School of Education


Doctor of Education in Curriculum & Instruction (EdD)


R. Claxton


Parental Involvement, Rural Schools, Academic Achievement, Engagement, Socioeconomic Status, Barriers, Supports


Curriculum and Instruction | Education


The purpose of this applied research study was to solve the problem of low parental involvement for school stakeholders at a school in southeastern North Carolina and to formulate a solution to address the problem. The central research question for this study was “How can the problem of low parental involvement be improved at a school located in southeastern North Carolina?” The theoretical framework for this study was comprised of Piaget’s cognitive development theory and Vygotsky’s sociocultural theory. Accordingly, the philosophical assumption that guided this research study was an ontological assumption through the interpretive framework of social constructivism. This study explored factors that impact school-based parental involvement and the supports that are needed to increase parental engagement in school-based events. Using a multimethods approach, qualitative data were collected from a variety of school stakeholders through semi-structured interviews, as well as a focus group interview with educators of the site school. Qualitative data were analyzed using the Stevick-Colaizzi-Keen method of analysis. A Likert-scale survey instrument was created to gather further information from school stakeholders on how to address the problem of low parental involvement. The quantitative data were recorded and analyzed using tables and descriptive statistics. Using the qualitative and quantitative data collected, an intervention plan was developed to improve parental involvement for the stakeholders at the site school.