Administrators’ Understanding and Use of Family-Centered Practices

Abstract

Employing qualitative methods, administrators’ understanding and use of family-centered practices were examined. Results indicate differences in role perceptions and service delivery based on their level of understanding. Administrators with a comprehensive understanding of family-centered practices, in comparison to administrators with limited or no understanding of such practices, were more likely to involve families in organizational governance and provide staff members and families with training opportunities designed to build collaborative partnerships. Regardless of the level of understanding of family-centered practices, administrators viewed on-the-job experiences occurring early in their careers as an influential factor in shaping their beliefs about working with families. Recommendations for practice and future research are discussed.