Advisor(s)

D Keith Gurley

Committee Member(s)

Amy Dagley
Diana Gurley
Miyoshi Juergenson
Shannon McCarthy

Document Type

Dissertation

Date of Award

6-18-2026

Degree Name

Doctor of Education (EdD)

School

School of Education

Department

Educational Leadership

Abstract

Researchers consistently report a strong positive correlation between parent engagement and student achievement. When parents are engaged, students benefit in all grade levels and backgrounds (Auerbach, 2010; Epstein, 2011; Henderson & Mapp, 2002; Jeynes, 2005; Weiss et al., 2010). Policy-makers and educators acknowledge the influence of parent engagement on student outcomes (Mapp, 2012). Consequently, communities need effective parent engagement systems and structures within their schools. Principals should understand parent engagement and be equipped to lead its implementation in their schools. It is also necessary to identify key training and support conditions that help to equip principals to lead effective parent engagement. While this information is critical for those who prepare aspiring principals, little research exists on preparing leaders for parent engagement (Hill, 2015). This study found that principals view parent engagement as a partnership based on trust, attention to the needs of families, and support. The study also found that principals were prepared for parent engagement leadership through experience, trial and error, and learning from others.

Keywords

academic achievement;parent engagement;parent involvement;principal preparedness

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