How Does Parental Involvement Affect Students' Academic Performance in Public Schools? A Case Study

How Does Parental Involvement Affect Students' Academic Performance in Public Schools? 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A Case Study Padam Poudel, Dhanapati Subedi This is a preprint; it has not been peer reviewed by a journal. https://doi.org/ 10.21203/rs.3.rs-3656872/v1 This work is licensed under a CC BY 4.0 License Status: Under Review Version 1 posted 4 You are reading this latest preprint version Abstract Parental involvement is essential in today's modern educational system because it improves school administration and student achievement. The study aimed to explain the value of parents helping their kids become good students who are accepted and motivated to learn for better. A single case study conducted by using qualitative research methodology was carried out in order to explore a) how does parental involvement affect students’ academic performance in public schools? This study included in-depth interviews, document reviews, and observation of the one sampled school and four selected participants. In order to improve children's overall academic attainment in public schools, this study examines relevant policies and pinpoints parental involvement methods. The social theories are used to better understand and discuss parental involvement in school setting. This study reveals that parental involvement is necessary for children’s learning and improve academic performance in public schools. The involvement of parents can be enhanced through a) giving more value to children education, b) enhancing parents-teachers’ relation and interactions, c) fostering home involvement in the holistic educational process, and d) strengthening school’s good governance and management. We conclude that there is a need to investigate a broad framework for parental involvement that includes decentralized administration and flexibility for creativity. Additionally, networking between parents, teachers, and schools is essential. In order to improve the learning environment and guarantee academic brilliance in public schools, it is necessary to examine how to foster parental involvement and develop networks among parents. Parental involvement public school school performance student performance Introduction In Nepal school run by governments’ direct involvement is called public school. The government finances, executes, and maintains public schools (Khanal et al., 2020 ). Furthermore, the Ministry of Education of Nepal divided the public school into two types: a) Funded public schools, which received regular government funds for its staffs’ salaries, and all day-to-day administrative expenses; b) Unfunded public schools that do not receive funds from the government but getting help from community level, donation agencies, NGOs, INGOs and other sources of school assets and resources (Thapa, 2013 ). DoE, ( 2014 ) states that public schools play a vital role in Nepalese educational sectors and fulfill the country's huge educational needs and responsibilities. Parental involvement is the practice of parents getting involved in educational endeavors to foster their offspring's academic or social success. Parental involvement, however, is a term that has been used to describe a variety of actions and procedures that may be taken at home or at school (Dawadi, 2020 ; Castro et al., 2015 ; Trinick, 2015 ). Parental involvement is a combination of a parent's dedication and active participation in the school and their children's education (Senge et al., 2000 ). Similar to this, parental involvement involves communicating information, participating in decision-making processes, doing volunteer work at the school, and working with educators to improve education and student achievement (Morrison et al., 2015 ). According to Moriwaka ( 2012 ), parental involvement can positively impact children's educational, psychological, and societal performance; however, there is little research on how to promote parent engagement and partnership between homes and schools in special education. According to ERO's (2018) research, parental involvement in education significantly influenced students' academic achievement in the short term and over time. Thus, parental involvement can take on many different forms, depending on the situation. "Parent" in this study refers to anyone who looks after the young children, including both the mother and father, older brothers and sisters, grandparents, cousins, and members of extended family groups. In Nepali contexts, the words "involvement," "participation," or "engagement" are frequently used. Hoover-Dempsey & Sandler ( 1997 ), Hornby & Lafaele ( 2011 ), and other literature works also interchange these terms. Parents can play a key role in bridging the gap between home and school life. Parental involvement demands that the family, community, and school work together to support children's learning. According to Epstein ( 2018 ), the collaboration between the family, community and the school aids and improves students' academic performance. When parents are actively involved with their children, learning exposure for the children increases (Goodall & Montgomery, 2014 ). Parental involvement helps keep kids in school more frequently, lower dropout rates, and boost academic performance (Emerson et al., 2012 ). Promoting their children's learning and development is made possible only by the parents' involvement (Rayhan et al., 2019 ). In order to get ready for school, parents can help their kids. Similar to how they help their own kids, parents can help their kids by doing things like reading to them, helping them with their homework, and encouraging them to go to school, frequently participated in every activities and program in school, frequently visited in school and consulted with teachers regarding their children’s learning, behavior and activities inside classroom. Research studies have shown that highly involved parents enhance social functioning, facilitate the development of consistent disciplinary approaches across home and school, improve academic success or achievements, increases punctuality, activeness and readiness to learn, along with the decline of problem behaviors of children (Nokali et al., 2010 ; Sapungan and Sapungan 2014 ). Taking responsibility becomes a part of the nature of such children as they plan and can do their work according to their schedule. Similarly, Emerson et al., ( 2012 , p.7) state, “Parents play an important role in providing learning opportunities at home and in linking what children learn at school with teachers and what happens elsewhere”. According to a study done by the Action Aid ( 2010 ), parents play a crucial part in fostering their children's educational aspirations by providing financial support, keeping track of their attendance, and monitoring their progress. Parents can act as allies in the school by assisting teachers in maximizing students' academic potential and keeping an eye on the effectiveness of teaching and learning strategies. In the current policy context of decentralization, parents not only play a crucial role in fostering relationships between communities and schools but also play a decision-making role. The study's goals were to investigate parental participation strategies in public schools and to examine how parents may help their children achieve better academically by supporting them throughout the process. It looks at parental participation's role in raising kids' general academic achievement in public schools. Research Question To accomplish the purpose of my research, I have posed the following question. How Does Parental Involvement Affect Students' Academic Performance in Public Schools? Theoretical Perspective The theoretical foundation of this study is the social capital theory. Pierre Bourdieu, a French philosopher, first implemented the idea of social capital, which was later developed by a number of sociologists. This study is grounded in the theories of American sociologists Annett P. Lareau and James Samul Coleman. The Coleman Report (1966) asserts that the