you can try with families?
136
FAMILY ENGAGEMENT IN SCHOOLS
APPENDIX E
Level 2, 3, 4 Evaluation
To be used during communication or family engagement observations.
Observation (What was
observed?)
Feedback (Appropriate use of strategies? Strengths?
Areas of improvement?)
137
FAMILY ENGAGEMENT IN SCHOOLS
APPENDIX F
Levels 1, 2, 3, 4 Evaluation
For each question, circle the response that describes how you feel about each statement.
Strongly Strongly
Disagree Agree
1. I now able to provide a variety of family
engagement opportunities for my students’ families.
1 2 3 4
2. I can create opportunities that my families want to
participate.
1 2 3 4
3. I am more confident in my abilities to provide
these activities.
1 2 3 4
4. I am able to communicate using different strategies
with my students’ families.
1 2 3 4
5. This PD series improved my family engagement
skills.
1 2 3 4
6. This PD series improved my communication skills. 1 2 3 4
7. I can see the student benefits of the families
participating in the school community.
1 2 3 4
8. I would like to continue to participate in these PDs. 1 2 3 4
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FAMILY ENGAGEMENT IN SCHOOLS
9. Reflection has helped me to understand my
students and their families better.
1 2 3 4
10. Describe some new opportunities that you are providing for your students’ families.
11. What new ways are you communicating with families?
Abstract (if available)
Abstract
Researchers have reported on the importance and impact on students when parents participate within the school community. When families participate in the school community, student achievement and behavior are influenced. This study evaluates the family engagement practices of the teachers at a medium-sized suburban elementary school in the San Francisco Bay Area, Lily Elementary. Lily Elementary School’s organizational goal was to increase the number of families participating in family engagement activities to 60% of their families participating in at least one family engagement activity. To evaluate the school’s progress towards reaching this goal, this study examined the knowledge and motivation of the teachers regarding the family engagement practices at the school. This study also examined organizational factors that impacted the attainment of this goal. During data collection teachers completed surveys and participated in interviews. The results indicated that teachers needed support communicating with families as well as support for providing family engagement activities that families’ desire. They also need organizational support of more time and resources in order to create and implement family engagement activities at Lily Elementary. This study also provides knowledge, motivation, and organizational recommendations to improve the family engagement practices at Lily Elementary School.
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Asset Metadata
Creator
Lundeen, Wendy Marie
(author)
Core Title
Increasing family engagement at Lily Elementary School: An evaluation model
School
Rossier School of Education
Degree
Doctor of Education
Degree Program
Organizational Change and Leadership (On Line)
Publication Date
07/31/2018
Defense Date
05/18/2018
Publisher
University of Southern California
(original),
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Tag
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Language
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(provenance)
Advisor
Mora-Flores, Eugenia (
committee chair
), Ferrario, Kim (
committee member
), Moore, Ekaterina (
committee member
)
Creator Email
lundeenwendy@gmail.com,wlundeen@usc.edu
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