Parent Teacher Association Research Articles

Funding and Support Supervision under Universal Primary Education

Support supervision promotes continuous improvement in the quality of teaching and learning by providing necessary leadership and support for quality improvement processes. Several policies and guidelines on funding and support supervision to schools have been made to create efficiency and effectiveness in education. The study investigated the relationship between funding and support supervision in Universal Primary Education (UPE) schools in Uganda. The study orientation was quantitative using a cross-sectional survey design. Stratified random sampling was used to select UPE schools for the study and simple random sampling for selecting the teachers while purposive sampling was used to select head teachers, school management committees (SMCs), parent teachers association (PTAs), local council III (LCIIIs) and district officials. A total of 265 respondents participated in the study. The results indicated that the status of funding is low, the level of support supervision is also low. However, and funding status has a significant positive relationship with the level of support supervision (r = 0.373; p < 0.01). The study concluded that the low level of support supervision and the poor performance in UPE schools is attributed to the low status of funding under UPE schools in Nwoya district, Uganda. Keywords: support supervision, UPE schools, funding gaps in education, Uganda DOI: 10.7176/JEP/12-27-08 Publication date: September 30 th 2021

Online digital platform use by adolescents in Kenya

ABSTRACT This study explored internet use by adolescents, aged 12–14 years, who reported negative online experiences in Kenya. A qualitative case study method was employed, using in-depth interviews and thematic analysis. The study’s findings show that young people frequently used online platforms at night for entertainment (online gaming, betting, chatting, and streaming content) and educational purposes (searching for educational content). The challenges they encountered included fraud, stalking, pop-ups, and accidental access to adult content. They devised strategies for staying safe that included going offline, ignoring messages, deleting accounts, and hiding online (e.g. fake photos or IDs). Study findings indicate that female users more readily reported issues they encountered online than males. The study suggests the need for strategic partnerships between relevant international and local stakeholders to create awareness and empowerment programs (training, advocacy, and resourcing) to address online risks through the media, formal school programs, and parent–teacher associations. IMPACT SUMMARY a. Prior State of Knowledge: While adolescents’ digital platform use has been studied extensively in other countries, little is known about the online behaviors of African adolescents in general and Kenyan adolescents in particular. b. Novel Contributions: This study responds to the public dialogues on the security and safety of adolescents using internet resources in Kenya and elsewhere by providing empirical data on the internet safety of adolescents in Kenyan schools. c. Practical Implications: Stakeholders are encouraged to form strategic international and local partnerships to create awareness, implement empowering training programs, as well as advocate and provide resources through the media, parent–teacher associations, and formal school programs that address adolescents’ online risks.

Factors influencing adolescent self-identity development of Senior High School Students in Effutu Municipality in Central Region. Ghana

Purpose: The study sought to explore the parental and peer factors that influence adolescent self-identity development of senior high school students in the Effutu Municipality. 
 Methodology: The descriptive survey design using the quantitative method was adopted for the study. A self-designed questionnaire was used to collect data for the study. Simple random sampling technique was used to select a sample of 310 students for the study. Frequencies, percentages were used to answer the research questions while Independent-Samples t-test was used to test the hypotheses. 
 Findings: The findings revealed that frequent parent-adolescent communication enhances adolescent self-identity development. It was also found that peer feedback was a source of adolescent self-identity development. The study also revealed that there was statistically significant gender difference with regard to peer factors contributing to adolescent self-identity development. 
 Unique contribution to theory and practice: It was recommended that during Parents Teachers Association meetings, parents should be educated by the schools on the need to create conducive environments at home to help their children build strong self-identities since parents make impact on their self-identity development.

