THE TEACHERS’ UNDERSTANDING REGARDING THE IMPACT OF PARENTAL INVOLVEMENT IN SCHOOL ACTIVITIES ON EARLY CHILDHOOD EDUCATION IN THE PUBLIC SECTOR 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.  However, in public sector schools in Sindh, Pakistan, teachers perceive a lack of parental attention and involvement in their children's academics. This study aims to identify and analyze teachers' perceptions of parental involvement, the frequency of such involvement, and its effects on early childhood education in 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. 300 teachers were randomly selected as respondents using a simple sampling method in Hyderabad district Sindh. The research, employing a quantitative approach, utilizes a likert scale questionnaire from teachers and parents to gather data from a large sample, contributing to an in-depth understanding of the impact of parental engagement on childhood education. 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.