Parents' experiences as participants in a parent education program a qualitative case study

This purpose of this qualitative case study was to explore the experiences of parents who participated in a parent education program offered through a school district in one western state. Consistent with the purpose, this study employed qualitative research design and methods. Qualitative interviews with 12 parent participants were the primary means of data collection. Two general research questions guided the study: What were parents' perceptions of the nature of their experiences in parent educations programs? What were parents' perceptions of the academic and social impact of the parent education program on their family? Data analysis utilized a "constant comparative" process that resulted in four themes organized into three major categories related to parent commitment to the program: Establishing the commitment, sustaining the commitment, and realizing the commitment. Additionally, a recursive relationship was discovered; the analysis suggested that parents' commitment to the program was integrally connected to their belief that "I am my child's first and best teacher." In turn, participation in the program supported and enhanced this belief. This recursive relationship is the fourth and final theme. This study is significant in that it contributes practical and substantive knowledge to districts about designing and conducting early learning parent education programs from the parents' perspectives. Conclusions and implications resulting from the study may be useful to educators seeking policies and practices to implement effective parent education programs that guide parents to prepare their children academically and socially for kindergarten. The results of this study may also provide useful insights for parents who may lack birth-to-five developmental knowledge and are unsure about exactly what and how to teach their childre