Parents' Involvement in Children's Academic Success: A Case Study of One Public Primary School in Dar es Salaam, Tanzania

Abstract

This study examined the contributions of parents to children’s academic success at a public primary school in Dar es Salaam. The study employed the descriptive research design. It involved 102 participants who were recruited through random and purposive sampling techniques. The sample included parents and teachers. Data were collected through in-depth interview and documentary review, and analyzed using descriptive and thematic analyses. The findings revealed that some of the parents are educated but did not spare enough time to help their children or guide them in their homework. In addition, poor teaching and learning environment, poverty of some families, truancy, frequent interruption of studies, overcrowded classrooms and shortage of teaching and learning materials contributed to pupils’ poor performance at the school. Despite the fact that parents attended school meetings and there was communication between the parents and the teachers, there was only a marginal impact on the pupils’ academic success. Therefore, parents have to spare more time for their children at home, attend school meetings, and work closely with teachers in order to improve pupils’ academic success in all subjects done by pupils, and in which poor performances have been observed. The study recommends that parents should be actively involved in the academic affairs of their children, and also strengthen teacher-parent relations, with a view to achieving a common ground in addressing the challenges of pupils.