Parent Involvement to Enhance Students’ Learning in Lingmethang Cluster Schools of Bhutan

Abstract

Research has consistently demonstrated the influential role of parental involvement in the academic success and overall well-being of students at various grade levels. This paper synthesizes and analyzes findings from a multitude of studies that underscore the significance of parents' active participation in their children's education.
 Parental involvement and parent-school partnership strategies are critical factors to children’s academic success. In this qualitative case study, parents’, teachers’, and administrators’ perceptions of parental involvement and parent-school partnership strategies were examined in Lingmethang cluster schools under Mongar District, Bhutan. The study also focused on exploring the parents’ understanding of their involvement in schooling processes based on the six typologies of Epstein.
 This study adopted a qualitative case study employing interview, observation and document analysis tools. A purposeful sampling method was used in the study. Nine parents, nine teachers, and nine administrators participated in the study. Data was collected and analyzed. The findings revealed that most parents are more involved in non-academic activities than academic activities. Barriers that parents, teachers, and administrators encountered in relation to school involvement and support are also noted. It was perceived that parental, school, and community involvement were important for children’s academic success and that parent-school partnerships and support were critically necessary.
 By synthesizing and critically examining these findings, this paper contributes to a better understanding of the vital role parents play in shaping the educational journey of their children. It emphasizes the importance of fostering strong partnerships between schools and families to promote student success and holistic development. The implications of the research findings are also suggested for future research.