Parental Involvement or Interference? Rural Teachers’ Perceptions

This research explored rural state school teachers’ perceptions concerning parental involvement in children’s education a developing country context. The data were collected through thematic interviews with teachers of public schools situated the areas Khyber Pakhtunkhwa (KPK), Pakistan. study findings revealed frustration and disappointment regarding involvement. Teachers believed that susceptible socioeconomic circumstances adherence to local customs hindered many parents from participating their education. In line this, frequently held negative parents, these have potential adversely affect parent–teacher communion learning. We offered several policy implications for enhancing parents’ roles competency supporting involvement, which could also be practical other countries sharing similar impediments, such as widespread illiteracy, poverty, lack qualified teachers.