Date of Award

10-11-2024

Publication Type

Thesis

Degree Name

M.Ed.

Department

Education

Keywords

Chinese Parents;Immigrant parents;Narrative inquiry;Parental involvement;School leadership

Supervisor

James Ooo

Abstract

By comparing the perceptions and educational experiences of Chinese immigrant parents from two different cultures, China and Canada (Ontario), this research aimed to reveal the impact of school leaders in promoting parental involvement. The research was qualitative, and three participants were recruited through snowball sampling. This research used a narrative inquiry methodology with interviews guided by a semi-structured interviews. The study is grounded on two key theoretical frameworks: Epstein’s (2007) Model of Parental Involvement, and Walker’s Psychological Model of Parental Involvement (Walker et al., 2005). Through thematic analysis of participants’ narratives, three themes were identified: home-school communication, types of parental involvement, challenges of parental involvement, and school management. Study findings and implications for schools, immigrant parents, and other stakeholders are presented. These include the need for diverse parent representation, cultural sensitivity training, and effective communication between school and families. The results of the study revealed that school leaders play an important role in supporting teachers in promoting parental involvement and are also critical in creating a safe and welcoming school environment.

Download

Share

COinS