Investigating Parental Perception of their Role in Academic Performance of Children: A Qualitative Research in Public Primary Schools of District Korangi, Sindh in Pakistan
DOI:
https://doi.org/10.55737/psi.2025d-44141Keywords:
Parental Environment, Academic Performance, Low-Income CommunitiesAbstract
This paper explores how parents see their involvement in helping children to achieve academic success in low-resource public primary schools in District Korangi, Sindh, Pakistan. Although it has been realized how important parents are in such a situation, little study has been done to establish the lived experiences of parents in such settings. A qualitative phenomenological study was used, and purposive sampling was applied to involve 16 parents (8 fathers and 8 mothers) in 5 schools. They were analyzed thematically and semi-structured interviews were used. The results showed that parents played an active role in the educational processes of their children by overseeing the schoolwork of their children, attending school-related events, and helping in homework. Their interest filled in institutional failures and strengthened academic success and moral growth. The parents also indicated that they wanted to have closer interaction with the teachers. The paper has concluded that when parents have their roles recognized and appreciated, then student results are better. It emphasizes the necessity of culturally responsive engagement practices and more effective school-family communication that will allow placing the parents as partners in the educational process.
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