Date of Award
Program or Major
Doctor of Philosophy
Barbara H Krysiak
This quantitative, descriptive study assessed parent and teacher perceptions of the extent to which exemplary school-family-community partnership practices were being implemented at elementary and secondary schools within the state of New Hampshire. The teacher and parent participants were organized into four paired groups and were asked to indicate the frequency with which activities, that exemplify Epstein's six types of school-family-community partnership practices, were utilized at their respective schools to determine whether significant differences exist among teachers' and parent's perceptions of partnership program implementation.
The sample for this study was drawn from forty two elementary and secondary public schools across the state of New Hampshire and a forced response survey device gathered information to determine parents' and teachers' perceptions about practices that create a comprehensive program of school-family partnerships.
Analysis of the survey data revealed significant variability in the perceptions of three paired groups of elementary and secondary school teachers and parents and negligible differences were observed in the perceptions of one paired group of teachers and parents. Additionally, the survey results determined that school level significantly influenced perceptions held by teachers and parents.
In addition to testing the formal hypotheses concerning the differences in perceptions of partnership activities between study groups, the results of the study were used to assess the extent to which schools represented in the sample were implementing the partnership model and it was determined most were deficient in their implementation of partnership practices.
Recommendations for future quantitative research into school-community partnerships are included in the study as are several recommendations regarding practice.
Zarnowski, Brenda J., "Parent and teacher perceptions of school partnerships in New Hampshire schools" (2010). Doctoral Dissertations. 615.