A Basic Qualitative Research Study: Educators’ perception of Parental Involvement and Student Achievement

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Each year educators call on parents to be involved in their children’s schooling; they believe students of involved parents do better academically. The problem was restricted parental involvement in school-sponsored activities, such as parent-teacher meetings, communications, and conferences at the secondary grade level, impacts students’ academic performance. Researchers have measured teachers’ perceptions of parental participation, but little research has focused on Title 1 rural high schools with primarily African American pupils. This study may help to fill the literature gap. Using Epstein’s parental participation frameworks and transformational leadership theories, the purpose of this basic qualitative research study was to explore educators’ perceptions of how the extent of parental involvement relates to the degree of secondary students’ academic achievement at a high school in Eastern North Carolina. Twenty-five educators participated in the research based on their engagement with students and parents. Interviews were conducted and recorded for thematic analysis and reporting. Data were analyzed using Creswell’s six-step process for examining qualitative data and were supported using the MAXQDA data analysis software. Results revealed that secondary educators believed parental involvement is vital to students’ academic achievement; parent-teacher collaboration increases student progress, and administrators emphasize parents being advocates for their children. However, more investigation on the obstacles to parental involvement at Title 1 public high schools with mostly African American pupils is needed. Keywords: academic achievement, academic socialization, cultural competency, culturally and linguistically diverse, Epstein’s framework, family engagement, parental involvement, perception, socioeconomic status, socio-psychological barrier, Title 1, and transformational leadership theory