Bridging School and Community: Stakeholder Insights on Starting a Family-Teacher Organization in a Rural Title I School

Abstract

We explored the development and impact of a Family Teacher Organization (FTO) at a school through a comparative analysis of stakeholder perspectives. The research addresses a gap in the literature by examining how parents/guardians, teachers, staff, and administrators perceive and support the FTO. Using a mixed-methods case study design, we collected qualitative and quantitative data to identify common themes and differing viewpoints among these groups. Parents and guardians emphasized the importance of inclusion and success, while teachers, staff, and administrators shared similar perspectives, often linking the FTO’s mission to enrichment activities and resources. Our results highlight both shared perspectives and differing viewpoints, with practical implications for fostering effective collaboration in a rural educational setting.