A Qualitative Exploratory Study of Independent School Families: Factors of the Family-Teacher Relationship Associated with Satisfaction

Autor/in	Schlossinger, Julie Tretsch
Titel	A Qualitative Exploratory Study of Independent School Families: Factors of the Family-Teacher Relationship Associated with Satisfaction
Quelle	(2023), (159 Seiten) PDF als Volltext Verfügbarkeit Ed.D. Dissertation, University of Hartford
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	979-8-3794-4502-7
Schlagwörter	Hochschulschrift; Dissertation; Private Schools; Parent Teacher Cooperation; Parent Attitudes; School Holding Power; Satisfaction; Preschools; Elementary Schools; Individualized Instruction; Communication (Thought Transfer); Caring; Empathy + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Private school; Privatschule; Parent teacher relation; Parent-teacher cooperation; Parent-teacher relation; Parent-teacher relationship; Parent teacher relationship; Eltern-Lehrer-Beziehung; Elternverhalten; Zufriedenheit; Elementary school; Grundschule; Volksschule; Individualisierender Unterricht; Communication; thought; Kommunikation; Gedanke; Care; Pflege; Sorge; Betreuung; Empathie
Abstract	The National Association of Independent Schools (NAIS) posits a theory that independent school student attrition can be traced back to a family's perception that the "Job-to Be-Done" they expected for their child(ren) in school was not fulfilled (NAIS, 2018b). Therefore, it is essential for independent schools to explore what families report regarding their satisfaction because research has found highly satisfied families become loyal and engaged with their child(ren)'s schooling which further encourages low attrition rates (Chan, 2019; Colson, 2015; Helgesen, 2000; Maamari & Majdalani, 2019). Additionally, positive family-teacher relationships impact the social, emotional, and academic growth and development of children and must remain central to building positive relationships with families (Bilton et al., 2018; Horn by & Blackwell, 2018; Landeros, 2011; Leenders et al., 2019). Therefore, the purpose of this exploratory-descriptive qualitative study was to understand what family members at a New England preschool through grade eight independent school report regarding their relationship with teachers and how it impacts their satisfaction with the school. Data was collected from focus groups, family-teacher observation notes, and a document review of a family satisfaction survey. Four consistent themes emerged across all data sources. The findings reveal that families perceive four aspects of the teacher that have an impact on their satisfaction, namely, a teacher's ability to (1) see their students as individuals and individualize instruction, (2) communicate proactively and transparently with families, (3) display care and empathy, and (4) create an effective family-teacher partnership. The findings have implications for teachers' professional growth, prioritizing resources for professional development in independent schools, and more efficient tools to gather family feedback. Additionally, these findings add to the sparse literature on family-teacher partnerships and family satisfaction in independent schools. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01