family plays a more significant role in a student's academic success than do communities and educational institutions. Colman asserts that parental involvement "approximately measures human capital" and "provides the potential for a cognitive environment for the child that promotes learning" (Coleman, 1988 ). According to Bourdieu (1992), social capital is the total of the actual or intangible benefits that an individual or a group can obtain due to the presence of a strong network of more or less formalized connections of mutual recognition and familiarity. This leads to a broader understanding of social capital, where it is noted that it is valuable for all types of groups, including the weak and disenfranchised, rather than being considered exclusively as stock held by powerful elites (Coleman, 1988 ). Therefore, in a social and cultural setting, parents are unique and bound by the school's "norms, rules, and obligation". Methodology We used a qualitative case study approach, which is a detailed investigation that looks at the boundaries between a modern occurrence and its surroundings in real-life settings. Data collection utilized a qualitative case study research design. A case study is an empirical investigation that explores a current phenomenon in its actual setting, when the distinctions between phenomenon and setting are ambiguous, and when various sources of evidence are incorporated (Yin, 1989 p. 23). The qualitative case study approach was adopted because it allows for the exploration of a rich, intricate, systematic, and interpretive environment (Stake, 2005 ). We have chosen a single case study in my study as it deals with matters in fact and provides a crystal clear picture to understand. We found case study can help us to dig out the rich and thick the multiple realities of respondents (Flick, 2018 ). Simply, a case study means an intensive description and the analysis of a single or of group (Yin, 2009 ). The study was conducted in one high- performing public school of Chitwan. From 2012 to 2022 AD, the school continuously received the grade ten exam called SLC and SEE excellence award from the Federal, Provincial and local levels. Similar to this, from 2002 AD to 2021 AD, the case school was the only public school in the district to hold the top spot in SLC/SEE, and the majority of the district's top students only attended the case school. Similarly, the school has garnered awards and recognition from the federal, provincial, and local governments for the community's active participation in different aspects of school management throughout the area. Reward for the best public school in terms of involving community members such as parents, teachers, philanthropists, and social leaders. Furthermore, the best public school for the people actively participated in the selection of SMC and PTA, as well as community involvement in the school's program development, execution, monitoring, and assessment. In the academic year 2022, the school had approximately 2600 plus students in kindergarten through grade 12 and 120 or more teachers from primary to secondary. The outcome of the SLC/SEE test has been observed to increase exponentially, securing a pass rate of almost 100% each year from 2011 to 2022. According to the Ministry of Education [ MOE] ( 2015 ), the Nepali School Education Examination (SEE), formerly known as the School Leaving Certificate (SLC), is equivalent to the 10th grade. At the ending of the tenth grade, students take the School Education Examination (SEE) rather than the School Leaving Certificate (SLC) exam (MoEST, 2019 ). In Nepal, SLC/SEE is regarded as the most important test. Students in Nepal between the ages of 15 and 16 who have completed ten years of education take the SEE exam, which is given by the SEE examination Board, a constituent body under the Ministry of Education (MOE, 2015 ). The SLC/SEE exam continues to be accorded a lot of weight. Description of participants S. N Pseudo-name Sex Age Position 1 Tanka Male 66 Head teacher 2 Santosh Male 40 Parent 3 Rita Female 15 Student 4 Hari Male 38 Teacher Purposive sampling was used to choose the samples. Four different types of informants—parent, student, teacher, and the head teacher—were chosen, and the sample included. In the study, a semi-structured interview protocol was used. By identifying the respondents by their Pseudo-names, reliability has been preserved. Data were gathered through in-depth interviews, student observation, and examination of their academic performance. The main components of observation research are participant-administered audio and video recording, diaries, and observer notes. Meaning Making We employed observation, document reviews, and interviews as my data gathering methods. My personal reflection on the observations and interview led to the creation of reflective notes. We thus looked over my own reflection and field notes during the data processing procedure. We typed in all the information I had gathered from my research participants. After then, all of the transcriptions were checked against the original record to make sure nothing had been missed. We then started a thorough investigation by coding various subjects or themes (Creswell, 2007 ). We put those themes into a narrative so the conclusions would emerge logically and naturally from the participants' responses and expressions. We verified those themes by comparing them to my field and reflection notes. During the process, certain concepts that were extremely close to one another were combined and evolved into final themes. We then analyzed the data using relevant theories, policies, and literature. Key Insights and Discussions Based on the formulated research question and the paper's purpose, we developed the finding and discussion section. The findings are displayed in four major themes, including a) giving more value to children’s education b) enhancing parents-teacher’s relation and interaction c) fostering home involvement in the holistic educational process d) strengthening school’s good governance and management. Giving more value to children's education The parent, teacher, student, and head teacher who participated in the interview all accepted that when parents participate in school-related activities, they can strengthen the connection between home and school and show that they value their children's education. The study's participants revealed that parents who are actively involved in their children's education through SMC and PTA is a key factor in ensuring high standards of instruction progress and improved students’ performance. Fan and Williams ( 2010 ) also claim that by taking part in activities associated with school, parents can improve the relationship between the home and the institution and demonstrate how much they care about their kids' education. According to a high-level national education commission report published by MOEST ( 2019 ), effective coordination and cooperation between all school stakeholders, including headteachers, SMC members, PTA members, and teachers, could aid in creating a successful and supportive educational environment in public schools. Similar to this, the SSRP program 2009–2016 and Final Report (2016) indicated that improving the accountability and capability of PTAs and SMCs in Nepal's public schools was necessary for ensuring the quality of education provided. The case school's head teacher claims that the PTA and SMC members are chosen in accordance with the rules. The head teacher, Mr. Tanka, stated that: Parents attend every meeting when we call, and there is high involvement. We conducting a meeting in every last Sunday of each month. After in-depth discussion about school agendas, all involved PTA and SMC members accepted the decision made at the meeting and distributed the meeting minutes to other parents for their approval. In Nepal's public schools, parent involvement in the school has long been a standard practice. High parental involvement, high parental orientation, parental knowledge, and management support from the school all contributed to the SMC and PTA's efficient operation in the school’s agendas. By