Abstract:
The study explores the dynamics of school-parent partnerships in selected private basic
schools within the Greater Accra, Ghana. Parental involvement is widely recognized as
critical to enhancing students’ academic performance and holistic development.
However, in many private schools in urban areas, parental disengagement remains a
significant challenge. The study aims to investigate the underlying causes of this
disengagement and to identify effective strategies to foster active parental involvementin the educational process. A qualitative research design was adopted, utilizing
Bronfenbrenner’s Ecological Systems Theory as the guiding framework. Data were
collected from two private basic schools in Accra through semi-structured interviews
and questionnaires involving parents, teachers, and school administrators. The study
employed purposive sampling to select participants who could provide in-depth insights
into the phenomenon of parental disengagement. Thematic analysis was conducted to
identify and interpret patterns and themes emerging from the data. The results indicate
that several interrelated factors, including socioeconomic constraints, cultural beliefs,
demanding work schedules, and insufficient communication between schools and
families influence parental disengagement. Many parents feel disconnected from the
school environment due to these challenges, leading to reduced participation in school
activities and limited support for their children’s learning at home. Existing strategies,
such as Parent-Teacher Associations and school newsletters, have had limited success
in overcoming these barriers. The discussion highlights the need for schools to adopt
more inclusive and culturally sensitive approaches to engage parents. It suggests that
existing strategies must be re-evaluated and tailored to address better the specific needs
and circumstances of families in these urban private schools. The study concludes that
strengthening school-parent partnerships is essential for improving student outcomes.
It recommends the development of comprehensive engagement policies that include the
integration of technology for communication, the creation of flexible participation
opportunities, and the establishment of stronger community-school partnerships to
support and empower parents in their role as key stakeholders in their children’s
education.
Description:
A thesis in the Department of Educational Administration and Management,
School of Education and Life-Long Learning, submitted to the School of
Graduate Studies in partial fulfilment
of the requirements for the award of the degree of
Master of Philosophy
(Educational Administration and Management)
in the University of Education, Winneba
AUGUST, 2024