Bridging the Gap: An Explanatory Sequential Mixed-Methods Study of Teachers Supporting School-Family Partnerships in Inner-City Schools

This explanatory sequential mixed-methods study examined how teachers promote school–family partnerships in urban, low-income school settings and the factors influencing their engagement practices and beliefs. Grounded in Bronfenbrenner’s Ecological Systems Theory and informed by the researcher’s professional experiences as an urban school leader, the study explored teachers’ communication strategies, confidence in culturally responsive and multilingual engagement, and perceptions of collaboration with families and community partners. Quantitative data were collected using the School and Family Partnership Survey and the Teacher Efficacy for Promoting Partnerships Questionnaire to identify patterns in engagement and self-efficacy. These findings informed a qualitative phase consisting of semi-structured interviews with selected teachers to examine underlying beliefs and contextual challenges. Results indicated that teachers relied primarily on basic communication methods while reporting lower confidence in culturally responsive and multilingual engagement and limited collaboration and shared decision-making. Qualitative findings revealed that repeated barriers—including socioeconomic constraints, language differences, digital inequities, and time limitations—contributed to teacher discouragement and the development of deficit-oriented beliefs. Integration of findings demonstrated that teacher mindset and collective efficacy, rather than skill alone, significantly influenced engagement practices. The study concludes that meaningful improvement in school–family partnerships requires change-agent leadership that intentionally addresses teacher beliefs, emotional sustainability, and collective efficacy to foster equitable and culturally responsive engagement.