PARENTAL INVOLVEMENT AND TEACHERS’ EFFECTIVENESS IN PUBLIC PRIMARY SCHOOLS IN AKURE NORTH L.G.A OF ONDO STATE

Abstract

The educational sphere is characterized by a complex interplay of factors that influence student learning. Among these, parental involvement and teacher effectiveness stands out as particularly salient. This study investigates the dynamic relationship between these two factors,  examining how they interact to influence teachers’ performance and students’ academic performance in public primary schools in Akure North Local Government Area of Ondo State. The descriptive research design was adopted. Two self-developed questionnaires were used as instruments for the study titled “Parental Involvement Questionnaire” and Teachers’ Effectiveness Questionnaire’ with reliability coefficients of 0.78 and 0.8 respectively. The sample was 157 drawn from 17 public primary schools. The sample consisted of 72 teachers and 85 PTA Executives. Proportionate sampling technique was used to draw 50% of teachers in each school to get 72 teachers while 5 members of the parent teachers’ executives were purposively taken as participants for the study to make 85. Both descriptive and inferential statistical analysis was used to analyze data for the study, and all hypotheses were tested at a 0.05 level of significance. Findings showed moderate teachers effectiveness ( X =3.23) and moderate parental involvement ( X =3.17) in public primary schools in Akure North Local Government Area of Ondo State. Further findings revealed a significant relationship between parental involvement and teachers’ effectiveness. (p = 0.000); The study concluded that parental involvement influences teachers’ effectiveness in public primary schools in Akure North Local Government Area of Ondo State. Based on the findings and conclusion drawn from the study, it was recommended that Teachers should encourage parents to support their children's homework and learning activities at home, providing guidance and resources as needed, among others.