Perceptions of primary school head teachers on parents’ involvement in children’s pre-primary education: A case of one rural district in Iringa region, Tanzania
| dc.contributor.author | Cosmas, Juhudi K | |
| dc.date.accessioned | 2020-11-25T08:01:25Z | |
| dc.date.available | 2020-11-25T08:01:25Z | |
| dc.date.issued | 2018 | |
| dc.description | Full Text Conference Paper. | en_US |
| dc.description.abstract | Research on Parental involvement in children's Pre-primary education has proven to facilitate and improve the children's confidence, interest, behaviour and academic achievement in schools. This study examined the views of primary school head teachers on the parents‟ involvement in children’s Pre-primary education in one rural district in Iringa Region, Tanzania. It was qualitative study in which consisted of 87 primary school head teachers. Data were collected through group discussions and analyzed using content analysis. The findings showed that the participants were aware of the concept of parental involvement in children’s Pre-primary education. However, the participants had limited understanding of parental involvement due to the fact the participants‟ understanding of parental involvement reflected school related activities involvement than activities assisting children at home. The advantages of parents‟ involvement included: Improved behavioural and academic achievement of students; parents become aware of their children’s learning; mutual respect and relations between teachers, head teachers and parents; increased resources; and development of school infrastructure. It emerged from the study that aspects such as low income status, low levels of parents‟ educational attainment, parental occupations, teachers‟ skills on involving parents and gendered parental involvement presented challenges to parents‟ involvement in Pre-primary education. It is concluded that, although some parents are often passive participants in their children’s Pre-primary education, parents‟ involvement in Pre-primary education has a positive impact on the parents, teachers and children’s learning. Therefore, there is a need to stimulate, support and encourage parents‟ involvement in Pre-primary education to uphold children’s learning at home and school in early years. | en_US |
| dc.identifier.citation | Cosmas, J. K. (2018). Perceptions of primary school head teachers on parents’ involvement in children’s pre-primary education: A case of one rural district in Iringa region, Tanzania. The 1st International Conference on Innovative Education and Policy Reforms for Industrial Economy in Africa (pp. 497-513). Dodoma: The University of Dodoma. | en_US |
| dc.identifier.issn | 978-9987-04-056-8 | |
| dc.identifier.uri | http://hdl.handle.net/20.500.12661/2609 | |
| dc.language.iso | en | en_US |
| dc.publisher | The University of Dodoma | en_US |
| dc.subject | Parents involvement | en_US |
| dc.subject | Pre-primary education | en_US |
| dc.subject | Preprimary education | en_US |
| dc.subject | Early childhood education | en_US |
| dc.subject | Primary school | en_US |
| dc.subject | Iringa | en_US |
| dc.subject | Primary school head teachers | en_US |
| dc.subject | Head teachers | en_US |
| dc.subject | Tanzania | en_US |
| dc.subject | Academic archivement | en_US |
| dc.title | Perceptions of primary school head teachers on parents’ involvement in children’s pre-primary education: A case of one rural district in Iringa region, Tanzania | en_US |
| dc.type | Conference Proceedings | en_US |