Funding options in the management of junior secondary schools in Kaduna state, Nigeria

Introduction: Funding education in Nigeria has been challenging. Government has battled synchronous funding shortfalls and has categorically declared that funding education is the responsibility of all. Hence, School leaders are faced with the complex challenges of funding options and managing meagre finances and resources. Purpose: The objectives of the study were to find out the funding options, determine the management skills used for raising fund, ascertain the contributions of community in funding, and to determine the influence of managerial skills of principals on funding options. Design: Research questions and one null hypothesis were answered and tested to achieve the objectives. The cross-sectional survey design was used. The sample of 111 out of a population of 411 principals was used for the study. A 20 item questionnaire tagged: Funding Options Management Questionnaire (FOMQ) was employed for data collection. The statistical techniques used for analysis are mean and standard deviation for answering research questions and t- test of independence for test of hypothesis. Results: Findings revealed funding options to include: raising money through the Parents Teachers Association levies, user charges, school-based management charges, alumni assistance with less search for international grants. The managerial skills used to raise fund include cordial relationships, communication, planning, and coordinating. In addition, there was a significant difference between funding options and principals’ managerial skills. Recommendations: It was recommended among others that school administrators should be creative in the funding options, search for international grants, advocate for supports, and government to re-engineer public campaign for awareness and participation of stakeholders in funding education.

HEAD TEACHERS’ MANAGEMENT STRATEGIES AND PARENTAL SUPPORT IN SPECIAL PRIMARY SCHOOLS IN LAGOS STATE, NIGERIA

The study investigated management strategies of Head teachers and parental support in special primary schools in Lagos state, Nigeria.The study adopted the descriptive survey research design. The population for the study comprised all the The study investigated management strategies of Head teachers and parental support in special primary schools in Lagos state, Nigeria.The study adopted the descriptive survey research design. The population for the study comprised all the seven School Heads and teachers in the special schools as well as all Parent Teacher Association (PTA) members in the schools. A sample of 31 respondents was used, 21 respondents were selected using the cluster sampling technique while 10 PTA members were sampled using the convenient sampling technique. The instruments used in the study for collecting data were a self-designed questionnaire titled “Influence of Management Strategies on Parental Support Questionnaire” (IMSPSQ) and an interview guide titled ‘Influence of Management Strategies on Parental Support Interview Guide’ (IMSPSIG).The validity and reliability of the instruments were ensured before use. Percentage and frequency counts were used to analyse the data collected. The result showed among others that providing parental support skill acquisition programmes, effective communication with parents, providing opportunities for parents to suggest ideas, involving different stakeholders and adoption of decentralized decision making approach were the various management strategies adopted in special primary schools in Lagos state. The result also showed that the level of influence of management strategies on parental support in special primary schools in Lagos State was moderate. The study recommended that government and other concerned organizations and bodies should sensitize schools and organize training programmes, seminars or conferences for Head Teachers and classroom teachers in primary schools on the importance of involving parents in school management.Key words: Management, Strategies, Parental Support, Special, Primary-Schools

Youth Off-Script: Unleashing the Life Stories and Hopes of the Out-of School-Youths

This study utilized the narrative inquiry and phenomenological research design. This inquiry aimed to explore and capture the eidetic life stories and hopes of the Out-of-School Youths. A total of five participants who were selected applying the chain-referral sampling took part in an individual open-ended and in-depth interview. The narratives of the participants were categorized into three. The first category is their life stories during their stay in School. It was noted that four themes emerged in this category, such as (1) struggle to live and to survive, (2) push, pull, and fall out, (3) Bully, bullied: Blended (4) low, lone, and leave. This study also highlighted the life stories of the participants after they dropped out of school. There were two themes generated: (1) Home, Haze, and bored; (2) easy go lucky. Moreover, the study also highlighted the hopes of the participants, and three themes appeared such as (1) hope for education and employment, (2) hope for the revival of their sense of pride and self-esteem, and (3) hope for support and assistance. Likewise, the researchers came up with initiatives to answer the hopes of the participants, to wit: (1) organization of Parent Teachers Association, (2) collaboration with the PSWD, DTI, and TESDA (3) collaborative extension programs between and among the different departments of the university.

