Teachers’ played parental roles status in their children’s learning: Selam Primary School of Woldia Town, Ethiopia

Pages: 275-282
Mollaw Abraha (Department of Pedagogical Science, Woldia University, Woldia, Ethiopia)

The study was conducted to examine to what extent teachers as a parent had participated in their children’s learning, and it also focused on how Selam elementary school was inspired to involve parents in the children’s schooling. Grounded theory was used as a design of the study. Parents, teachers, and school leaders were taken as participants of the study randomly. To collect data from these members, interviews and FGD were employed, and the data were analyzed by using open, axial, and selective coding approaches. According to the findings, most parents went to school only when their children achieved low academic performance, or they misbehaved; teachers made discussions with parents of children that have misbehaved and were academically weak. Moreover, the outputs showed that the school was failed to encourage parents to get involved in school activities and in their learners’ learning. Generally, the parental involvement of Selam primary school was futile as parenting roles such as parenting, learning at home, and communicating were focused by parents via ignoring the other three their responsibilities: volunteering, decision making, and collaborating. Therefore, parents are required to give priority for their children’s instructional activities, and teachers need to involve parents in the instructional process regularly by designing a communication plan with appropriate means of interaction. The school also has to work on how teachers and parents solve students’ instructional problems by interacting regularly