Parental Involvement or Interference? Rural Teachers’ Perceptions

Abstract

This research explored rural state school teachers’ perceptions concerning parental involvement in children’s education in a developing country context. The data were collected through thematic interviews with teachers of public schools situated in the rural areas of Khyber Pakhtunkhwa (KPK), Pakistan. The study findings revealed teachers’ frustration and disappointment regarding parental involvement. Teachers believed that susceptible socioeconomic circumstances and adherence to local customs hindered many parents from participating in their children’s education. In line with this, teachers frequently held negative perceptions regarding children’s parents, and these perceptions have the potential to adversely affect parent–teacher communion and children’s learning. We offered several policy implications for enhancing parents’ roles and teachers’ competency in supporting parental involvement, which could also be practical in other developing countries sharing similar impediments, such as widespread illiteracy, poverty, and a lack of qualified teachers.

Parental School Involvement in Talakag-II District, Bukidnon

“…Teachers claimed that vulnerable socioeconomic situations and adherence to local customs prevented many parents from engaging in their children's education. Following this, teachers typically held negative ideas about children's parents, and these attitudes had the potential to harm parent-teacher communication and children's learning (Ahmed et al, 2021).…”