Armstrong, Virginia (2023-01). Family-Teacher Conferences: Teacher Perspectives of Family Engagement Efficacy and Family-Teacher Communication Practices. Doctoral Dissertation.
Thesis
Teachers' perceptions of family engagement efficacy are essential, as teachers are responsible for connecting with the families of their students and conducting family-teacher conferences. This mixed-methods study examined teachers' perceptions of family engagement efficacy in family-teacher conferences and related communication practices at one South Texas elementary school. Twenty-two classroom teachers participated in a survey to obtain their perceptions of family engagement efficacy, family-teacher conferences, and related communication practices. Five survey participants were selected for semi-structured interviews to elucidate these perceptions. The findings in this study suggest that overall teacher perceptions of family engagement efficacy are higher-view: teachers believe that families play a large part in students' success and that families want to help their students succeed. The findings also suggest that teachers perceive barriers to family engagement efficacy, such as certain life circumstances, or family culture. In addition to family education, the high perception of student-led family-teacher conferences building family-teacher relationships emerged as a theme, with teachers citing that they experienced increased family engagement due to these school-required conferences. Additionally, a statistically significant relationship was found between family engagement efficacy perceptions and the conference topic of interest in extracurricular or enrichment activities, as well as between family engagement efficacy perceptions and the conference topic of social interaction concerns. The study findings will be shared with the elementary school to develop a family-teacher conference protocol and review cycle to enhance family engagement practices.