EXTENDING E-ADMINISTRATION CAPABILITIES FOR SAFE SCHOOL MANAGEMENT USING ICT PERIPHERAL DEVICES IN SECONDARY SCHOOLS IN EBONYI STATE, NIGERIA

This work investigated extending e-administration capabilities for safe school management using ICT peripheral devices in Ebonyi State. Specifically, it investigated the ICT peripheral devices available to principals of public and private secondary schools in Ebonyi State and the extent they use these peripheral devices in extending the functionality of e-administration platforms for managing safe school in the face of growing insecurity in secondary schools in Ebonyi State. Two research questions guided the study and two null hypotheses were tested at 0.05 level of significance. Descriptive survey research design was adopted for the study. The population was 350 principals, while multistage sampling procedure was adopted to sample 120 principals (60 public and 60 private secondary school principals). A 10-item questionnaire which was divided into two parts was used to collect data for the study. Kuder-Richardson 21 and Cronbach’s Alpha method were used to establish the reliability for the two parts of the questionnaire and the reliability coefficients obtained were 0.98 and 0.87 respectively. Data analysis was done using frequencies and percentages for research question one, while mean was used for research question two. X 2 and t-test were used to test Ho1 and Ho2 respectively at 0.05 level of significance. Findings indicated that all the five ICT peripheral devices were not available in public secondary schools, but one of the five ICT peripheral devices was available in private secondary schools. Finding from Ho2 indicated that there was no significant difference between the mean ratings of public and private school principals on the extent to which they apply ICT peripheral devices to extend the scope of their e-administration platforms in secondary schools in Ebonyi State. Based on these findings conclusion was drawn and it was recommended among others that the Parents Teachers Association (PTA) should help by donating some ICT peripheral devices that can be used to enhance school management and safety of their children. Article visualizations:

School Systems and the PTA: Partnering in the Time of COVID-19

School systems and parents have fought over control of K-12 education for more than 150 years. However, the COVID-19 pandemic shined a spotlight on the need for school systems and parents to build cross-sectoral partnerships to deliver that education. One vehicle for this cross-sectoral partnership is the Parent Teacher Associations (PTA) found in every school district. Partnering is not a novel idea in education. School districts partner with colleges and universities, after-school providers, and school-based health systems. It is time for educators and their communities to reexamine and strengthen their cross-sectoral partnership with the nongovernmental organization that is already there, the local PTA.

EXAMINATION OF THE ADEQUACY OF RESOURCES PREPAREDNESS FOR IMPLEMENTATION OF INTEGRATION OF DIGITAL LEARNING IN PUBLIC PRIMARY SCHOOLS IN MERU COUNTY, KENYA

Purpose: Digital learning integration (DLI) in schools has positive implications for the education systems. DLI programme was rolled out in Meru County alongside other 46 counties in Kenya in 2016 after several postponements. However, DLI programme adoption is attributed to preparation challenges. This study examined the adequacy of resources on implementation of DLI programme in public primary schools in Meru County.
 Methodology: The study was guided by Roger’s diffusion of innovation theory and Boum’s project management cycle. The study used descriptive survey design and adopted mixed method approach. The study targeted 710 public primary schools in 9 sub-counties. Data was provided by 710 head teachers, 7032 teachers, 2004 Parent Teachers Association (PTA) executive members, and 25,720 grade 3 DLI programme pioneer pupils. A 10% sample of schools was considered sufficient which was obtained using simple random sampling technique. As a result, 71 head teachers and 703 teachers were obtained. Purposive judgmental sampling technique was used to get 201 PTA members. Further, Sloven’s formula was used to get a sample size of 396 pupils that formed Focus Group Discussion (FGD) each consisting of 8 learners, and 9 SCDEs were purposively sampled. Questionnaires were used to collect data from head teachers, teachers and PTA while interview schedules and FGDs were used to get data from SCDEs and from learners respectively. Observational schedule was also used to provide guide for focusing observation and recording data. The research tools were pre-tested for validity and reliability. The quantitative data was analyzed using IBM SPSS Statistics for Windows version 22. The data was analyzed, interpreted and reported using percentages, measures of central tendency. Univariate regression analysis was used to test hypothesis. Qualitative data was analyzed according to themes based on study objective and reported in narratives.
 Findings: Through computation of Pearson product moment correlation coefficients confirmed that there is significant positive correlation (r = 0.825) between variable adequacy of digital learning resources against DLI at 0.05 level of significance. Resources such as tablets, internet connectivity, computer laboratory and electricity were noted to be inadequate. Learners who were introduced to DLI appreciated and were always eager to learn using the available digital technology resources. In addition, there was no monitoring or evaluation of the digital programme after roll out by quality assurance and standards officers as per the policy guidelines. The study concluded that preparations for digital programme were inadequate. The findings will be useful to educationists, parents, teachers, and policy makers.
 Unique contribution to theory, practice and policy: The study recommended that MoE should go back to the drawing board and come up with proactive measures on provision of digital learning resources. Adequate resources such as tablets, desks, computer laboratories, network connectivity and electricity among others should be availed to all schools. Tablets available are too few to be distributed to pupils during this period of COVID-19 pandemic leading to resource wastage. MoE should own the innovation and facilitate its full adoption by coming up with apt monitoring and control systems. Political objectives should not be allowed to overshadow policy structures such as planning, management and administrative processes.

