"But I Didn't Learn That": Understanding Beginning Teachers' Readiness for Family Engagement in Urban Elementary Schools

Family engagement is a crucial component of student success, impacting academic performance, attendance rates, and behavior. However, many families, particularly those from historically marginalized communities, remain disengaged from their child's school due to barriers such as a lack of trust, negative experiences, and language or cultural obstacles. A foundational reason for this disengagement is the unpreparedness of teachers to intentionally engage families. Teacher education programs often do not have an explicit focus on family engagement, resulting in teachers who may feel unprepared and who do not understand the cultural context of their students' families; thus, hindering effective communication. This dissertation explored the preparedness of beginning teachers to engage families in elementary schools, and how they perceive this preparedness, particularly in urban settings. By examining how beginning teachers perceive their readiness, it provided insights into the strengths and weaknesses of teacher education programs in this regard. The research sought to answer two central questions: 1) How are beginning teachers prepared to engage parents and families in elementary schools, and 2) How do they perceive their teacher education program's preparedness for this task? The study employed a mixed methods approach, involving curriculum analysis, online surveys , and semi-structured interviews. The findings of this study informed recommendations for teacher education programs, looking to equip future teachers with the skills and knowledge needed for effective family engagement.