Principal Perception of Leadership Preparedness to Promote Family Engagement in Urban Title I Elementary Schools

Faculty Mentor

Juliann Sergi McBrayer

Location

Russell Union 2052

Type of Research

Completed

Session Format

Oral Presentation

College

College of Education

Department

Ed. Leadership

Abstract

This qualitative research examines urban Title I elementary school principals’ perceptions of their family engagement readiness based on university leadership preparation and/or district-level professional development. Based on Epstein's Theory of Overlapping Spheres of Influence, this research examines how educational leaders overcome socioeconomic inequities, trust problems, and communication failures to develop equitable relationships with families. Themes that revealed preparation deficiencies and prospective high-impact family engagement methods emerged from semi-structured interviews and ongoing comparison analysis. Principals value family engagement and recognize its impact on student achievement and school climate, but most feel unprepared to implement systematic, sustainable student engagement strategies. Leadership training conflicts with family-school connections in high-needs settings, according to the research. School leadership training should integrate family engagement frameworks like Epstein's six forms of participation. In impoverished neighborhoods, the research recommends collaborative, culturally sensitive ways to promote home-school relationships. Addressing these training gaps and structural hurdles may help districts and institutions prepare school leaders for inclusive, high-impact family engagement. This study expands the knowledge on leadership training and family participation in urban primary schools, affecting policy, practice, and future research.

INDEX WORDS: Family engagement, Title I schools, Principal leadership, Leadership training, Epstein’s framework

Program Description

.

Start Date

4-23-2026 11:00 AM

End Date

4-23-2026 11:15 AM

This document is currently not available here.

Share

COinS
 
Apr 23rd, 11:00 AM Apr 23rd, 11:15 AM

Principal Perception of Leadership Preparedness to Promote Family Engagement in Urban Title I Elementary Schools

Russell Union 2052

This qualitative research examines urban Title I elementary school principals’ perceptions of their family engagement readiness based on university leadership preparation and/or district-level professional development. Based on Epstein's Theory of Overlapping Spheres of Influence, this research examines how educational leaders overcome socioeconomic inequities, trust problems, and communication failures to develop equitable relationships with families. Themes that revealed preparation deficiencies and prospective high-impact family engagement methods emerged from semi-structured interviews and ongoing comparison analysis. Principals value family engagement and recognize its impact on student achievement and school climate, but most feel unprepared to implement systematic, sustainable student engagement strategies. Leadership training conflicts with family-school connections in high-needs settings, according to the research. School leadership training should integrate family engagement frameworks like Epstein's six forms of participation. In impoverished neighborhoods, the research recommends collaborative, culturally sensitive ways to promote home-school relationships. Addressing these training gaps and structural hurdles may help districts and institutions prepare school leaders for inclusive, high-impact family engagement. This study expands the knowledge on leadership training and family participation in urban primary schools, affecting policy, practice, and future research.

INDEX WORDS: Family engagement, Title I schools, Principal leadership, Leadership training, Epstein’s framework