Abstract:
The key foundation of education is primary education. If children get the effective primary education, they help
them to pursue successfully the following ones. The primary schools present crucial opportunities for children’s
growth, development and learning. The effective teacher-parent partnership in their children’s education is thus
important since the parents are the first educators of their children, if they work in partnership with teachers, the
children can have the strongest foundation of education. Most importantly, parents’ engagement in their
children’s education develop their academic results. The main objective of this thesis was therefore to explore
the determinants of teacher-parent partnership in their children’s education as influenced by: level of partnership
between parents and teachers, teachers’ views on teacher-parent partnership, barriers that hinder teacher-parent
partnership and the strategies that can be implemented by the schools to promote the effective teacher-parent
partnership in their children’s education. Model of Parents' Engagement, which outlines six categories of
parental engagement like parenting, communication, volunteering, at-home learning, decision-making, and
community collaboration served as the study's foundation. The study employed the descriptive research design
and specifically used the survey method, focused on cross-sectional survey. The sample size constituted 4 schools,
4 head teachers, 6 teachers and 100 parents. A questionnaire was utilized to gather data from parents, and a
schedule of interviews was employed to obtain information from head teachers and primary teachers. Data were
examined using both qualitative and quantitative methodologies. The findings revealed that parents consistently
participated in activities that needed them to financially support their children. However, parents rarely
participated in other academic activities due to a lack of teacher-parent collaboration, which limits their access
to timely academic information on their children. The study thus concluded that there was poor teacher-parent
partnership where parents involved more in activities that required financial contribution to the expense of other
necessities. It was therefore recommended that policy developers should specify clearly the contribution of
parents in their children’s academic process and the way of following up their implementation.
