Thesis (Ed.D.) -- Central Connecticut State University, 2009. / Dissertation advisor: Karen Beyard. In partial fulfillment of the requirements for the degree of Doctor of Education. Includes bibliographical references (leaves 129-136). Abstract and full text available via the World Wide Web.

The purpose of this phenomenological study was to understand the perceptions of father involvement in elementary schools. The focus of the study was to allow the researcher to develop a greater understanding of perceptions of father involvement, from both a father and teacher perspective. Data was collected from teachers and fathers through surveys and interviews. Specific content areas of the father survey included communication, activities fathers engaged in, training opportunities provided at the school, parent conferences, when events were offered, availability, and suggestions for school staff. Specific content areas of the teacher survey included communication, activities fathers engaged in, training opportunities provided at the school, use of data, parent conferences, when events were offered, invitations, and teacher wishes. Information gathered through the administration of the father survey was utilized for supporting data for father interviews. The fathers in this study participated in interviews, answering open-ended questions about their perceptions of their level of involvement in the education of their child and the challenges they face that hinder them from being more involved. The in-depth interviews were conducted with 16 fathers of elementary aged schoolchildren. The interviews were utilized to identify themes and strategies fathers suggested teachers could use to engage fathers. Through the analysis of data, the researcher developed an understanding for the motivations, actions, and constraints fathers face when it comes to the education of their children. Findings and recommendations for practice and future research are included.

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