Abstract
Purpose. The purpose of this qualitative grounded theory study was to identify, explore, and describe the leadership practices, behaviors, and strategies utilized by school site principals thought by participants to effectively seek and promote parent engagement in support of promoting pupil achievement. A second purpose of this study was to identify, explore, and describe elements of school culture thought by participants to promote parental engagement. Methodology. Using a grounded theory approach, the researcher conducted face-to-face interviews at 3 middle schools in Northern California. Each middle school was either designated or redesignated as a School to Watch. At each site the school principal was interviewed. Using snowball sampling the principal identified 2 teacher leaders and 2 parents who fit the sample criteria to be interviewed. Findings. Ten themes emerged about leadership practices, behaviors, decisions, and strategies utilized by site principals to seek and promote parent engagement in support of pupil achievement and what elements of school culture promote parental engagement. Conclusions. The study concluded that the middle school principal has a pivotal role in developing a positive culture, which in turn promotes parent engagement, which was believed by participants to increase pupil achievement. Participants described positive relationships in which staff; students, and parents shared a joint responsibility for effective communication, visibility, and accountability as they collaborated for student success. Working together, these 3 constituent groups share a sense of school purpose and model pro-engagement behaviors. Recommendations. One overarching implication that emerged from the data was that a principal must promote and sustain a reciprocal school culture that includes 3-way communication, 3-way accountability, and 3-way visibility. Another key implication was that individual and communal values combine to create a leadership brand congruent with the school vision and mission. A third overarching implication was that principals must build trust by being deliberate and consistent through constant and effective communication.