THE TEACHERS’ UNDERSTANDING REGARDING THE IMPACT OF PARENTAL INVOLVEMENT ON EARLY CHILDHOOD EDUCATION AT PUBLIC SECTORS SCHOOLS IN PAKISTAN: AN EXPLORATORY STUDY

Abstract

One of the key factors in ensuring that children continue to learn and develop successfully is parents' engagement in their education as parents are the ones who know their children the best.  The settings that relate to the teacher, school, or institution should be prepared and meet the needs of each child. In accordance with teachers’ point of view the parents at public sector school don’t show interest or involve in their children’s academics in Sindh Pakistan.  Therefore, the objective of the study was to identify and analyze the teachers’ perception of parent involvement, frequent involvement of parents and effects of parental involvement in early childhood education at public sector schools in Sindh Pakistan.

The present study is suitable for the improvement of learning and developing early childhood education, leading to improved results for children. The current study is a significant quantitative study that gathered data through a questionnaire. In order to acquire a broad understanding of the impact of parents' engagement in their childhood education a large sample of data was collected.

The results suggested, in accordance with teachers’ understanding that parents do not frequently involve in their children’s early childhood education. This low parental involvement causes the poor academic performance of their children in early childhood education at public sectors schools in Sindh Pakistan.

Keywords: Teachers’ perception of Parental Involvement, Impact of Parental Involvement, Public Sectors Schools, Sindh Pakistan.

https://doi.org/10.5281/zenodo.19738292