Abstract
The purpose of this case study is to investigate parental involvement in the schooling process of their children through the six typologies of Parental involvement within the two selected primary schools in Katsina state of Nigeria. The study used qualitative case study method, students, parents, and teachers, of the two selected primary schools in Katsina state were interviewed. In addition to the interviews, observations were conducted; school documents were used as instruments for data collection. The study shows that parent involved in the schooling process of their children through six typologies of parental involvement. The result also indicated that parents in SA use all thesix typologies to get involve while SB uses parenting & decision making more than the rest. The finding also indicated that there is a low level of meaningful contact between school, parents and community members within School B. Apathy exists on the side of parents, low expectations on the side of School teachers, and there is no organisational structure to facilitate parental involvement in the school. The students whose parents were involved in their schooling process achieved more academic success at school than students whose parents were less involved. The study contributed to the body of knowledge by adding insightful information to the knowledge base surrounding the Implementation of the Eptein’s (1998) Typologies of parental involvement for facilitating academic success in Kasina State, Nigeria.
Highlights
Lawal (1985), Okebukola (2004), and Adeosun (2010) highlighted that parental involvement in the schooling process of their children is as far lower at the lower basic educational level as most primary school pupils were totally illiterate at the end of their primary education
Results the researcher discusses the ways parents involved in the schooling process through the six typologies of parental involvement
The section focuses on the interviewees‘ perceptions on the implementation of the six typologies, followed by analysis of the interviewees‘ responses, researcher‘s observation and schools document on the implementation of the typologies in the schooling process of the children
Summary
Lawal (1985), Okebukola (2004), and Adeosun (2010) highlighted that parental involvement in the schooling process of their children is as far lower at the lower basic educational level as most primary school pupils were totally illiterate at the end of their primary education. These problems are usually spillovers from the earlier stages of educational system in Nigeria. Kazeem and Musa (2008) suggested the need for a study on the implementation of the six Typologies of parental involvement of a model of school and family involvement Epstein‘s (2006) in the Nigerian context. The aim of this article is to examine parent-teacher relations using Epstein‘s six typologies of parental involvement from the selected Primary Schools in Katsina; the following research question was investigated: Research Question How parents get involved in the schooling process of their children through the six typologies of parental involvement?
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