establishing active PTAs and SMCs, the case school has ensured parental participation in promoting high-quality instruction in public school. This demonstrates how the policy has created a significant role for parents in terms of how public schools are run and function. He further emphasized, “ My duty goes beyond that of an administrator; I strive to function as a leader. For kids to achieve more, the head teacher's position is crucial. As a result, whenever I make a decision, I always consider parental input, such as when choosing a teacher, providing the school with the required resources, or creating an appropriate setting for learning ”. Durisic and Bunijevac ( 2017 ) states that parental involvement provides an important opportunity for school to enrich current school programs by bringing parents into the educational process. In a similar vein, Santosh, a parent, was questioned about how the SMC and PTA came to be. I believe that without the support of their parents, kids cannot succeed. I am aware that I am also responsible for helping my child succeed academically. We shouldn't rely solely on the head teacher and the teachers. I believe we are all equally responsible. As a result, I actively participated in the SMC, PTA, and other school activities at every school . We appointed a chairperson with a low socioeconomic status this time. He frequently visited the school and encouraged other parents to actively participate in all PTA and SMC meetings. We helped him in every aspect of the school. The policy and practice are applied in schools exactly as intended. The number of parents available for school purposes increased because the available parents were valued and given preference when it came to asking questions, making suggestions, and providing feedback . In order to encourage parents to learn more about the school, their children's progress, and any issues the school or students may be facing, the case school gathered parents and formed SMC and PTA. Durisic and Bunijevac ( 2017 ) states that parental involvement provides an important opportunity for school to enrich current school programs by bringing parents into the educational process. I learned from interacting with all four participants in the interview that a parent's involvement in the school's SMC and PTA directly enhanced the school’s overall growth and their students’ academic performance. Parents are invited to participate in the teaching and learning process in the classroom and other school-related activities when there is a significant amount of parental involvement in the school. This helps the school earn the trust of the parents. In this way, parents and the school collaborate through SMC and PTA enhanced meaningful participation, guaranteeing students to attain high academic performance. A number of studies have shown that effective schools maintain a high degree of parent involvement (Stone et al., 2007 ). In my study area, it was clear that parents with a lot of social capital were more involved in the school community and were more likely to interact with other parents, teachers, school management as well as seek advice from all educational stakeholders about how to improve their children's academic performance. To address this issue and work with children, communities, teachers, unions, coalitions, and the government to enhance children's learning results, Marphatia, et al. ( 2010 ) addressed the necessity to create a true space for parents to contribute effectively. Opportunities for parental involvement in their children's education increase their social capital, which is linked to a network of interactions between parents and has a good impact on their children's education. Coleman ( 1988 ) described social capital as a network of social institutions that serve as informational gateways and enable student achievement. This helps the kids achieve their higher academic goals. I also learned that social capital is linked to the social and intellectual abilities of the parents, enabling their children to learn better as they are routinely monitored in their academic pursuits and learning process. In my research site, I also noticed that parents' social connections enable them to support their kids' education more, giving the kid access to a better educational experience. My finding aligns with Coleman’s ( 1988 ) arguments that the relationships and links between parents and schools only serve as social capital for educational endeavors. Enhancing Parents-Teachers Relation and Interactions All four participants in the interviews claimed that effective communication and collaboration between parents and teachers has a notable impact on children's academic achievement, behavior, and social development. The results show that there are better parent-teacher interactions and relationships in the case school, which improves the performance of the school and its students. Llamas and Tuazon ( 2016 ) states that the relationship and interaction between parents and teachers makes remarkable outcome on the students’ education performance. According to studies, parental involvement is most beneficial when it is seen as a collaboration between parents and teachers (Davies, 1996 ; Emeagwali, 2009 ). Similar experience shared by grade nine student Rita. She said: Despite the fact that my parents cannot read or write, they are able to recognize my need for education. My dad has always pushed me to pursue education. He advised me to spend more time thinking about this. He tells me that in order to pursue higher education and land a good job in the future, I must have strong academic credentials. My parents were quite aware of all the challenges I was facing in school. My parents constantly interacted and developed relationships with all of my teachers, worked together, participated in the school's teacher-parent interaction program, and helped me overcome my obstacles and support my education by gathering educational resources. A student's academic performance is thought to be significantly influenced by the relationship and interaction between parents and teachers. Regular communication between the teachers and the parents makes parents more responsible for their children's progress and pay close attention to their learning, activities, and behavior. Students are more likely to perform better academically when they are aware that their parents and teachers have strong bonds and frequently communicate. Interaction between teachers and parents is crucial for children to learn, develop, and succeed in school (Washigton, 2011). The interaction between parents and teachers benefits pupils' educational performance, improves their personal conduct, and both parents and teachers learn from one another due to the information exchanged between them. This also helps students cultivate a good attitude and boost their interest in school. As important to the development of the school as the learning community is regarded to be effective parent-teacher interactions (Schussler, 2003 ). A parent, Santosh, was questioned regarding the development of the relationship and interaction between parents and teachers in a similar manner. As he stated: We communicate the message in-person. In order to update about the kids, as needed, we also spoke on the phone, SMS and social media too. We started using any medium to interact with teachers because there is so much coordination and sharing between parents and teachers. Teachers would convene a meeting if there were any issues, and we felt at ease conversing with them. The outcome demonstrates high cooperation, partnership, and idea-sharing between parents and teachers support student success. High levels of respect and confidence between parents and teachers, joint development of standards to promote the child's holistic development, and the creation of an environment that encourages idea sharing that all lead to high levels of relationship, interaction, involvement between parents and school and help for students’ academic performance. The findings demonstrate that teachers in high-performing public schools value all parents and develop strong relationships with