Parent-Teacher Relationship; A Mechanism for Improving Academic Performance in Basic School Pupils, Tamale Metropolis, Ghana

Abstract

This study examines the impact of parent-teacher relationships on the academic performance of basic school pupils in Tamale Metropolis, Ghana. Using a descriptive cross-sectional survey approach, data were collected from 257 parents, teachers, and pupils in selected schools in the metropolis. Parent-teacher interactions analyzed in this study include levels of communication frequency, the intensity of parental engagement, and the timeliness of academic performance feedback. In the study, it was found that most parents possess tertiary school qualifications and demonstrate moderate to high levels of involvement in their children's educational interests, including frequent communication with teachers and homework collaboration. A descriptive analysis of demographic characteristics, parent-teacher relationships, and parental involvement was conducted using percentages, mean, and standard deviation. Inferential statistics, such as chi-square and independent sample t-tests were used to identify significant relationships between parental engagement and higher academic performance. That is, frequent communication between parents and teachers is highly correlated with prompt communication about pupil’s academic progress. Despite some mitigating challenges, such as occasional low-expected-cell counts in the chi-square table, these findings highlight the crucial need for collaborative efforts between school and home to facilitate student attainment. The study recommends that the Ghana Education Service (GES) and other educational authorities should foster different communication networks, introduce parental-friendly policies, and facilitate parental capacity development through initiatives supporting capacity development to sustain these links. Such strategies will help to raise educational quality and facilitate student accomplishment in Tamale Metropolis and comparable areas.