Participation Patterns of Parent-Teacher Council Members in Public Secondary Schools of Pakistan
DOI:
https://doi.org/10.55737/trt/v-ii.391Keywords:
Parent-Teacher Council, Parental Involvement, Participation, Academic Performance, School Management CommitteesAbstract
It is well known that parental involvement is a key contributor to improving students' learning and the effectiveness of schools. This study aims to find out the extent of participation of Parent-Teacher Council (PTC) members and how it affects the academic performance of students in public secondary schools of District Malakand, Pakistan. A cross-sectional survey design was used, which involved 258 members of the PTC and a structured participation assessment tool. Descriptive statistics and two-way analysis of variance (ANOVA) were used to analyze the data. The results showed that the participation was high among the members of PTC. Gender and position within the PTC had significant effects, but academic qualification did not. The participation of the female members was higher than that of the male members, and the individuals who were in leadership positions (chairpersons and secretaries) showed significantly higher participation than the general members. The study found that institutional roles are more important than demographic characteristics in influencing participation in PTCs. The results emphasise the importance of policies and practices that ensure inclusive participation, capacity development and equitable engagement of all PTC members to improve school performance and student outcomes.
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