A Black mother’s counterstory to the Brown–White binary in dual language education: toward disrupting dual language as White property

There is a rich body of Dual Language (DL) research documenting, primarily, how Latinx students are marginalized in DL programs for the benefit of White students. We refer to this as the Brown–White binary, in which race relations are over-simplified between two racial groups to the exclusion of nuance of other racial categories. This is similar to the ways race relations have often been oversimplified in the United States (U.S.), due to its earlier histories of understanding race through a Black–White binary. In this article, we present Critical Race Theory counterstory research by considering how racialized inequality is perceived and lived from one Black mother in a Southeastern U.S. DL program in a Title I elementary school. Through two years of co-participative storying with this highly engaged African American DL parent/co-author—who also served at the time as the school’s parent-teacher association (PTA) president—we demonstrate a case of how Black families may also be marginalized in U.S. DL programs by White parents, teachers, and administrators. Three overarching themes/processes relating to both neighborhood and metaphorical gentrification of DL emerged for this Black DL PTA president. First, Whiteness was enacted as a property right by other parents in the PTA; resulting in racial battle fatigue, the second theme. Blanton ultimately found forms of resistance and self-care to navigate the physical and discursive gentrification in her school and PTA, the final theme in this research. We also provide recommendations for schools and districts to actively work to promote equity through DL, instead of for the defaulting benefit of White accrual of property.

Community Support in the Development of Rural Basic Schools in Ghana. A Study in the Assin South District

This study was to find out the support offered by the school community in addressing challenges faced by rural basic schools in the Assin South District of Ghana. The sample for the study consisted ten basic school headteachers, one hundred and forty teachers, and ten Parent Teacher Association chairpersons. The mixed method design was adopted. Respondents were selected using the purposive and convenience sampling procedures. Again, the study used questionnaire and interview guide as instruments for data collection.The study showed that the community support in education was significantly related to pupils’ access and enrolment in basic education. Again, this study revealed that community support in the Assin South district related to school management. Furthermore, it was evident from the study that, there was a significant difference among the scores of schools with very good, good and poor community support in schools development programmes. Therefore, the hypothesis which state that the community support in school have significant effect on basic schools development in the Assin South District was supported. Based on the findings and conclusions the following recommendations were given:The District Education Oversight Committee should endeavour to educate stakeholders on their roles and responsibilities in educational management in the district during school durbars. The Ministry of Education and the Ghana Education Service should make it a policy the need for communities to support schools in their jurisdiction in areas such as building, maintaining and managing the schools.The Parent Teacher Association and the community leaders can build an environment in their areas through active concern and support for improving the quality of education. In doing this there should be good communication between the school and community. Regular parent-teacher meetings explaining the value of education. With this, parents will know the performance of their children on regular basis and if there is any shortfall, take remedial action for improving their children’s education. Keywords: Community support, challenges, basic education, rural, quality education DOI: 10.7176/JEP/12-9-02 Publication date: March 31 st 2021

The Introduction and Settlement of Japanese PTA: Postwar PTA Plan in Occupied Japan

