Experiences of middle school teachers shape family engagement

Abstract

This interpretative phenomenological analysis (IPA) seeks to understand how middle school teachers perceive family engagement, family engagement professional development, and if implemented, how family engagement would alter a middle school student's attitude and motivation toward school. Epstein's framework for parental involvement was used as the theoretical framework of this study as it offers a holistic approach to family engagement including the family school, and community. It also shares that family engagement is the responsibility of the school. The researcher conducted in-depth interviews with five middle school teachers at a Science, Technology, Engineering, and Math (STEM) Magnet Middle School in North Carolina. The Macro themes that emerged from the research included School Environment, Perceptions of Family Engagement, Family Engagement Professional Development, Potential Student Benefits, and Roles of Engagement. The findings of this interpretative phenomenological analysis indicate that middle school teachers are not adequately trained on family engagement. The participants shared that the intended outcomes of professional development on family engagement would benefit their students academically as well as offer them a more meaningful school experience. Further research should be concentrated on the elements of family engagement professional development to include cultural responsiveness as well as measurable outcomes, thereby aiding middle school teachers with the necessary tools to conduct family engagement outreach for their students. Keywords: Epstein's framework for parental involvement, family engagement, interpretative phenomenological analysis, middle school students, middle school teachers, professional development, qualitative research.