Engaging Parents for Improved Schooling Outcomes of Under-8 Pupils: A Teachers’ Qualitative Perception

Abstract

Purpose. Based on the Asuwada Theory of Sociation, an indigenous theory that stresses the importance of the interactive community cycle, this study aims to understand teachers’ views of children’s schooling in the context of the parents’ engagement pathways. Education policymakers and decision-makers need to understand how outside factors affect children's education as they grow up. This is because education is a continuous, lifelong process largely predictable by activities from when and where children are born. While it is assumed that developing a child's whole personality is the teacher's job, studies have shown that this goal can be challenging to achieve when other aspects of their education are not up to par. However, studies show that parents have not shown much effort, hence this study. Methodology. The study, guided by one research question, adopted the qualitative research design. A semi-structured interview was conducted with twelve (12) seasoned primary school teachers with at least 20 years of teaching experience in the Ibadan Metropolis, Nigeria. Interviews were transcribed and evaluated thematically. Result. Findings revealed teachers’ disposition toward parents’ involvement through crucial thematic areas. We conclude that Child-centered parental networking should be reiterated among parents, making it possible for the children to develop interpersonal competencies, even after school. Conclusion. There are identified areas of engagement that are directly and mutually child-oriented beyond the common narrative of benefiting children alone, through which parents can be involved to improve the schooling interest and socio-emotional development of primary school pupils.