The purpose of this action research study was to explore parent involvement in schoolbased parent organizations within an urban elementary school. The study was designed to examine factors that may contribute to or hinder parent involvement and to explore how relationships between parents, teachers, and school administrators impact involvement. Three cycles of data collection were completed using a mixed-methods approach. During the initial research phase, quantitative data were collected via a parent survey, which was mailed to 407 homes. Qualitative data were gathered in the second cycle of research through a series of semi-structured interviews, which included a purposefully selected group of 10 parents, 10 teachers, and 2 administrators. In the third and final cycle of research, a purposeful sample of 22 parents, teachers, and administrators were invited to participate in a focus group. Additional qualitative data were gathered in the form of a leadership journal, which was analyzed in order to critique the author’s growth and change as a leader. Findings indicate that multi-pronged barriers hinder greater levels of parent involvement in school-based parent organizations and that multiple organizational needs also impact involvement. Implications are discussed and recommendations for future research are presented.

Keywords: parent involvement, parental involvement, leadership, change, urban school, parent organizations