them, which in turn encourages parental involvement in their children's education. According to Swanson et al., ( 2010 ), for the educational process to be successful, the teachers' and students' parents' cordial connections must be the backbone. I also learned that social capital is related to the social and intellectual abilities of the parents, which helps their children learn better because they are routinely monitored their child’s learning and other activities in school through high interaction with teachers. Social Capital theory also advocates that the relationship between educators and parents creates connections, partnerships, and links supporting children's education (Coleman, 1988 ). Fostering Home Involvement in the Holistic Educational Processes Epstein et al., ( 2018 ) claims that students who involve their parents in their education perform better academically. The parent, teacher, student, and head teacher who took part in the interview agreed that parents' involvement in their children's school-related activities at home is essential for their education. Additionally, participants indicated that parents also understood the value of offering learning opportunities at home and tying what children learn in school to teachers and the outside world if they were highly involved in the education of their kid's school-related activities at home. All children are more likely to succeed academically if their home situation is encouraging (Henderson & Berla, 1994 ; Sanders & Sheldon, 2009 ). Children can pick up behaviors from their home environment. Similar experience is shared by a teacher named Hari. He said that Parents' involvement at home helps them meet their children's fundamental needs. It aids in creating an environment that is conducive to learning. Despite being illiterate, the parents were aware of the importance of education in their children's lives and tried to assist in any way they could. Parents provided emotional encouragement to all of the students in their endeavors both at home and at school. He discussed his observations that his numerous students performed better in school when their parents were actively involved in their home lives. Additionally, he provides numerous instances of accomplished students from a range of socioeconomic backgrounds. He emphasized that active parental involvement in creating a supportive home environment is more important for children's learning than other parental factors. Additionally, he said that In our school most of the parents develop conducive environment for their children. Students who come from homes with challenging conditions typically struggle more than those who come from homes with supportive environments. For instance, students from strong home environments get help from their parents to finish their schoolwork and helps to read and guide to complete assignments by minimizing the amount of work they do there. Parents also take care of their children's hygiene, provide wholesome food on time, provide the necessary resources whenever they ask for them, and receive counseling for good behavior and academic success. Academic excellence was encouraged and nourished by parents who actively participated in their children's tasks (Epstein, 2001 ). Therefore, parents are essential in giving children education opportunities at home and connecting what they learn in school with teachers and outside events. Child's academic performance is influenced by their home environment. According to numerous studies, children who receive parental guidance at home perform better academically (Harris & Godall, 2008). Social capital refers to the relationships parents have with their kids that impact how well their kids do in school (Coleman, 1988 ). As a result, the parent, teacher, student, and head teacher who took part in the interview agreed that maintaining an atmosphere at home conducive to enhanced pupil achievement is crucial. The study's conclusions showed that pupils who receive good home environment and those whose parents are engaged in creating favorable home environment their academic and cognitive perform more successfully and attain more in academic endeavors. According to Melhuish et al. ( 2008 ), the largest influence on a child's cognitive development comes from a greater home learning environment. Parents are excellent sources of real-world wisdom and experience. As suggested by social capital, parents can participate in their children's education by ensuring that they have access to the required learning resources. My finding aligns with social capital theory, which highlights that high parental encouragement and supports in child’s education is essential for their academic development (Coleman, 1988 ). According to the social capital theory, parents should decide how much time and additional resources for education should give their kids based on their goals, resources, and constraints. The high parental contribution at home enhance better student performance in school (Coleman, 1988 ). Strengthening School's Good Governance and Management The four participants all agreed that parental involvement in the development, implementation, evaluation, and review of school policies, plans, activities, programs, and other priorities would increase the school's accountability, transparency, and responsiveness to its operations, including the development of students' academic performance. According to Kibera and Kimokoti ( 2007 ), a high level of parental involvement in school governance is directly related to the academic success of the institution. Similarly, along with these benefits, it also aids in improving children's socializing and increasing student learning achievement (Altschul, 2012 ). The head teacher, Mr. Tanka, stated that: Parental involvement is crucial for the school to successfully run the academic year. Parents who actively participate in school governance increase the likelihood that a school will be transparent and accountable. As a result, communication between the community, parents, and school is enhanced. Participating in planning processes like the SIP, policy, and strategy formulation improves the efficiency and effectiveness of managing the school's resources. Parents can support the school financially and with resources by using their connections and clout. Parents can effectively conduct social audits to enhance learning quality when they take part in school governance. The cooperation between the school, parents, and community is improved with parental involvement, and the governance of the school is open and responsible. According to the literature, parents' involvement in their children's school fosters improved parent-school communication as well as transparent and accountable school governance (Agbo, 2007 ). This was made clear in my study that the School Improvement Plan (SIP) and the social audit that improve learning quality also tend to be better when there is active and high parental involvement in the school. According to Coleman ( 1988 ), all parents' connections with the school and one another serve as social capital for educational activities. Similar experience is shared by a teacher named Hari The parents were welcome to drop by the school and watch a lesson, per our invitation. The parents' advice and judgment were sought after. In order to assess the quality of teaching and learning, parents frequently visited classrooms. Our school will not put up with a dominant attitude of superiority toward the parents or any other obstacles to active parental involvement. In order to improve school quality in learning, we started working with the parents and community on all school-related activities . In order to increase the responsibility, honesty, and attentiveness of the school on its outcomes, including the improvement of children's learning, school governance includes parental involvement in the planning, implementing, reviewing, and providing input into school policies, plans, and priorities. Epstein (2011) asserts that parental participation in school administration and management benefits kids' education and raises their performance. A parent