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Teacher, Parent, and Administrator Perceptions of Social Responsibility at the Elementary School Level

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Title: Teacher, Parent, and Administrator Perceptions of Social Responsibility at the Elementary School Level
Language: English
Authors: Fink, Scott Benjamin
Source: ProQuest LLC. 2017Ed.D. Dissertation, Northern Illinois University.
Availability: ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
Peer Reviewed: N
Page Count: 148
Publication Date: 2017
Document Type: Dissertations/Theses - Doctoral Dissertations
Education Level: Elementary Education
Descriptors: Social Responsibility, Moral Values, Values Education, Teacher Attitudes, Parent Attitudes, Administrator Attitudes, Elementary Schools, Bullying, Violence, Substance Abuse, Parent Responsibility, Case Studies, Qualitative Research, Interviews, Citizenship Education, Teacher Role, School Role, Focus Groups, Family School Relationship, Partnerships in Education
Abstract: Due to the escalating moral problems in society, parents are asking schools to create an environment to not only teach academics but values and social responsibility as well. This dissertation examines the perceptions of teachers, parents, and administrators in regard to social responsibility at the elementary school level. Many programs exist to teach moral and values education to elementary students and are utilized to address acts of school violence, bullying, drug and alcohol abuse. These programs are widely accepted within schools; however, at what point does a school's obligation for social instruction stop and parents' responsibility begin? If there is a lack of continuation between home and school, how can common values be identified and reinforced? Is it appropriate for schools to only impose its values on students? This qualitative case study examination consisted of an open-ended interview format of teachers, parents, and administrators, who represent the three main types of people that influence a child's character in elementary school. Four participants from each type were selected to be interviewed on 1) their views of the role of the classroom teacher in the instruction of social responsibility, 2) their comfort level of teaching social responsibility, and 3) others' role in teaching social responsibility. A focus group interview was conducted with each group to allow them to collaborate with each other and reflect on their answers from the first interview. Themes were identified by each group, including the importance of teachers balancing social responsibility instruction and academic content along with the importance of teachers serving as role models for students. Parents and teachers both felt they needed additional support from each other in order for students to be successful. All three groups identified comfortable and uncomfortable topics that impacted teaching social responsibility. These included positive ways they impacted students as well as challenges, which included amount of communication, need for increased support, and less apathy toward student issues by parents. Lastly, each group weighed in on the others' role in teaching social responsibility. This resulted in each group identifying how the others could support them in teaching students' social responsibility. Examples included the importance of home/school partnerships, increased communication, and parents not undermining school-based decisions. Due to the daily interactions, evaluating the perceptions of administrators, teachers, and parents may be an important indicator in students' moral and character development. The study was designed to gain insight on the differences and similarities of these three influential groups of educators regarding how, when, and how much social responsibility should be taught in schools. These findings highlight several recommendations on how these three groups can improve the social responsibility instruction that schools provide for students as well as suggestions for future research on this topic. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
Abstractor: As Provided
Entry Date: 2018
Access URL: https://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:10690710
Accession Number: ED583947
Database: ERIC
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  Data: Teacher, Parent, and Administrator Perceptions of Social Responsibility at the Elementary School Level
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  Data: Due to the escalating moral problems in society, parents are asking schools to create an environment to not only teach academics but values and social responsibility as well. This dissertation examines the perceptions of teachers, parents, and administrators in regard to social responsibility at the elementary school level. Many programs exist to teach moral and values education to elementary students and are utilized to address acts of school violence, bullying, drug and alcohol abuse. These programs are widely accepted within schools; however, at what point does a school's obligation for social instruction stop and parents' responsibility begin? If there is a lack of continuation between home and school, how can common values be identified and reinforced? Is it appropriate for schools to only impose its values on students? This qualitative case study examination consisted of an open-ended interview format of teachers, parents, and administrators, who represent the three main types of people that influence a child's character in elementary school. Four participants from each type were selected to be interviewed on 1) their views of the role of the classroom teacher in the instruction of social responsibility, 2) their comfort level of teaching social responsibility, and 3) others' role in teaching social responsibility. A focus group interview was conducted with each group to allow them to collaborate with each other and reflect on their answers from the first interview. Themes were identified by each group, including the importance of teachers balancing social responsibility instruction and academic content along with the importance of teachers serving as role models for students. Parents and teachers both felt they needed additional support from each other in order for students to be successful. All three groups identified comfortable and uncomfortable topics that impacted teaching social responsibility. These included positive ways they impacted students as well as challenges, which included amount of communication, need for increased support, and less apathy toward student issues by parents. Lastly, each group weighed in on the others' role in teaching social responsibility. This resulted in each group identifying how the others could support them in teaching students' social responsibility. Examples included the importance of home/school partnerships, increased communication, and parents not undermining school-based decisions. Due to the daily interactions, evaluating the perceptions of administrators, teachers, and parents may be an important indicator in students' moral and character development. The study was designed to gain insight on the differences and similarities of these three influential groups of educators regarding how, when, and how much social responsibility should be taught in schools. These findings highlight several recommendations on how these three groups can improve the social responsibility instruction that schools provide for students as well as suggestions for future research on this topic. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
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      – Text: English
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        PageCount: 148
    Subjects:
      – SubjectFull: Social Responsibility
        Type: general
      – SubjectFull: Moral Values
        Type: general
      – SubjectFull: Values Education
        Type: general
      – SubjectFull: Teacher Attitudes
        Type: general
      – SubjectFull: Parent Attitudes
        Type: general
      – SubjectFull: Administrator Attitudes
        Type: general
      – SubjectFull: Elementary Schools
        Type: general
      – SubjectFull: Bullying
        Type: general
      – SubjectFull: Violence
        Type: general
      – SubjectFull: Substance Abuse
        Type: general
      – SubjectFull: Parent Responsibility
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      – SubjectFull: Case Studies
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      – SubjectFull: Qualitative Research
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      – SubjectFull: Citizenship Education
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      – SubjectFull: Teacher Role
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      – SubjectFull: School Role
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      – SubjectFull: Focus Groups
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      – SubjectFull: Family School Relationship
        Type: general
      – SubjectFull: Partnerships in Education
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      – TitleFull: Teacher, Parent, and Administrator Perceptions of Social Responsibility at the Elementary School Level
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