Elementary Principals' and PTA Parent Representatives' Perceptions about the Effects of Parental Involvement on Student Achievement in Georgia Title I Schools
Term of Award
Doctor of Education in Education Administration (Ed.D.)
Document Type and Release Option
Dissertation (open access)
Copyright Statement / License for Reuse
This work is licensed under a Creative Commons Attribution 4.0 License.
Department of Leadership, Technology, and Human Development
Committee Member 1
Committee Member 2
Committee Member 3
Ming Fang He
Committee Member 3 Email
Committee Member 4
Committee Member 4 Email
The primary focus of this study is to explore the perceptions of elementary principals and PTA parent representatives about the effects of parental involvement on student achievement in three Georgia Title I schools. This particular study evolved from firsthand experiences while working with less fortunate students in a Title I school setting. The affective factors include but are not limited to the perceptions of the elementary principals and parent representatives. Based upon findings in the review of literature, the researcher gained an understanding about how to structure interview questions in order to prompt in-depth responses from the interviewees. Data collection methods included a school portraiture and interview questions. The interviews were tape recorded, transcribed, and categorized in order to compare and contrast the responses of the different principals' and parent representatives' perceptions.
Phillips, Zack K., "Elementary Principals' and PTA Parent Representatives' Perceptions about the Effects of Parental Involvement on Student Achievement in Georgia Title I Schools" (2006). Electronic Theses and Dissertations. 288.
Research Data and Supplementary Material