The teacher interviews for this study was conducted January 6, 2016 through January 19, 2016 at a time and place that was convenient and comfortable for the participants. Each interview session followed the same format and procedures, a welcome and expression of appreciation for participating, acceptance of the consent forms, explanation of the recording device and procedures, and the beginning of the formal interview. The interview process was facilitated by me as a researcher and each questions was stated to the participants to elicit a response pertaining to their thoughts, perceptions, and attitudes regarding parent involvement and academic achievement.
The interview process began by asking teachers to respond to questions one and two to determine see what kind of involvement teachers determined to be appropriate parent involvement of low performing students and how much involvement is appropriate at the middle school and high school level. The teachers consistently responded by indicating that it was important for parents to communicate frequently an follow up by making sure the student is completing homework and progressing. Teachers did state that there is a lack of involvement at the middle school and high school. Ms. B at the high school who teachers Computer Science Spanish I and II stated that “Any kind of involvement you can get will be appropriate at the middle school and high school.” Mr. R who is a special education and math teacher in the high school responded by saying “I think it is especially important for parents of low performing students to be involved. You will get better results as a parent if you inspect what you expect.” The middle and high school staff members also expressed that they feel like parents lack the knowledge and understanding on knowing how to be involved. Common suggestions and feedback provided included the exploration of creating more opportunities for parents in the district to be involved supporting the school and methods of assisting parents with homework. Mr. M who is a career educator stated that “I think it is still important for parents to sit down with their child and do as much as possible to help them and show interest.” Teachers were then asked how schools can encourage greater parent involvement among marginally involved parents. Feedback was consistent and relevant to the district. Teachers expressed that the district needs to schedule frequent opportunities that provide positive experiences and helps build positive, lasting relationships. Mr. B who teachers Agriculture Education in the high school states “I think one thing we can improve on contacting parents more with positive feedback. We want to encourage and empower the parents a little more.” Teachers commonly reflected on previous experiences and events that were implemented toencourage greater parent involvement that included the “Back to School” Bas. This event was organized and sponsored by local churches, businesses, and the school district. The event included free school supplies, free food, and services provided by human services agencies. Upon reflecting on this specific events as a powerful tool to involve parents, Mrs. S who is a middle school teacher stated “The only way we’ve been able to encourage parent involvement is to give back to them something. Low income, high poverty schools have to give more than they receive.” Teachers were then presented with the question of how parent involvement can impact student achievement. …show more content…
All the teachers participating int eh study unanimously responded tat parent involvement definitely impacts student achievement. Staff responses consistently revealed that when parents are involved, it encourages the student, increases self-esteem, self-confidence, and supports the value of education. Mr. R in the high school stated “Anytime a parent is involved and takes an interest in the child’s achievement, it increases self-confidence, self0worth, and self-accountability. Teachers also expressed their ideas that parent involvement increases student achievement while modeling that education is valued and a necessity. Mr. B replied “The most important thing a parent can do is give value to school and then the student sees the parent is supportive of the school and values education, then the students typically do as well.” The teachers were asked how confident they thought parents were in assisting their child with homework. Again, the staff unanimously stated that parents
The interview process began by asking teachers to respond to questions one and two to determine see what kind of involvement teachers determined to be appropriate parent involvement of low performing students and how much involvement is appropriate at the middle school and high school level. The teachers consistently responded by indicating that it was important for parents to communicate frequently an follow up by making sure the student is completing homework and progressing. Teachers did state that there is a lack of involvement at the middle school and high school. Ms. B at the high school who teachers Computer Science Spanish I and II stated that “Any kind of involvement you can get will be appropriate at the middle school and high school.” Mr. R who is a special education and math teacher in the high school responded by saying “I think it is especially important for parents of low performing students to be involved. You will get better results as a parent if you inspect what you expect.” The middle and high school staff members also expressed that they feel like parents lack the knowledge and understanding on knowing how to be involved. Common suggestions and feedback provided included the exploration of creating more opportunities for parents in the district to be involved supporting the school and methods of assisting parents with homework. Mr. M who is a career educator stated that “I think it is still important for parents to sit down with their child and do as much as possible to help them and show interest.” Teachers were then asked how schools can encourage greater parent involvement among marginally involved parents. Feedback was consistent and relevant to the district. Teachers expressed that the district needs to schedule frequent opportunities that provide positive experiences and helps build positive, lasting relationships. Mr. B who teachers Agriculture Education in the high school states “I think one thing we can improve on contacting parents more with positive feedback. We want to encourage and empower the parents a little more.” Teachers commonly reflected on previous experiences and events that were implemented toencourage greater parent involvement that included the “Back to School” Bas. This event was organized and sponsored by local churches, businesses, and the school district. The event included free school supplies, free food, and services provided by human services agencies. Upon reflecting on this specific events as a powerful tool to involve parents, Mrs. S who is a middle school teacher stated “The only way we’ve been able to encourage parent involvement is to give back to them something. Low income, high poverty schools have to give more than they receive.” Teachers were then presented with the question of how parent involvement can impact student achievement. …show more content…
All the teachers participating int eh study unanimously responded tat parent involvement definitely impacts student achievement. Staff responses consistently revealed that when parents are involved, it encourages the student, increases self-esteem, self-confidence, and supports the value of education. Mr. R in the high school stated “Anytime a parent is involved and takes an interest in the child’s achievement, it increases self-confidence, self0worth, and self-accountability. Teachers also expressed their ideas that parent involvement increases student achievement while modeling that education is valued and a necessity. Mr. B replied “The most important thing a parent can do is give value to school and then the student sees the parent is supportive of the school and values education, then the students typically do as well.” The teachers were asked how confident they thought parents were in assisting their child with homework. Again, the staff unanimously stated that parents