School of Education
Doctor of Education in Educational Leadership (EdD)
Novice, Teachers, Parental, Involvement, Preparedness, Teachers
Education | Elementary Education
Wilson, Kelly Jean, "A Transcendental Phenomenological Investigation of Novice Teachers' Experiences with Parental Involvement in Title I Elementary Schools" (2018). Doctoral Dissertations and Projects. 1903.
The purpose of this transcendental phenomenological study was to describe novice teachers’ experiences with parental involvement in Title I elementary schools in southern Virginia. Parental involvement was defined as parents actively engaging in their child’s education, critically important to academic development. Kolb’s (2015) experiential learning theory was the theoretical framework for this study. The significance of this study investigated novice teachers, those with five or fewer years’ teaching background, and their experiences with parental involvement in Title I elementary schools. In doing so, 14 novice teachers from Title I elementary schools in southern Virginia, were chosen to participate. Interviews, individual and focus group, as well as writing prompts, were used to collect data. This study attempted to answer the central research question: How do novice teachers describe their experience with parental involvement in Title I elementary schools in southern Virginia? This study also attempted to answer sub-questions: (a) What role do novice teachers perceive Title I elementary schools to have when engaging parents in family-school relationships? (b) How do novice teachers in Title I elementary schools describe prior experiences in teacher-preparation programs when training for building family-school relationships? (c) What successful academic and social experiences can novice teachers describe with students in Title I elementary schools when parents are home- and/or school-base involved? and (d) What do novice teachers perceive as academic challenges with students when observing a lack of home- and/or school-based parental involvement in Title I elementary schools? Data analysis used Moustakas’ (1994) step-by-step method, to provide a rich description of novice teachers’ experiences.