name Santosh opened mystery of success factor of school by saying “ All of the parents with all stakeholders of the school work together to establish the mission, vision, and goals. As an illustration, consider the codes of conduct, funds raised to help students, and improvements to school infrastructure, enrichment of programs and facilities, use of ICT, implementation of curricula, and the use of both formal and informal teaching and learning methods to enhance academic performance of students” . Collaboration between parents and school administration can result in improvements to the school's academic and physical performance. As a result, school administrators need to inspire parents to participate and contribute to the achievement of the school's mission and objectives (Sapungan & Sapungan, 2014 ). All parties' participation in school matters can facilitate the school's ability to make wise decisions that enhance student achievement (Abebe, 2012). My research revealed that schools involve parents’ governance for preparation of the SIP, or social audit, policy and strategy formulation. My finding aligns with social capital theory, which highlights that all parents' connections with the school and with each other serve as social capital and enhance educational activities (Coleman, 1988 ). Social capital refers to the relationships that parents have community members, and the school community. These relationships have an impact on how well their kids do in school (Coleman, 1988 ). Social capital describes the connections parents have with neighbors, coworkers, and students. These connections affect how well their children perform academically (Coleman, 1988 ). Conclusion The results of this study demonstrate that parental involvement has a beneficial effect on students' academic performance. The findings highlighted how serious about their children's education the case school's parents were. When it came to raising their children, the parents at the case school were incredibly sincere, and considerate, and they used every method at their disposal to help their kids perform better in school. Case school has benefited from the active parental involvement in school. High parental participation has a number of beneficial effects on both the performance of students and the schools. Study demonstrated that kids who lived in supportive homes and received adequate care for their physical and mental health unquestionably performed better in school. Similarly, parents who participate in PTA and SMC meetings and school governance activities use every available strategy to help their kids achieve better academic results. High levels of interaction and relationship between parents and teachers also help raise their kids' academic achievement while attempting to identify the key elements needed for a kid to succeed in school. When parents participate in school activities and the school recognizes and values their participation, students feel proud and engaged in the learning environment. Similar to this, when their children's academic performance improves, parents feel proud and become more involved in the school. These methods aid in raising academic achievement in general. Therefore, Parental involvement are two essential components for enhancing students' academic achievement and enhancing teaching and learning at schools. A strong network between parents and schools creates opportunities and boosts parental involvement. Implication to Future Parental involvement is viewed as essential for raising the bar for school and student achievement. For parental involvement in education to be effective and meaningful, a number of other study areas under this umbrella need to be developed. In this regard, several policies are developed for parental involvement, however there is a disconnect between the policies and the realities. Therefore, investigating the discrepancy between policy and practice and its causes appears to be a promising area for future study. To improve public schools, teachers, and students' teaching and learning processes, schools can also encourage parents' active participation inside and outside the school. Additionally, teachers are trusted by contemporary educational regulations to incorporate parents by forming various committees and delegating certain responsibilities. Because of this, regular parent-teacher conferences, workshops, and parenting programs are crucial stages in showcasing and utilizing parents' abilities and skills in the school and for kids' academic achievement. Additionally, teachers—particularly the head teacher, who has authority—can involve parents in school events and work with them to ensure that they are a useful and significant part of their children's education. Declarations Availability of Data and Materials I've included some samples of interview data from my participants as well as how I create a theme from interview data. Theme : Giving more value to children's education Tanka : Parents attend every meeting when we call, and there is high involvement. We conducting a meeting in every last Sunday of each month. After in-depth discussion about school agendas, all involved PTA and SMC members accepted the decision made at the meeting and distributed the meeting minutes to other parents for their approval . My duty goes beyond that of an administrator; I strive to function as a leader. For kids to achieve more, the head teacher's position is crucial. As a result, whenever I make a decision, I always consider parental input, such as when choosing a teacher, providing the school with the required resources, or creating an appropriate setting for learning. Data : On parents' day, result day, and other school activities and programs, we invite parents to participate. They accept our invitation on every occasion. To me, their participation in all school events is parental involvement. This demonstrates that they regarded the significance of PI as parental participation. We also request their assistance in selecting teachers and maintaining learning materials. I believe that PI was not limited to simply include parents in school events, but also to involving them in making the school better. Parents are providing their entire support, as well as other services and time to the school. It is simple to encourage parents to participate actively in our school. Members of the PTA and SMC also attend on a regular basis; they work together to ensure that all parents are aware of the decisions taken by the school, and we sometimes have to circulate the minutes to their homes to obtain their signature. Our school holds a meeting on the last Sunday of each month. I was extremely interested in learning how the PTA SMC launched this and how they pushed parents to participate in school agendas at each meeting. All participants emphasized the importance of parental involvement. This demonstrated that the initiative was well received by all parties. Parents not only assist the school with school activities, but they also inform us of children who are absent from school and have dropped out of the previous class from another school. My responsibility extends beyond that of an administrator, and I worked with parents to persuade them as well, and if they are unsuccessful, they call us and we go there together. Teacher recruitment is a critical endeavor since a good teacher is accountable for the education of students. And, according to the rules, all stakeholders with parents are included in such a procedure. Santosh : I believe that without the support of their parents, kids cannot succeed. I am aware that I am also responsible for helping my child succeed academically. We shouldn't rely solely on the head teacher and the teachers. I believe we are all equally responsible. As a result, I actively participated in the SMC, PTA, and other school activities at every school . We appointed a chairperson with a low socioeconomic status this time. He frequently visited the school and encouraged other parents to actively participate in all PTA and SMC meetings. We helped him in every aspect of the school. The policy and practice are applied in schools