Date

8-29-2024

Department

School of Education

Degree

Doctor of Philosophy in Education (PhD)

Chair

Heather Strafaccia

Keywords

COVID-19 pandemic, online learning, parental engagement, parental involvement

Disciplines

Education | Elementary Education

Abstract

This study employed a hermeneutic phenomenology approach to explore the lived experiences of working parents of school children who transitioned to and continued online learning during and post-pandemic. Twelve parents were selected using criterion and snowball sampling methods, with Bronfenbrenner’s ecological systems theory guiding the study framework. Existing literature highlighted challenges faced by parents and schools during the pandemic, such as balancing work and children’s education, connectivity issues, and dissatisfaction with school support and communication. Analysis of interview data revealed that despite ongoing concerns, parents successfully adapted to managing work and online education responsibilities. They reported satisfaction with their children’s academic progress, citing support from schools and extended family, and organized social activities for their remote learners. The findings underscored Bronfenbrenner’s ecological systems theory, particularly the impact of family and school environments on child development within the micro and meso systems. Implications of the study suggest opportunities for parents, teachers, administrators, and districts to build upon successes and address areas needing improvement. Future research should expand on these findings by including more diverse samples in terms of race, economic status, and geographic location, and explore the perspectives of students and teachers, addressing current study limitations.

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