Date of Award

12-1-2008

Degree Type

Dissertation

University or Center

Clark Atlanta University(CAU)

School

School of Education

Degree Name

Ed.D.

Department

Educational Leadership

First Advisor

Dr. Trevor Turner

Second Advisor

Dr. Ganga Persaud

Third Advisor

Dr. Darrell Groves

Abstract

The purpose of this study is to investigate the impact of students’ perceptions of parental involvement, teacher warmth, teacher practices, and motivation on selected school outcomes such as student academic achievement, student behavior and student attendance. The study participants are 150 fourth grade students attending a selected elementary school. The design of this study is ex post facto research design. The data for this study was collected using a self administered questionnaire. The four statistical tests performed and analyzed are: Pearson Correlation, T-test, Factor analysis, and Regression analysis. The results of the Pearson Correlation indicate a significant relationship at the .05 level between student academic achievement (dependent variable) and the four independent variables: perceived parental involvement, teacher warmth, teacher practices, and motivation. There is a

corresponding significant correlation between the dependent variable: student attendance and the four independent variables: perceived parental involvement, teacher warmth, teacher practices, and motivation. The third dependent variable, student behavior, has a significant correlation at the .05 level only with perceived parental involvement. The results of the T-test show no significant difference in male and female students’ perceptions of parental involvement, teacher warmth, teacher practices, and motivation. However, there is a significant difference at the .05 level in the perceived parental involvement of students who participate in free or reduced breakfast/lunch and those who do not participate. The results of the Factor analysis indicate that the following variables are loaded in component 1: motivation, teacher practices, teacher warmth, parental involvement, and student academic achievement. Student behavior and student attendance are loaded in component 2, while participation in free/reduced lunch/breakfast and gender are loaded in component 3. The results of the Regression analysis indicate that parental involvement is the only variable that explains student behavior and student attendance, while both parental involvement and teacher practices explain student academic achievement.

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