exactly as intended. The number of parents available for school purposes increased because the available parents were valued and given preference when it came to asking questions, making suggestions, and providing feedback . Data: My son does exceptionally well in school it’s because of our support. I sought to find out whether or not they were summoned to meetings and other school agendas during each school visit. I'm usually quite busy, but when school calls a meeting and for other activities, I go. I saw that parents were more eager to attend school visits to learn about their children's growth. I feel that if parents are less involved, there will be less interest and information about the school, which will lead to a drop in parental participation. We all discussed how to improve quality with members of the SMC (School management committee) and the PTA (Parents teacher association) chair, and we all agreed that parental involvement is one of the most critical factors in the success of our school and our children. The school called the parents in for a meeting, but since the parents were absent, they made their own decision and allowed the parents on the committee sign it. And the meeting took place. Before declaring any final result, we parent meet with the head teachers, teachers, and SMC/PTA members for each and every agenda of the school. The majority of parents appeared to be aware of the high level of parental involvement in the school. This time, we chose a chairperson from a lower caste, and he often visits the institution. For the choosing of SMC and PTA, there is a large assembly of parents. Those who are interested submit their names for the election, and a fair election is held. We can get parents to vote as well. PTA and SMC members are appointed in accordance with the standards. Theme2 : Enhancing Parents-Teachers Relation and Interactions Rita: Despite the fact that my parents cannot read or write, they are able to recognize my need for education. My dad has always pushed me to pursue education. He advised me to spend more time thinking about this. He tells me that in order to pursue higher education and land a good job in the future, I must have strong academic credentials. My parents were quite aware of all the challenges I was facing in school. My parents constantly interacted and developed relationships with all of my teachers, worked together, participated in the school's teacher-parent interaction program, and helped me overcome my obstacles and support my education by gathering educational resources. Data: The parents' job is to enroll their children in school, supply instructional materials, and attend all school activities and meetings. My parent pays frequent visits to school to see how I'm doing. My parent attends school programs and meetings on a regular basis and visits the school to check on my development. My parents consistently encourage me to read and accomplish my assignments by giving books, note copies, and other tools. The teacher routinely called our parents to see if I was doing well or not. The student was well informed on the interaction between parents and teachers. My parents were well aware of the difficulties I was experiencing at school. My parents communicated with and built relationships with all of my teachers on a daily basis, collaborated, participated in the school's teacher-parent interaction program, and assisted me in overcoming difficulties and supporting my education by accumulating educational resources. There is a strong sense of being welcomed and cared for by the teachers and parents. Teachers not only want to get their parents' attention, but they also want to make time for them to talk about their challenges and problems. Parents are allowed to ask teachers any questions they want and receive excellent assistance. As a result, my parents encouraged me to continue my education and find a solid position in the future, and they stressed the importance of having great academic credential. The regular interaction with teachers make our parent aware of our study. Santosh : We communicate the message in-person. In order to update about the kids, as needed, we also spoke on the phone, SMS and social media too. We started using any medium to interact with teachers because there is so much coordination and sharing between parents and teachers. Teachers would convene a meeting if there were any issues, and we felt at ease conversing with them. Data: Teachers have a special bond with parents. Parents are frequently and warmly welcomed at school. Teachers and parents also met more frequently and informally wherever they were required. I feel that until and unless we parents can reach out to teachers and teachers can reach out to parents, we can improve the quality of our children via increased contact and the development of healthy relationships. All of the teachers seemed to be more concerned with the students. Teachers told us that we may come to school whenever it was convenient for them if we had any questions about our children. From 6 a.m. until 6 p.m., all teachers and the principal are available. This was done for parents who were working and couldn't visit during the school day. If we are busy, we use a variety of methods to communicate with the teacher. We can meet with teachers at a convenient time. Teachers form friendly relationships with all of the parents. Teachers come home with my children and relay any message or meeting outcome, so I don't have to worry about it. Theme 3 : Fostering Home Involvement in the Holistic Educational Processes Hari: Parents' involvement at home helps them meet their children's fundamental needs. It aids in creating an environment that is conducive to learning. Despite being illiterate, the parents were aware of the importance of education in their children's lives and tried to assist in any way they could. Parents provided emotional encouragement to all of the students in their endeavors both at home and at school. In our school most of the parents develop conducive environment for their children. Students who come from homes with challenging conditions typically struggle more than those who come from homes with supportive environments. For instance, students from strong home environments get help from their parents to finish their schoolwork and helps to read and guide to complete assignments by minimizing the amount of work they do there. Parents also take care of their children's hygiene, provide wholesome food on time, provide the necessary resources whenever they ask for them, and receive counseling for good behavior and academic success. Data: We teach at school, and if pupils can get help from their parents at home, their comprehension is excellent. However, in our school, we have all types of parents, literate and illiterate, who can very successfully guide their children at home. Illiterate parents have also led their children. It is even more difficult for them to maintain their child at school and at home, so they seek assistance from other educated neighbors and colleagues. Parents are concerned about the hygiene of their children. They assist their children with homework, and parents dress their children appropriately for school. I haven't seen any kids with lice, uncombined hair, or unclean clothes. Parents who are illiterate, but are very concerned about their children's education. They are unable to teach at home, but they persuade the children to do their homework and read by lowering their task at home with the assistance of an educated individual. I discovered that some parents work and must leave their children early in the morning after providing and preparing healthy food. Many of our school's parents are illiterate, making it difficult for them to function in daily life. But, because they want their children to have a brighter future, they send them to school and, of course, tell them to read at home and provide them with the required resources whenever they ask. One of the parents used to tell me that he always advises his son to study hard and not to worry about anything academic. He can't read or write, so he has no choice except