Date
5-1-2025
Department
School of Education
Degree
Doctor of Philosophy in Education (PhD)
Chair
Rollen Fowler
Keywords
alternative schools, barriers, case study, GNETS, parental involvement
Disciplines
Education
Recommended Citation
Waller, Marcia Nicole, "Exploring Educator Perceptions Regarding Parental Involvement in Inner-City Alternative Schools and Programs for Students with Behavior Challenges: A Qualitative Case Study" (2025). Doctoral Dissertations and Projects. 6902.
https://digitalcommons.liberty.edu/doctoral/6902
Abstract
This qualitative case study explored educators' perceptions of parental involvement in an alternative school and state-run Georgia Network for Educational and Therapeutic Support (GNETS) behavior program for students with behavioral challenges in Central Georgia. The problem identified in this qualitative case study was that alternative school students have unique learning and behavioral needs that differ significantly from typically developing peers who attend regular schools requiring a more focused level of communication between parents, teachers, and administrators. The central research question was: What are the perceptions of alternative school or behavior program educators regarding parental involvement in their school setting alternative school? Epstein’s model of parental involvement was used as the foundation for guiding this research. Criterion-based purposive sampling and snowball sampling were used to recruit 10-15 individuals employed as educators and specialists. Data was collected using the Parent and School Survey (PASS) concerning parental involvement, and through individual interviews and focus groups. Data analysis was performed utilizing Dedoose software to assist with coding and thematic analysis. Findings from the PASS indicated that participants expressed strong beliefs regarding the need for parental involvement in alternative school settings, particularly in programs designed for students with significant behavioral challenges. Results indicated a high level of comfort in communicating with parents concerning both behavioral and academic matters. Participants agreed that improvement was needed in the areas of collaboration and parental involvement. Themes that emerged from interviews and focus group underscored the significance of effective communication, access to resources, and supportive environments for fostering active family engagement in children's education.
