Perspectives of stakeholders on parent-school partnerships in basic schools in the South Tongu District of Ghana

Abstract

This research employed qualitative method to study how parents-school partnership influences academic performance of pupils in South Tongu District in the Volta Region of Ghana. Two schools and 16 participants (6 parents, 6 teachers, and 4 pupils) were purposively selected. The study
adopted semi-structured interview to collect data. The key endings were that pupils' academic performance could improve when parents provide
pupils with learning resources. The study further revealed that parents' educational background, economic activities, nature of school climate,
and poverty can pose barriers to parent-school partnership. Finally, it was indicated that education, attendance at PTA meetings, reduction of pupils'
workload, and organization of school events could help improve parent school partnership. The study recommends that parents should be
empowered economically by government to be able to meet the educational obligations to their pupils. Also, schools should establish rapport with parents to create enabling environment for discussion of pupils' school matters.