Publication Date

5-2018

Date of Final Oral Examination (Defense)

3-7-2018

Type of Culminating Activity

Dissertation

Degree Title

Doctor of Education in Curriculum and Instruction

Department

Curriculum, Instruction, and Foundational Studies

Major Advisor

Jennifer L. Snow, Ph.D.

Advisor

Kathleen Budge, Ed.D.

Advisor

Kelly Cross, Ed.D.

Advisor

Philip P. Kelly, Ph.D.

Abstract

This dissertation describes a research project that examined parent involvement in schools as influenced by servant leadership. Student achievement, as well as parent and family involvement, is largely influenced by leadership styles (Fullan, 1998, Thoonan, Sleegers, Oort, Pettsma, & Geijesel, 2011). Although various influences on parent involvement have been suggested in research, including student demographics and state and district policy and school structure, the undercurrent of organizational leadership continues to remain hidden (MacNeil, Prater, & Busch, 2009). Strategies to increase parent involvement in schools have fallen short and relationships between administrators, educators and parents requires investigation, and new approaches must be created to increase trust and respect between these parties (Choo & Shek, 2013; Epstein & Sheldon, 2016; Hargreaves & Fullan, 2012; Louis & Lee, 2016; Marschall & Shah, 2014; Daly, Moolenaar, Liou & Tuytens, 2015). “A servant-leader focuses primarily on the growth and well-being of people and the communities to which they belong. While traditional leadership generally involves the accumulation and exercise of power by one at the “top of the pyramid,” servant leadership is different. The servant-leader shares power, puts the needs of others first and helps people develop and perform as highly as possible” (Greenleaf, 1977). This research analyzed levels of servant leadership of administrators to ascertain the strength or weakness of these relationships and the potential relationship with levels of parent involvement.

DOI

10.18122/td/1401/boisestate

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