Teachers‘ and parents‘ perceptions of parent volunteering in the context of charter school in the US public school setting
2011-06
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Teachers‘ and parents‘ perceptions of parent volunteering in the context of charter school in the US public school setting
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2011-06
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The purpose of this qualitative research study was to explore and understand how teachers and parents perceive parent volunteering in the context of charter school in the US public school setting. The study strived to decipher the value of parent volunteering as parent involvement for the students‘ learning and social skills development in charter school setting and to elucidate the major factors that influence parent volunteering at school and how they affect the teachers‘ job performance. Eleven one-on-one, in-depth semi-structured interviews were conducted with teachers and parents at one of the Twin Cities charter school to understand the role of parent volunteering in the education realm.
Epstein‘s theory of overlapping spheres of influence was used as a theoretical framework to understand and utilize the practices and activities that validate parental involvement at home, school and community. I examined the teachers' and parents‘ views on volunteering as one of the six types of parental involvement in Epstein‘s typology of parent involvement.
Keywords: parent
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University of Minnesota. M.A. thesis. June 2011. Major: Educational policy and administration. Advisor: Professor Joan DeJaeghere. 1 computer file (PDF); vi, 112 pages, appendices A-C.
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Moroz, Larysa. (2011). Teachers‘ and parents‘ perceptions of parent volunteering in the context of charter school in the US public school setting. Retrieved from the University Digital Conservancy, https://hdl.handle.net/11299/114166.
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