The Impact of Academic Parent-Teacher Teams on Family Engagement and Student Academic

111 Pages·2017·1.06 MB·English

Atlanta University Center
DigitalCommons@Robert W. Woodruff Library, Atlanta
University Center
Electronic Theses & Dissertations Collection for
Clark Atlanta University
Atlanta University & Clark Atlanta University
Spring 5-22-2017
The Impact of Academic Parent-Teacher Teams on
Family Engagement and Student Academic
Achievement
Toni Ferguson
[email protected]
Follow this and additional works at:http://digitalcommons.auctr.edu/cauetds
Part of theCurriculum and Instruction Commons,Educational Assessment, Evaluation, and
Research Commons,Educational Leadership Commons,Teacher Education and Professional
Development Commons, and theUrban Education Commons
Recommended Citation
Ferguson, Toni, "The Impact of Academic Parent-Teacher Teams on Family Engagement and Student Academic Achievement" (2017).
Electronic Theses & Dissertations Collection for Atlanta University & Clark Atlanta University. 75.
http://digitalcommons.auctr.edu/cauetds/75
This Dissertation is brought to you for free and open access by the Clark Atlanta University at DigitalCommons@Robert W. Woodruff Library, Atlanta
University Center. It has been accepted for inclusion in Electronic Theses & Dissertations Collection for Atlanta University & Clark Atlanta University
by an authorized administrator of DigitalCommons@Robert W. Woodruff Library, Atlanta University Center. For more information, please contact
[email protected].
ABSTRACT

EDUCATIONAL LEADERSHIP

FERGUSON, TONI B.A. SOUTHERN UNIVERSITY, 1998

M.ED. SOUTHERN UNIVERSITY, 2000

ED.S. UNIVERSITY OF WEST GEORGIA, 2010

THE IMPACT OF ACADEMIC PARENT-TEACHER TEAMS ON FAMILY

ENGAGEMENT AND STUDENT ACADEMIC ACHIEVEMENT

Committee Chair: Trevor Turner, Ph.D.

Dissertation dated May 2017

The purpose of this study was to examine teacher and parent perceptions of the
impact of a high-family engagement model, Academic Parent-Teacher Teams (APTT).
Teacher and parent surveys were administered to determine the relationship between the
following variables: teacher leadership, administrative support, parental perceptions of
effectiveness of communications, parental perceptions of convenience of scheduling of
meetings, parental perceptions of usefulness of meetings, family engagement, and
student academic achievement. Data from a Pearson correlation and a regression test
were analyzed to determine which variables had the greatest significance on the impact
of APTT on family engagement and student academic achievement. Based on the results
of the study, parental perception of effectiveness of communications, parental
perception of convenience of scheduling of meetings, and parental perception of
usefulness of meetings had the greatest significance with family engagement and student
i
academic achievement. Recommendations were suggested for policy-makers, district
leaders, educational leaders, teachers, and future researchers.
ii
THE IMPACT OF ACADEMIC PARENT-TEACHER TEAMS ON FAMILY

ENGAGEMENT AND STUDENT ACADEMIC ACHIEVEMENT

A DISSERTATION
SUBMITTED TO THE FACULTY OF CLARK ATLANTA UNIVERSITY
IN PARTIAL FULFILLMENT OF THE REQUIREMENTS FOR
THE DEGREE OF DOCTOR OF EDUCATION

