Degree Type

Dissertation

Date of Award

1993

Degree Name

Doctor of Philosophy

Department

Curriculum and Instruction

First Advisor

Jim Sweeney

Abstract

This research examined parent perceptions of: (a) the level of quality of 14 dimensions of educational practice employed by the school their children attend, (b) the level of school quality, (c) the level of parent support for the school, and (d) the likelihood of parents providing specific types of support for the school. Also examined was the relationship between attendance level, gender, family status, and income and parent perceptions of the quality of the school and their support for the school; and the relationship between the quality of 14 dimensions of educational practice and school support;Forty-two schools from two states and 12 school districts, including twenty-five elementary schools, seven middle level schools, seven high schools, and three multi-level schools provided the data for the study. Most schools (28) were from rural and small to mid-size towns in Iowa, eight were from a wealthy suburban area in Iowa, one school was from a middle class suburban district in Iowa. The remaining five schools were from a mid-size city in Colorado;The instrument used to collect the data was developed by the researcher. Specific dimensions of educational practice and school support examined in the study were: (a) school climate, (b) communication, (c) accessibility, (d) responsiveness, (e) parent involvement, (f) monitoring and assessment, (g) student equity, (h) physical environment, (i) school program, (j) curriculum, (k) support services, (l) student activities/athletics, (m) teacher behavior, (n) leadership, (o) moral support, (p) financial support, and (q) support through participation;The analysis revealed parents generally feel positive about the quality of specific school practices and the overall quality of their children's school. Parents indicate a strong level of support for the school and are likely to provide moral support, financial support, and support for the school through their participation. Analysis of variance and the Scheffe post hoc test for complex comparisons revealed attendance level, gender, family status, and income are related to parent perceptions of the quality of selected school practices and their support for the school. In addition, stepwise multiple regression revealed communication, support services, and accessibility account for over 60% of the variance in parent support for the school.

DOI

https://doi.org/10.31274/rtd-180813-9612

Publisher

Digital Repository @ Iowa State University, http://lib.dr.iastate.edu/

Copyright Owner

James Michael O'Connell

Language

en

Proquest ID

AAI9335006

File Format

application/pdf

File Size

197 pages

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