Author Type

Graduate Student

Date of Award

2006

Document Type

Dissertation

Publication Status

Version of Record

Submission Date

October 2026

Thesis/Dissertation Advisor [Chair]

Pisapia, John

Abstract

This study investigated the relationship of the use of parent involvement strategies and school performance and how contextual factors affected this relationship. The study employed a non-experimental quantitative design with the school as the unit to frame its data collection and analysis. The Parent Involvement Inventory ( PII) was field-tested with the Broward County Schools to check reliability and validity. Results revealed a .72 Cronbach alpha score for the instrument. The variables studied were (a) parental involvement strategies, (b) school performance, and (c) contextual factors. Six parent involvement categories were investigated and divided into sub-categories to answer the research questions. Seventy-eight K-12 schools in Palm Beach County, Florida formed the sample for the study with a response rate of 71 percent. Data were first collected on the parental involvement strategies used by the schools then related to school performance. The major data collection instrument- Parent Involve Inventory (Pll) was designed to correspond with the following purposes of the study: (a) To determine the difference in type and frequency of parent involvement strategies and (b) to develop a model based on these actions that can be used by principals to increase their school's parent involvement. The data collected was analyzed using Statistical Package for Social Sciences (SPSS) version 11.0 through descriptive statistics, multiple regression, and correlations to determine if significant relationships existed. The analyses identified the parent involvement strategies that improve student achievement: (a) Communicating, (b) learning at home, (c) regular homework, (d) participation in PTA, and (e) information about community arts and school performance. In addition, the analyses identified contextual factors that increased the relationship of parent involvement and school performance, such as (a) students with disabilities; (b) multiple parent involvement staff moderated learning at home strategies; and (c) school level moderated parenting and decision making strategies. Conclusions, implications for practice, and future research are discussed.

Extent

223 p.

Comments

College of Education|Dissertation (Ph.D.)--Florida Atlantic University, 2006.|FAU Electronic Theses and Dissertations Collection|College of Education

Identifier

FA00000671

Format

pdf

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