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

Abstract

Abstract The study aims to profile teachers’ views on how parents inform humanizing schooling interests and the socio-emotional development of primary school pupils. It is essential for education policymakers and decision-makers 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, which informs the study’s focus. Based on the Asuwada theory of sociation, an indigenous theory that stresses the importance of the interactive community cycle and child/individual development, this study aims to understand the development of children in the context of the parents’ engagement pathways. 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. The interviews were taped, transcribed, and evaluated thematically. Findings revealed teachers’ disposition toward parents’ involvement through crucial thematic areas, including creating collaborative communication paths. Child-centered parental networking should be reiterated among parents, which will make it possible for the children to develop interpersonal competencies, even after school.