이 연구의 목적은 크게 두 가지이다. 첫 번째는 전후 교육개혁기 일본에 도입된 PTA(Parent-Teacher Association)의 구상과 실태조사 내용을 정리하고 당시 일본 교육개혁을 주도했던 GHQ(General Headquarters, 연합군 총사령부)의 CI&E(Civil Information and Education Section, 민간정보교육국)가 PTA에 기대했던 역할과 이념, 근대 학교 제도 성립 이후 각 학교 단위로 형성되었던 학부모 단체가 PTA로 재편되어야 했던 이유를 분석한다. 두 번째는 이 시기 CI&E와 문부성을 중심으로 진행되었던 논의와 실태를 기반으로 PTA 운영원리의 배경이 되는 결사의 이념과 더불어 당시 일본의 학교와 가정, 지역의 관계를 고찰한다. PTA는 전후 GHQ에 의해 미국의 개념을 도입한 것이지만, 이미 일본 지역사회에는 학교를 지원하기 위한 학부모 단체들이 조직되어 있었다. 기존 학부모 단체의 역할은 주로 학교에 기부와 후원을 통해 재정지원 활동에 집중되어 있었으며, CI&E는 전후 PTA를 통해 이를 민주적으로 재편하려 하였다. PTA의 운영 및 활동이념은 개인의 자발적 참여를 통해 교육 문제를 논의하는 민간 교육 단체였으며, 이는 민주적 운영과 자유롭고 주체적인 학습활동을 수반한다. 하지만, 전후 급속도로 진행된 PTA 구상을 통해 기존의 학부모 단체의 활동 성격을 근본적으로 재편하는 것은 쉽지 않았다. PTA가 보여주는 과제의 본질을 파악하기 위해서는 그 배경에 있는 가정과 학교, 지역 간의 관계가 어떻게 형성되어 왔는지를 복합적으로 고찰하여 PTA의 ‘일본화’ 과정을 분석할 필요가 있다. 이는 자발적 결사로서의 PTA를 구현하기 어렵게 만드는 원인이 무엇인지를 ‘지역이 학교를 일방적으로 지원’하는 일본 교육현장의 통념적 실천에 대한 비판적 고찰이 수반될 필요성을 제기한다.

The Introduction and Settlement of Japanese PTA: Postwar PTA Plan in Occupied Japan

이 연구의 목적은 크게 두 가지이다. 첫 번째는 전후 교육개혁기 일본에 도입된 PTA(Parent-Teacher Association)의 구상과 실태조사 내용을 정리하고 당시 일본 교육개혁을 주도했던 GHQ(General Headquarters, 연합군 총사령부)의 CI&E(Civil Information and Education Section, 민간정보교육국)가 PTA에 기대했던 역할과 이념, 근대 학교 제도 성립 이후 각 학교 단위로 형성되었던 학부모 단체가 PTA로 재편되어야 했던 이유를 분석한다. 두 번째는 이 시기 CI&E와 문부성을 중심으로 진행되었던 논의와 실태를 기반으로 PTA 운영원리의 배경이 되는 결사의 이념과 더불어 당시 일본의 학교와 가정, 지역의 관계를 고찰한다. PTA는 전후 GHQ에 의해 미국의 개념을 도입한 것이지만, 이미 일본 지역사회에는 학교를 지원하기 위한 학부모 단체들이 조직되어 있었다. 기존 학부모 단체의 역할은 주로 학교에 기부와 후원을 통해 재정지원 활동에 집중되어 있었으며, CI&E는 전후 PTA를 통해 이를 민주적으로 재편하려 하였다. PTA의 운영 및 활동이념은 개인의 자발적 참여를 통해 교육 문제를 논의하는 민간 교육 단체였으며, 이는 민주적 운영과 자유롭고 주체적인 학습활동을 수반한다. 하지만, 전후 급속도로 진행된 PTA 구상을 통해 기존의 학부모 단체의 활동 성격을 근본적으로 재편하는 것은 쉽지 않았다. PTA가 보여주는 과제의 본질을 파악하기 위해서는 그 배경에 있는 가정과 학교, 지역 간의 관계가 어떻게 형성되어 왔는지를 복합적으로 고찰하여 PTA의 ‘일본화’ 과정을 분석할 필요가 있다. 이는 자발적 결사로서의 PTA를 구현하기 어렵게 만드는 원인이 무엇인지를 ‘지역이 학교를 일방적으로 지원’하는 일본 교육현장의 통념적 실천에 대한 비판적 고찰이 수반될 필요성을 제기한다.

