Secondary School Students’ Perceptions about Parent-School Partnership in District Swabi, Pakistan
DOI:
https://doi.org/10.57260/csdj.2025.283894Keywords:
Students’ perception, Parent-School partnership, Secondary schools, Parent teacher counsels, Swabi pakistanAbstract
The study investigates secondary school students’ perceptions about parent school partnership in District Swabi.Convenient sampling technique was utilized to obtained information from 90 secondary schools students of class 8th, 9th and 10th. Data was analyzed through univariate analysis by frequencies and percentages distributions. The findings indicate that the parent-school partnership is largely reactive rather than proactive. Specifically, two primary patterns emerged: 1) Reactive measures are prevalent. A majority (66.60%) of respondents agreed that teachers send home folders of students’ weekly or monthly work for parental review and comments, and 55.50% responded that teachers contact families of students having academic or behavior problems. 2) Proactive measures are lacking: A majority of students reported schools do not provide sufficient information for parents on child development (54.40% No), arrange workshops for parents (52.20% No), or produce information linked to children’s success (55.50% No). Furthermore, an overwhelming majority (77.7% No) reported the school does not have an active Parent-Teacher Association (PTA) or similar formal council. The major recommendations focus on the revival and establishment of formal parent-teacher councils, arranging capacity-building programs for parents, and involving parents in school planning and decisions.This study fills a gap by providing context-specific, student-voice evidence from a developing region where parent–school partnership practices often lag global “family engagement” paradigms. It also pinpoints that work review and problem-triggered contact are present, while parent learning opportunities and structured councils are missing, offering a practical baseline for upgrading partnership frameworks.
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