to trust what he hears. He used to tell me that his child was always reading and writing and getting good grades in school because of his words. Similarly, one student used to tell me that my parents buy the necessary items for me and tell me to use them properly and not squander them. This demonstrated that the parents were not just giving required things but also educating their children to cherish them. Similarly, one girl informed me that her mother always reminded her to do her homework and ask how her studies were going, despite the fact that she is not formally literate. This demonstrates that the parents at our school were conscious of the importance of education in their children's lives, so they assisted in any way they could, despite the fact that they were illiterate. Similarly, one grade ten student told me that she and her elder brother were too bothered by their parents' fights every day, and as a result, my elder brother began to ignore his academics and began to use cigarettes and consume alcohol. Our parents chastise us and force us to work at home as well as outside in the catering services, causing her to miss school. Theme 4 : Strengthening School's Good Governance and Management Tanka: Parental involvement is crucial for the school to successfully run the academic year. Parents who actively participate in school governance increase the likelihood that a school will be transparent and accountable. As a result, communication between the community, parents, and school is enhanced. Participating in planning processes like the SIP, policy, and strategy formulation improves the efficiency and effectiveness of managing the school's resources. Parents can support the school financially and with resources by using their connections and clout. Parents can effectively conduct social audits to enhance learning quality when they take part in school governance. Data:- The importance of parental involvement in the successful operation of schools throughout the academic year is emphasized. When parents actively participate in school governance, it helps to develop transparency and accountability within educational institutions. This involvement establishes a strong communication line between the community, parents, and the school. I emphasize the necessity of parental participation in various planning procedures, such as the School Improvement Plan (SIP) and policy and strategy formulation. I am convinced that active participation improves the efficiency and efficacy of managing the school's resources. Furthermore, parents can play a vital role in financially and resource provisioning the school, leveraging their connections and influence to help the institution. For example, I emphasize that when parents actively participate in school governance, they can undertake valuable social audits, thereby improving the quality of student learning experiences. Hari : The parents were welcome to drop by the school and watch a lesson, per our invitation. The parents' advice and judgment were sought after. In order to assess the quality of teaching and learning, parents frequently visited classrooms. Our school will not put up with a dominant attitude of superiority toward the parents or any other obstacles to active parental involvement. In order to improve school quality in learning, we started working with the parents and community on all school-related activities . Data: The school's inviting climate encourages parental involvement. I recall occasions when parents were not only welcomed, but also actively encouraged, to attend the school and observe classroom activities. The school sought their opinions and ideas in order to assess and comprehend the quality of teaching and learning experiences. The school strongly opposes any superiority complex or obstacles to active parental involvement in the school community. Instead, the institution actively cooperated with parents and the larger community to improve overall learning quality. This collaboration included a variety of school-related activities, indicating a comprehensive approach to school development and family involvement. Santosh: “ All of the parents with all stakeholders of the school work together to establish the mission, vision, and goals. As an illustration, consider the codes of conduct, funds raised to help students, and improvements to school infrastructure, enrichment of programs and facilities, use of ICT, implementation of curricula, and the use of both formal and informal teaching and learning methods to enhance academic performance of students” . Data:- In developing the school's mission, vision, and goals, the school and its administration always highlight the collaborative efforts of all stakeholders, including parents. We are all parents who are proud of our collaborative efforts that have resulted in the establishment of rules of conduct, the raising of funds to support students, and the improvement of the school's infrastructure. Furthermore, coordinated activities are being done to enhance programs and facilities, integrate information and communication technology (ICT), efficiently execute curricula, and apply both formal and informal teaching techniques. All of these comprehensive techniques, which are shared by all stakeholders, are beneficial in improving kids' academic achievement. The collaboration between the school, its parents, and the community emphasizes the complete character of the collaborations, which go beyond mere instructional techniques to embrace the holistic enhancement of the school environment. 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Enhancing student achievement: school and community learning partnership. American Journal of Educational Research, 3(2), 126–136. Washington, A. (2011). A national study of parental involvement: Its trends, status, and effects on school success. Western Michigan University. Yin, R. K. (2009). Case study research: Design and methods (Vol. 5). sage. Additional Declarations No competing interests reported. Cite Share Download PDF Status: Under Review Version 1 posted Reviewers invited by journal 26 Jan, 2024 Editor assigned by journal 29 Dec, 2023 Submission checks completed at journal 29 Dec, 2023 First submitted to journal 23 Nov, 2023 You are reading this latest preprint version Research Square lets you share your work early, gain feedback from the community, and start making changes to your manuscript prior to peer review in a journal. As a division of Research Square Company, we’re committed to making research communication faster, fairer, and more useful. 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A Case Study\u003c/p\u003e","fulltext":[{"header":"Introduction","content":"\u003cp\u003eIn Nepal school run by governments\u0026rsquo; direct involvement is called public school. The government finances, executes, and maintains public schools (Khanal et al., \u003cspan citationid=\"CR27\" class=\"CitationRef\"\u003e2020\u003c/span\u003e). Furthermore, the Ministry of Education of Nepal divided the public school into two types: a) Funded public schools, which received regular government funds for its staffs\u0026rsquo; salaries, and all day-to-day administrative expenses; b) Unfunded public schools that do not receive funds from the government but getting help from community level, donation agencies, NGOs, INGOs and other sources of school assets and resources (Thapa, \u003cspan citationid=\"CR46\" class=\"CitationRef\"\u003e2013\u003c/span\u003e). DoE, (\u003cspan citationid=\"CR11\" class=\"CitationRef\"\u003e2014\u003c/span\u003e) states that public schools play a vital role in Nepalese educational sectors and fulfill the country's huge educational needs and responsibilities.