Implementation of the Free and Compulsory Primary Education Policy in Public Schools in Ogun State, Nigeria: Evaluation

The launching of the Universal Basic Education scheme in Nigeria in 1999 was the country’s response to the global call for universalization of access to basic education. The Universal Basic Education Act, enacted in May 2004, serves as the legal framework for the programme and it provided for primary education to be free and compulsory. Much has been done by different tiers of government to ensure the achievement of this objective. This study evaluated the extent to which primary education was free and compulsory in public schools in Ogun State, Nigeria between 2004 and 2012. The findings show that though tuition was free, pupils still paid for Development Levy and Parent Teachers Association Levy. The findings also show that parents purchased textbooks, exercise books, uniforms, sandals, socks and other school materials for their wards. Furthermore, the results show that more than half a million children of school-going age in the state were out of school during the 2012 – 2013 academic session. These show that primary education was neither free nor compulsory in the state during the period under study. The implication is that Nigeria’s objective of achieving national primary education goals within the global EFA context had not been achieved.Keywords: Evaluation, Implementation, Policy, Primary Education, Basic Education

Music as a Tool for Shaping the Growing Individual: A Review

The paper is directed at contributing to the awareness of the need to emphasize the need for music education in schools. Music has largely been touted as a tool for training, however, it is practically being employed as a source of entertainment and a means of engaging learners in the classroom, thereby paying less attention to its evolving effect on the individual. Consequently, a number of literature emphasizing the importance of music as an instrument for the total development of the learner, has been thoroughly reviewed in this paper. This is to expose stakeholders of education particularly educators, policymakers, parents and heads of educational institutions to the inseparable benefits of music in the general education of the learner. It is therefore crucial for teachers and heads of schools to liaise with Parent-teacher associations, non-governmental organizations, School management boards and the Ministry of Education to help furnish schools with appropriate musical instruments and facilities such as sound laboratories, secluded rooms for audio-visuals to aid teachers and learners in the teaching and learning endeavour. Keywords: Music education, Philosophy of music, Interpretation of music education

Gender Equality at School in Contemporary Japan

InJapan, since the 1970s, women’s studies, then gender studies in the 1990s, have flourished in the realm of sociology faculties and notably, the relationship between education and gender has been extensively examined. This article aims to demonstrate how different actors within the compulsory education system are struggling to control these sensitive topics. If we were to consider school as a hierarchical organizational structure, the MEXT (Ministry of Education, Culture, Sports, Science, and Technology) would be the top of the pyramid, followed by the local board of education, the school directors and principals, the various teachers, the PTA (Parent-Teacher Association), the pupils, and lastly other external actors. The Ministry of Education openly encourages, supports and promotes gender equality. However, concrete results are still missing. The Ministry, the school educators and administrators seem to contradict one another, with many double standards. Thus a gap appears between a call for gender-equal education and the concrete implementation of gender equality education measures in schools. To which extent each actor of the school system is acting for gender equality? Which factors are relevant for an implementation of gender-equal education? To answer these questions, data based on an ethnographic research conducted in some primary schools in 2013-2014 will be used to understand what is at stake at the local level. The particular case ofMachidaCitywill be analyzed. This article will pinpoint how a single classroom is the complex product of double standards which have conflicting influence between the Ministry, educators and schools administrators, and other actors related to primary schools.

Disciplining Techniques Used by Teachers and Principals to Deal with Students’ Incivilities in Eritrean Schools

In the Eritrean school system, corporal punishment is officially banned, but teachers and principals are often observed using it. There is lack of empirical evidence about the disciplining techniques employed by teachers and school administrators in the literature representing the Eritrean context. However, students and parents complain about the way teachers and school leadership attempt to discipline students. The paper explored the repertoires of strategies schools employ to handle students’ misbehaviors and alternative mechanisms of disciplining to positively influence misbehaving students. The study used cross-sectional survey research method combining qualitative and quantitative research approaches. The study involved 513 participants comprising school management team, teachers, students, members of parent-teacher association, school discipline committee from five schools and college graduating students. Therefore, qualitative and quantitative data were collected from multiple sources of information through questionnaire, interview and focus group discussions. In addition, experiential data were gathered in a field work of school based observation and relevant secondary data. The results are thematically presented following the major research questions. The main “disciplining techniques teachers and school principals use in school compounds are discussed in detail. The findings show that the disciplining techniques employed in the schools are corporal punishments that reflect the teachers’ and principals’ aggression rather than wisely guiding and disciplining misbehaving students. Keywords : corporal punishment, disciplining techniques, positive disciplining strategies DOI: 10.7176/JEP/12-4-01 Publication date: February 28 th 2021

