scholarly journals Parental Involvement or Interference? Rural Teachers’ Perceptions

2021 ◽  
Vol 2021 ◽  
pp. 1-8
Author(s):  
Qazi Waqas Ahmed ◽  
Anna Rönkä ◽  
Satu Perälä-Littunen
Keyword(s):  
Public Schools ◽  
Parental Involvement ◽  
Rural Areas ◽  
Policy Implications ◽  
Rural Teachers ◽  
Teachers Perceptions ◽  
Children's Education ◽  
Negative Perceptions ◽  
Rural State ◽  
Children’S Education

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.

scholarly journals Challenges to Parental Involvement in Children’s Education at a Primary School: A Rasch Analysis

2020 ◽  
Vol 7 (1) ◽  
pp. 47-57
Author(s):  
Kamal Badrasawi ◽  
Humaer Yahefu ◽  
Madihah Khalid
Keyword(s):  
Parental Involvement ◽  
Ethnic Minorities ◽  
Rural Areas ◽  
Personality Development ◽  
Measurement Model ◽  
Rasch Measurement ◽  
Depth Information ◽  
Children's Education ◽  
Rasch Measurement Model ◽  
Children’S Education

AbstractLiterature has evidenced the positive significant role of parental involvement in children’s personality development and education. However, research on parental involvement in children’s education is sparse in rural areas, especially among ethnic minorities in China. Hence, a research project was conducted to examine the level of parental involvement and its role in influencing children’s academic achievement in these areas; and to identify the challenges to parental involvement. This paper aimed to identify the challenges to parental involvement using the cross-sectional survey design. The parents’ of Grades Three and Four school children were selected to answer a questionnaire on parental involvement. The items on challenges to parental involvement were analyzed using the Rasch Measurement Model (Winsteps software program, version 4.1.0).  The Rasch analyses revealed that the research instrument met the measurement requirements. Parents’ low proficiency in the Chinese language and the complexity of the school subjects were the biggest challenges to parental involvement. This research has provided useful information to parents, teachers, school administration and policy makers. Further research could be conducted using more items and larger samples from other school grades. Qualitative research is recommended to obtain more in-depth information on parental involvement in general, and the challenges in particular. Keywords: Parental involvement, Rasch measurement model, challenges to parental involvement, children’s personality development, China's ethnic minorities

Ideals and realities in the involvement of Filipino immigrant mothers in their children’s education in South Korea

Ethnicities ◽  
2021 ◽  
pp. 146879682110290
Author(s):  
Younghan Kim
Keyword(s):  
Parental Involvement ◽  
South Korea ◽  
Language Barriers ◽  
Immigrant Parents ◽  
Immigrant Mothers ◽  
Children's Education ◽  
Knowing That ◽  
Research Interviews ◽  
Children’S Education ◽  
Multiple Challenges

Parental involvement in children’s education plays a crucial role in a child’s life. However, meaningful parental involvement is often a difficult task for immigrant parents because of multiple challenges such as limited resources and information, language barriers, and cultural differences. This article presents findings from qualitative research interviews on the involvement of Filipino immigrant mothers in their children’s education in South Korea. The results indicate that the immigrant parents take their children’s education seriously. They want to raise their children to be happy and successful, knowing that performing well in school is the key to a successful life as an adult, especially in a nation with a fervor for education. Like other parents, they are willing to devote themselves to their children above all else. Compared with previous studies, not many barriers to involvement were revealed in this study. Only two, language barriers and financial concerns, were expressed by all participants as obstacles to involvement in their children’s education. Yet, the true, hidden barrier is how the immigrant parents view their Korean proficiency. They over-emphasize the language barrier, which causes them to avoid conversations with others.

scholarly journals PARENTS INVOLVEMENT ON CHILDREN’S EDUCATION AT ELEMENTARY SCHOOL IN OMESURI, LEMBATA REGENCY

2019 ◽  
Vol 1 (2) ◽  
pp. 1-9
Author(s):  
Ramadhan Jamhar ◽  
Sunu Hastuti
Keyword(s):  
Elementary School ◽  
Elementary Schools ◽  
Elementary Education ◽  
Parental Involvement ◽  
Children's Education ◽  
Positive Effects ◽  
Children’S Education ◽  
Parents Involvement ◽  
Learning At Home

This study was done to know the parents’ involvement on children’s education at elementary school in Omesuri, Lembata Regency. The aim of the study is to ascertain how does parental involvement on students elementary education. In this case study, a qualitative research was used. Data was gathered by interviewing parents of five differents elementary school in Omesuri, who all have children that have good achivement in academic. The study found that all participants are all highly involved with their children’s education. However, not all aspects the parents involved. There were three of six aspects that the parents involved, namely parenting, communication, and learning at home. While the other three aspects were not involved, namely volunteering, decision making, and collaborating with community. The study showed that parental involvement has positive effects on students’ academic achievement on Elementary Schools in Omesuri.