BY
TONI FERGUSON

DEPARTMENT OF EDUCATIONAL LEADERSHIP

ATLANTA, GEORGIA

MAY 2017
© 2017

TONI FERGUSON

All Rights Reserved
ACKNOWLEDGMENTS

First and foremost, I give honor and acknowledgement to the head of my life, God
the Almighty, for leading me and guiding me through this journey. “The Lord is my
shepherd; I shall not want” (Psalms 23). My heart overflows with thankfulness knowing
that God has been with me and has comforted me throughout the completion of my
dissertation.
As always, I want to thank and acknowledge my sons, Corey, Tyler, and Sean,
who will continue to be the inspiration that pushes me to do better. Looking at their faces
each and every day, I am reminded of God’s gifts and the fulfillment of purpose. I have
appreciated their understanding and encouragement throughout this wonderful journey.
I would like to also extend my gratitude to my parents, Henry Collins and Ruby
Tennart, who have genuinely supported me since the beginning of my educational
journey. My mother's continuous prayers and her stalwart faith in me were a constant
source of strength as I worked toward this accomplishment. To my sisters, Amy and
Crystal, thank you for being supportive.
Thanks also to my Clark Atlanta cohort family which exemplify the purest
essence of sisterhood and brotherhood. I am eternally grateful for their steadfast
encouragement.
Lastly, I would like to acknowledge Dr. Trevor Turner, Dr. Frances Davis, and
Dr. Chandra Young Walker for their guidance throughout this incredible journey.
iii
TABLE OF CONTENTS

ACKNOWLEDGEMENTS .................................................................................................... iii

LIST OF FIGURES ........................................................................................................... vii
LIST OF TABLES ........................................................................................................... viii

CHAPTER
I. INTRODUCTION ................................................................................................1
Statement of the Problem ......................................................................................2
Purpose of the Study .............................................................................................7
Definition of Variables .......................................................................................12
Research Questions .............................................................................................13
Significance of the Study ....................................................................................14
Summary .............................................................................................................15
II. REVIEW OF THE LITERATURE .....................................................................16
Family Engagement ............................................................................................16
Student Academic Achievement .........................................................................21
Teacher Leadership .............................................................................................22
Administrative Support .......................................................................................26
Parental Perceptions of Effectiveness of Communications .................................29
Parental Perceptions of Convenience of Scheduling of Meetings .......................31
Parental Perceptions of Usefulness of Meetings .................................................34
Summary .............................................................................................................36

iv
CHAPTER
III. THEORETICAL FRAMEWORK ......................................................................37
Definition of Variables ........................................................................................40
Definition of Terms.............................................................................................41
Justification of the Variables ...............................................................................42
Research Questions .............................................................................................44
Summary .............................................................................................................45
IV. RESEARCH METHODOLOGY ........................................................................47
Research Design ..................................................................................................47
Setting .................................................................................................................47
Population and Sample for the Study ..................................................................51
Working with Human Subjects ...........................................................................51
Data Collection and Instrumentation ...................................................................51
Data Collection Procedures .................................................................................52
Limitations of the Study ......................................................................................53
Summary .............................................................................................................53
V. ANALYSIS OF THE DATA ..............................................................................54
Parent Survey Participants ..................................................................................68
Summary .............................................................................................................71
VI. FINDINGS, CONCLUSIONS, IMPLICATIONS, AND
RECOMMENDATIONS .................................................................................... 72
Purpose of the Study ...........................................................................................72
Findings ...............................................................................................................72
v
Implications.........................................................................................................76
Recommendations ...............................................................................................78
Summary .............................................................................................................81
APPENDIX
A. Research Instrument Completed by Teachers .....................................................82
B. Survey Instrument Completed by Parents ...........................................................86
C. Focus Group Interview Instrument ......................................................................92
D. APTT Focus Group 2016 ....................................................................................93
REFERENCES .................................................................................................................. 94

vi
LIST OF FIGURES

Figure
1. McGregor’s Theory X and Theory Y ........................................................................38
2. Maslow's Hierarchy of Needs ...................................................................................39
3. Diagrammatic representation of the study ................................................................. 42
4. Demographics of staff certification levels .................................................................49
5. Experience in education ............................................................................................ 49
6. College and career readiness performance index score ............................................. 50
7. Age range of parent respondents (n = 192) ...............................................................55
8. Ethnicity of parent respondents (n = 183).................................................................56
9. Gender of parent respondents (n = 190) ...................................................................56
10. Marital status of parent respondents (n = 189) .........................................................57
11. Number of children per parent respondent (n = 190) ...............................................57
12. Grade levels of school-age children per parent respondent (n = 184) ......................58
13. Yearly household income for parent respondents (n = 178) .....................................59
14. Highest level of education for parent respondents (n = 190) ....................................59

vii