Contribution of Environmental Factors to Quality Education Delivery in Public Junior High Schools in Talensi-Nabdam District

This study investigates the contribution of environmental factors to quality education delivery in public Junior High School in Talensi-Nabdam district. Quantitative approach using descriptive survey design was adopted for the study. All 32 headmasters and 230 teachers of the 32 public Junior High Schools in the Talensi-Nabdam district, all the supervisors for the 8 circuits, the District Director of education (DDE), 32 Parent-Teacher Associations (PTAs) and 32 School Management Committees (SMCs), and the District Chief Executive (DCE) of Talensi-Nabdam totaling 303 participants were randomly selected. Results of the study showed that parents engaged in dressmaking and tailoring, shea butter extraction, pito brewing, pottery, dry season gardening, animal husbandry there are available income generating activities within the communities that parents often engage in for a living. Also, findings revealed that parents used income they generate to support quality education delivery by buying their school uniform for their children, provide exercise books and other writing materials, provide pocket money to their children for school, pay for mock examinations, pay for registration fee for final examinations, and other special levies that a school’s PTA may ask for. Keywords: Talensi-Nabdam, district, quality education delivery, shea butter extraction DOI: 10.7176/JEP/12-2-05 Publication date: January 31 st 2021

Parent Teacher Associations in Turkey and Switzerland: A Comparative Study

Bu çalışmanın amacı Türkiye ve İsviçre’de (Zürih kantonu) okul aile birliği [OAB] kurumunun yapısını ve işleyişini ülkelerin ilgili mevzuatlarını inceleyerek ve her bir ülkeden birer okul müdürü, okul aile birliği başkanı ve öğrenci velisinin görüşlerini karşılaştırarak benzerlik ve farklılıklarını ortaya koymaktır. Nitel bir araştırma olarak tasarlanan bu çalışmada veriler doküman analizi ve yarı yapılandırılmış görüşme formu aracılığıyla toplanmıştır. Araştırmanın çalışma grubu Türkiye’de Afyonkarahisar ili merkez bölgesinden bir ortaokuldan ve İsviçre Zürih kantonu merkez bölgesinden yine bir ortaokuldan 2 okul müdürü, 2 okul aile birliği başkanı ve 2 öğrenci velisinden oluşmaktadır. Araştırmanın sonucunda, her iki ülkedeki okul aile birliği yönetmeliğinde benzerlikler ve farklılıklar bulunmuştur. Bunun yanı sıra görüşmelerden elde edilen sonuçlar aracılığı ile her iki ülkede de ilgili mevzuatın uygulamaya nasıl yansıdığı konusu tartışılmış ve iki ülkedeki okul aile birliği yapıları karşılaştırılmıştır.

Parental Involvement and Pupils’ Academic Performance in the Cape Coast Metropolis, Ghana

Abstract Studies have shown that pupils’ academic performance is not only determined by their parents’ socio-economic status but also parental involvement in the education processes. The study, therefore, examined the socio-economic status of parents and its influence on pupils’ academic performance looking at the role of parental involvement in that relationship. With Walberg’s theory of educational productivity as a lens, the findings were based on surveys with 120 pupils selected randomly from Kwaprow Basic School and 10 and 5 interviews with parents and teachers respectively. The study found that parents’ education did not significantly affect students’ academic performance. Parents were not assisting their children in their academic activities including failure to attend Parent-Teacher Association meetings and not assisting them with homework. This was largely attributed to parental low educational level. However, with a 0.045, 0.028, 0.041 and 0.036, as p-values, the study showed that there was a statistically significant relationship between parental involvement, occupation and family size and academic performance of pupils. In order to improve students’ academic performance, the study recommended that the Parent-Teacher Associations (PTA) should intensively sensitise parents on the need to involve themselves in their wards’ education so as to aid them to perform better academically.