scholarly journals Informing The Society About Preschool And Preprimary Education – Education Policy Implementation In Lithuania

2012 ◽  
Vol 4 ◽  
Author(s):  
Ausra Kazlauskiene ◽  
Ramute Gaučaite
Keyword(s):  
Education Policy ◽  
Policy Implementation ◽  
Rural Areas ◽  
Preschool Education ◽  
Modern Society ◽  
Children's Education ◽  
Preprimary Education ◽  
Children’S Education ◽  
The Republic ◽  
Education Policy Implementation

Modern society also distinguishes itself by a large information flow that has to be selected according to one’s needs.  A considerable number of researches proved that the spread of information about education is insufficiently efficient, so far the society is too little informed, and there is a lack of information about provided preschool and preprimary education services, in rural areas in particular. Therefore, parents, teachers and other groups of the society, which are either directly or indirectly related to preschool education, cannot use the opportunities provided by this link of education if they are not informed. For this reason it is important to analyse main documents on education of theRepublicofLithuania, to investigate the situation of informing the society about preschool and preprimary education in education policy implementation. The article is based on the content analysis, which generalizes the documents on education policy that regulate informing of the society about preschool and preprimary education inLithuania.The analysis of the documents on education of the Republic of Lithuania demonstrated that, informing about preschool and preprimary education, focal attention is paid to the target groups that directly participate in  the child’s education processes – parents/foster parents and the staff of the education system. Only the context enables us to presume what information is forwarded to other groups of the society that indirectly participate in children’s education processes. Such situation may be influenced by the approach consolidated in the documents on education of theRepublicofLithuaniaabout preschool education as an intermediate, transitional link between the family and the school; it is sought “to prove parents and the society the efficiency and necessity of qualified children’s education”. It is likely that the lack of systematic attitude towards informing various societal groups as potential social partners about children’s education and care at the legal level will limit the possibilities both of practical creation of the informing system and its functioning.

Families as Partners: The Essential Link in Children’s Education, by Andrea M. Nelson Royes

2021 ◽  
Vol 42 (1&2) ◽  
pp. 259-262
Author(s):  
Warrick Lattibeaudiere
Keyword(s):  
Parental Involvement ◽  
Educational System ◽  
Critical Role ◽  
Children's Education ◽  
Children’S Education ◽  
Point Of Reference

For the most part, children who succeed in the educational system can attest to the role parental involvement has played in their success. While some families have reneged on their responsibility or have left it up to other units in society, it is an almost undeniable fact that families are the most important point of reference insofar as educating children is concerned. In this regard, Andrea M. Nelson-Royes’ book, Families as Partners: The Essential Link in Children’s Education underscores the critical role parents and families play in the life of children, and offers a range of suggestions as to how families can be helped to appreciate this role. The information contained therein seeks to empower parents and families and critically looks at the interplay between schools, children (disabled and normal) and families themselves.

Parental Perception Of Early Childhood Educational Involvement: Research Evidence Of The Mfanstiman District Of The Central Region Of Ghana

2020 ◽  
Vol 7 (6) ◽  
pp. 310-326
Author(s):  
Ahmed Jinapor ◽  
Naa Korkor Larbi-Appiah
Keyword(s):  
Early Childhood ◽  
Parental Involvement ◽  
Central Region ◽  
Quantitative Research ◽  
Research Evidence ◽  
Parental Perception ◽  
Children's Education ◽  
Educational Involvement ◽  
Children’S Education ◽  
Children Education

This study is a quantitative research hinged on the descriptive study paradigm where perspectives of selected parents of pupils at the early childhood level at the Anomabo Circuit “A” in the Mfantsiman Municipality of the Central Region of Ghana were sought on how parental involvement is shaped in their localities, the extent of their involvement in their children education, and challenges they confront in this direction. Using descriptive and inferential statistics such as means and standard deviations, findings from the study among others revealed that parents perceived the school as a place for teachers to be in charge; though the results that emanated from the study points to parent participants of this study being involved in their children’s education. On the issue of challenges that confronts parents in the involvement of their children’s education at the early childhood level, also an objective that informed the study, the results among others include; lack of financial resources, and time constraints and busy schedules. Again, as part of recommendations in the advancement of parental involvement at the early childhood level in Ghana, the study among others calls for robust education and prescription of how parents can and should be involved in their children education.

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