Superintendents Building Public Trust and Engagement in Five Public School Communities

Autor/inn/en	Poynton, John; Kirkland, Rena; Makela, Carole
Titel	Superintendents Building Public Trust and Engagement in Five Public School Communities
Quelle	In: School Community Journal, 28 (2018) 2, S.265-296 (32 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1059-308X
Schlagwörter	Superintendents; Public Schools; Trust (Psychology); School Community Programs; Parent Participation; Parent School Relationship; Training; Community Involvement; Parent Education; Stakeholders; Knowledge Level; School Districts; Advocacy; Participative Decision Making; Capacity Building; Outcomes of Education; Colorado; Illinois + Suchen Sie Ihr Suchwort? Schulrat; Public school; Öffentliche Schule; Elternmitwirkung; Parent-school relationship; Parent school relationships; Parent-school relationships; Parent-school relation; Parent school relation; Eltern-Schule-Beziehung; Ausbildung; Parents education; Elternbildung; Elternschule; Wissensbasis; School district; Schulbezirk; Sozialanwaltschaft; Lernleistung; Schulerfolg
Abstract	To increase capacity for public participation and improve problem-solving practices, some public school districts have launched stakeholder-training programs. This mixed methods study examined the impact of five school district parent training programs (four in Colorado and one in Illinois) designed to increase trust and engagement. Data were collected from 67 trainee surveys, 21 trainee interviews, and five superintendent interviews. Quantitative analysis examined five domains: knowledge, relationships, willingness, efficacy, and action. Using qualitative thematic analysis, we examined stakeholder and superintendent interviews. Stakeholders (parents and community members) reported increased knowledge about school district operations and improved relationships with district leaders. Four main themes emerged from the superintendent interviews: building trust, advocacy, community engagement, and sharing power. Findings converged indicating that trainings increased engagement, knowledge, advocacy, and trust for district administrators. Findings suggested school superintendents can increase stakeholder trust, build capacity for public participation, and narrow the engagement gap in district affairs through stakeholder training programs. (As Provided).
Anmerkungen	Academic Development Institute. 121 North Kickapoo Street, Lincoln, IL 62656. Tel: 1-800-759-1495; Web site: http://www.schoolcommunitynetwork.org/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01