Date of Award


Document Type


Degree Name

Master of Arts (MA)


Educational Administration and Supervision


THE IMPACT OF A PARENT-CHILD PRE-KINDERGARTEN PROGRAM ON THE PARENT INVOLVEMENT PERCEPTIONS, AITITUDES AND PRACTICES OF PRIMARY TEACHERS IN THE OMAHA PUBLIC SCHOOLS This study is a causal-comparative examination of the impact of a pre-kindergarten program with a mandatory parent involvement component on primary teachers' perceptions, practices and attitudes toward parent involvement in a public school district located in a metropolitan area. A 56 question survey, based upon one from the publication Hopkins Survey of Schools and Family Connections, Questionnaires for Teachers, Parents and Students, was sent to 285 primary teachers of kindergarten, first, second and third grades. The survey was self-reporting with guaranteed anonymity. Independent variables included the presence of a pre-kindergarten program and the grade level taught. Dependent variables included perceptions, practices and attitudes towards parent involvement. Both one-way and two-way analyses of variance were run to examine the variables. The results of the survey indicated that the presence of a Parent-Child Pre-Kindergarten currently has no impact on primary teachers' perceptions, attitudes and practices of parent involvement in the Omaha Public School District. Differences were found by grade level taught in the practices teachers use to involve parents. Kindergarten teachers showed a higher use of parent involvement practices than first, second or third grade teachers. No difference was seen in the grade level taught in either perceptions or attitudes. Over­ all, the survey indicated that primary teachers perceived parent involvement as an important part of the school curriculum. However, teachers showed more unity than diversity in their perceptions, attitudes and practices of parent involvement regardless of the presence of a Parent-Child Pre-Kindergarten program within a school building.


A Thesis Presented to the Department of Teacher Education and the Faculty of the Graduate College University of Nebraska In Partial Fulfillment of the Requirements for the Degree Master of Arts. Copyright 1993 Virginia L. Gerhardt