PERCEPTION OF PRIMARY SCHOOL TEACHERS ABOUT PARENTAL SUPPORT IN STUDENTS’ ACADEMIC PERFORMANCE

Abstract

This study investigated the perception of primary school teachers about parental support and its impact on students' academic performance. Study was quantitative in nature and descriptive design was used. Primary school teachers in district Lahore were the population of study. Cluster Random sampling technique was used to collect data and sample drawn from the population consisted of 110 teachers from 4 public schools and 3 private schools in Lahore. Questionnaires were used to collect the data. Data was analyzed through descriptive statistics and inferential statistics by using SPSS. T-Test was used to find the relationship between private and public schools’ teachers. The result of the study showed that there is a significant difference between teachers’ perception of the private school and teachers’ perception of public school. The results showed that teachers perceived parental support as vital for students' academic success. Findings focused on importance of parent-teacher collaboration, effective communication, and parental education to foster the supportive learning environment. The results of this study can inform educational practices and policy initiatives aimed at nurturing the students’ motivation, overwhelmed at the improved academic performance.