Abstract
The purpose of this study is to explore how and to what extent parental involvement plays role in promoting children’s education, how it can add flavor to the quality education and how parents involved in their children’s education to enhance children’s learning in primary schools of wolaita zone. Descriptive survey design was employed to collect data from twelve selected primary schools of wolaita zone in South Nations Nationalities and Peoples Region(SNNPR). Besides both quantitative and qualitative research methods using a questionnaire and interviews as data gathering techniques were applied. On the other hand, the total sample in the three study areas were 120 teachers, 12 parents and 23 principals and vice principals totally 155 respondents were participating in the study and a simple random sampling technique was used to select the participants. This helps to ensure target groups within a population are adequately represented in the sample, and to improve efficiency by gaining greater control on the composition of the sample. Quantitative descriptive statistics were compiled as part of the empirical study, accordingly; the data obtained through questionnaire were analyzed quantitatively using statistical software such as SPSS 20. Qualitative data was analyzed using typological and hermeneutical qualitative data analysis method. The data gathered through questionnaires were analyzed using percentages, mean, standard deviation, weighted mean, chi-square and an independent sample t-test. Based on the analysis the study portrayed that lack of staff training in working with parents and lack of time on the part of staff found to be a barrier to parent involvement, lack of parents education to help with school work, cultural or socioeconomic differences, Parent's attitude about the school, staff attitudes toward parents and concerns about safety in the area after school hours were some of the problems that affect parents involvement in children's education in primary schools of Wolaita Zone. Hence, it is recommended that it is necessary to make a concerted effort to increase parents’ involvement in schools through collaboration with different entities such as schools, parents, government, and non-governmental organizations. The efforts to be exerted includes awareness creation, motivating those who are active participants using different mechanisms, and training teachers mitigate the skill gap to how to encourage parents involvement. Schools also need to organize parent resource centers where parents can get the necessary information about the overall school function and students learning easily. Keywords : Parental involvement, Children's education, Quality education and Primary school. DOI : 10.7176/JEP/10-16-02 Publication date :June 30 th 2019
Highlights
Background of the StudyThe benefit of parental involvement in their children’s’ education is well recognized by parents
The objective of the study is to identify the ways and types of parent involvement and the barriers that impede their involvement in primary schools of Wolaita zone, and the following objectives were pursued:
Discussions and Findings 5.1 Characteristics of the Respondents A total of one hundred and fifty five copies of the questionnaire were distributed to the respondents. All these questionnaires were distributed among the twelve sample primary schools' teachers 120(83.9%) and principals 23 (16.08%) in Wolaita zone
Summary
Background of the StudyThe benefit of parental involvement in their children’s’ education is well recognized by parents. This can include: 1) parenting(helping families with child-rearing and parenting skills); 2) communicating(developing effective home-school communication); 3) volunteering(creating ways that families can become involved in activities at the school); 4) learning at home (supporting learning activities in the home that reinforce school curricula); 5) decisionmaking (including families as decision-makers through school-site councils, committees, etc.) and 6) collaborating with the community (matching community services with family needs and serving the community) (Georgiou and Stelios 1997) During their elementary school years, children undergo important developmental changes. Throughout elementary school, children begin to integrate knowledge from their interactions with teachers, peers, and families in order to construct identities based on their understanding of what they are good at and capable of doing
Sign-in/Register to view highlights & summary Sign-in/Register to access full text options 
Free) 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a call
