محددات المشاركة الوالدية في تعليم الأطفال: دراسة حالة روضات مدينة دبري تابور، إثيوبيا

Researcher Nigus Worku Tigabu

doi:10.64337/rgj.v1i5.165

Authors

Researcher Nigus Worku Tigabu Department of Early Childhood Care and Education, Debre Tabor University, Ethiopia. https://orcid.org/0009-0006-0948-5296

DOI:

https://doi.org/10.64337/rgj.v1i5.165

Keywords:

Children, Determinants, Parental Involvement, Education, Preschools.

Abstract

Parental involvement (PI) in the education of children is not a recent phenomenon; rather, it has become an established and integral feature of education policies across the developed and developing world. The primary objective of this study was to establish and examine the determinant factors that may influence parents to choose not to participate in the educational process or render them unable to become more actively involved. Theoretically, the study was grounded in Epstein’s overlapping spheres of influence theory. Methodologically, a qualitative case study design was employed to gain in-depth insights. Purposive sampling techniques were utilized to select four (4) pre-schools and forty (40) participants within Debre Tabor city, encompassing both private and governmental preschool institutions. The findings revealed that the socio-economic status and the level of formal education of parents have a significant and direct effect on children’s educational progress. Furthermore, it also emerged that parents are more likely to be involved when teachers’ perceptions about the role of parents are positive and welcoming. The study established that PI is additionally impacted by the age of the children. Consequently, the study suggests that parents should be supported to appreciate the profound benefits of parental involvement in the learning journey of their children. Furthermore, educational workshops ought to be developed to strengthen the relationship between parents and their children.

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