Abstract
This study aimed to investigate the types of community participation in Taungzalat Primary School in Kalay, Myanmar, to provide information in order to develop guidelines, and to enhance community participation in school. A mixed- methods research was employed in this study. Quantitative data were collected from 245 community members using a multiple-response questionnaire. Qualitative data were collected using in-depth interviews and a focus group discussion with 19 participants. The data were analysed using Basic Statistics and content analysis and were integrated through triangulation. The results revealed that parents and community members differently involved in children’s learning and school development through all the six types of involvement by Epstein, but their participation was more directly related to student learning improvement than to school development. Community leaders, businesspersons and influential people in the community were involved in school development through PTA, representing the community, in the areas of decision-making, fundraising and school maintenance. Apart from teaching, teachers had roles of facilitating, communicating, networking and mobilizing for school development and students’ success. Research showed that the most common form of participation is resource contribution for school development. Therefore, the research suggests that all stakeholders focus on student learning improvement and on resource contribution for school development.
Highlights
Background and rationale of the study. It has been known for a long time that community participation in education or school, family and community partnership is important because of its association with a number of positive outcomes for students and school development (Epstein et al, 2018; Hoover-Dempsey, et al, 2005)
Population and Sample Taunghzalat Primary School (TPS), Kalay, Myanmar was chosen as the research site
Characteristics of Survey Respondents A total of 229 subjects, students’ parents and other community members working in the leading roles, participated in this study
Summary
It has been known for a long time that community participation in education or school, family and community partnership is important because of its association with a number of positive outcomes for students and school development (Epstein et al, 2018; Hoover-Dempsey, et al, 2005). If community and school work hand in hand and have a good relationship and Social Development Department, Faculty of Humanities and Social Sciences, Prince of Songkla University, Patthani, Thailand. Dr Social Development Department, Faculty of Humanities and Social Sciences, Prince of Songkla University, Patthani, Thailand Ph.D. Faculty of Law and International Relations, Universiti Sultan Zainal Abidin (FUHA-UNISZA), Malaysia
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