\u003c/p\u003e \u003cp\u003eParental involvement is the practice of parents getting involved in educational endeavors to foster their offspring's academic or social success. Parental involvement, however, is a term that has been used to describe a variety of actions and procedures that may be taken at home or at school (Dawadi, \u003cspan citationid=\"CR9\" class=\"CitationRef\"\u003e2020\u003c/span\u003e; Castro et al., \u003cspan citationid=\"CR5\" class=\"CitationRef\"\u003e2015\u003c/span\u003e; Trinick, \u003cspan citationid=\"CR48\" class=\"CitationRef\"\u003e2015\u003c/span\u003e). Parental involvement is a combination of a parent's dedication and active participation in the school and their children's education (Senge et al., \u003cspan citationid=\"CR42\" class=\"CitationRef\"\u003e2000\u003c/span\u003e). Similar to this, parental involvement involves communicating information, participating in decision-making processes, doing volunteer work at the school, and working with educators to improve education and student achievement (Morrison et al., \u003cspan citationid=\"CR37\" class=\"CitationRef\"\u003e2015\u003c/span\u003e). According to Moriwaka (\u003cspan citationid=\"CR36\" class=\"CitationRef\"\u003e2012\u003c/span\u003e), parental involvement can positively impact children's educational, psychological, and societal performance; however, there is little research on how to promote parent engagement and partnership between homes and schools in special education. According to ERO's (2018) research, parental involvement in education significantly influenced students' academic achievement in the short term and over time. Thus, parental involvement can take on many different forms, depending on the situation.\u003c/p\u003e \u003cp\u003e\"Parent\" in this study refers to anyone who looks after the young children, including both the mother and father, older brothers and sisters, grandparents, cousins, and members of extended family groups. In Nepali contexts, the words \"involvement,\" \"participation,\" or \"engagement\" are frequently used. Hoover-Dempsey \u0026amp; Sandler (\u003cspan citationid=\"CR25\" class=\"CitationRef\"\u003e1997\u003c/span\u003e), Hornby \u0026amp; Lafaele (\u003cspan citationid=\"CR26\" class=\"CitationRef\"\u003e2011\u003c/span\u003e), and other literature works also interchange these terms. Parents can play a key role in bridging the gap between home and school life. Parental involvement demands that the family, community, and school work together to support children's learning. According to Epstein (\u003cspan citationid=\"CR17\" class=\"CitationRef\"\u003e2018\u003c/span\u003e), the collaboration between the family, community and the school aids and improves students' academic performance. When parents are actively involved with their children, learning exposure for the children increases (Goodall \u0026amp; Montgomery, \u003cspan citationid=\"CR22\" class=\"CitationRef\"\u003e2014\u003c/span\u003e). Parental involvement helps keep kids in school more frequently, lower dropout rates, and boost academic performance (Emerson et al., \u003cspan citationid=\"CR14\" class=\"CitationRef\"\u003e2012\u003c/span\u003e). Promoting their children's learning and development is made possible only by the parents' involvement (Rayhan et al., \u003cspan citationid=\"CR38\" class=\"CitationRef\"\u003e2019\u003c/span\u003e). In order to get ready for school, parents can help their kids. Similar to how they help their own kids, parents can help their kids by doing things like reading to them, helping them with their homework, and encouraging them to go to school, frequently participated in every activities and program in school, frequently visited in school and consulted with teachers regarding their children\u0026rsquo;s learning, behavior and activities inside classroom.\u003c/p\u003e \u003cp\u003eResearch studies have shown that highly involved parents enhance social functioning, facilitate the development of consistent disciplinary approaches across home and school, improve academic success or achievements, increases punctuality, activeness and readiness to learn, along with the decline of problem behaviors of children (Nokali et al., \u003cspan citationid=\"CR13\" class=\"CitationRef\"\u003e2010\u003c/span\u003e; Sapungan and Sapungan \u003cspan citationid=\"CR40\" class=\"CitationRef\"\u003e2014\u003c/span\u003e). Taking responsibility becomes a part of the nature of such children as they plan and can do their work according to their schedule. Similarly, Emerson et al., (\u003cspan citationid=\"CR14\" class=\"CitationRef\"\u003e2012\u003c/span\u003e, p.7) state, \u0026ldquo;Parents play an important role in providing learning opportunities at home and in linking what children learn at school with teachers and what happens elsewhere\u0026rdquo;. According to a study done by the Action Aid (\u003cspan citationid=\"CR1\" class=\"CitationRef\"\u003e2010\u003c/span\u003e), parents play a crucial part in fostering their children's educational aspirations by providing financial support, keeping track of their attendance, and monitoring their progress. Parents can act as allies in the school by assisting teachers in maximizing students' academic potential and keeping an eye on the effectiveness of teaching and learning strategies. In the current policy context of decentralization, parents not only play a crucial role in fostering relationships between communities and schools but also play a decision-making role.\u003c/p\u003e \u003cp\u003eThe study's goals were to investigate parental participation strategies in public schools and to examine how parents may help their children achieve better academically by supporting them throughout the process. It looks at parental participation's role in raising kids' general academic achievement in public schools.\u003c/p\u003e \u003cdiv id=\"Sec2\" class=\"Section2\"\u003e \u003ch2\u003eResearch Question\u003c/h2\u003e \u003cp\u003eTo accomplish the purpose of my research, I have posed the following question.\u003c/p\u003e \u003cp\u003e \u003col\u003e \u003cspan\u003e \u003cli\u003e \u003cp\u003eHow Does Parental Involvement Affect Students' Academic Performance in Public Schools?\u003c/p\u003e \u003c/li\u003e \u003c/span\u003e \u003c/ol\u003e \u003c/p\u003e \u003c/div\u003e\n\u003ch3\u003eTheoretical Perspective\u003c/h3\u003e\n\u003cp\u003eThe theoretical foundation of this study is the social capital theory. Pierre Bourdieu, a French philosopher, first implemented the idea of social capital, which was later developed by a number of sociologists. This study is grounded in the theories of American sociologists Annett P. Lareau and James Samul Coleman. The Coleman Report (1966) asserts that the family plays a more significant role in a student's academic success than do communities and educational institutions. Colman asserts that parental involvement \"approximately measures human capital\" and \"provides the potential for a cognitive environment for the child that promotes learning\" (Coleman, \u003cspan citationid=\"CR6\" class=\"CitationRef\"\u003e1988\u003c/span\u003e). According to Bourdieu (1992), social capital is the total of the actual or intangible benefits that an individual or a group can obtain due to the presence of a strong network of more or less formalized connections of mutual recognition and familiarity. This leads to a broader understanding of social capital, where it is noted that it is valuable for all types of groups, including the weak and disenfranchised, rather than being considered exclusively as stock held by powerful elites (Coleman, \u003cspan citationid=\"CR6\" class=\"CitationRef\"\u003e1988\u003c/span\u003e). Therefore, in a social and cultural setting, parents are unique and bound by the school's \"norms, rules, and obligation\".\u003c/p\u003e"},{"header":"Methodology","content":"\u003cp\u003eWe used a qualitative case study approach, which is a detailed investigation that looks at the boundaries between a modern occurrence and its surroundings in real-life settings. Data collection utilized a qualitative case study research design. A case study is an empirical investigation that explores a current phenomenon in its actual setting, when the distinctions between phenomenon and setting are ambiguous, and when various sources of evidence are incorporated (Yin, 1989 p. 23). The qualitative case study approach was adopted because it allows for the exploration of a rich, intricate, systematic, and interpretive environment (Stake, \u003cspan citationid=\"CR43\" class=\"CitationRef\"\u003e2005\u003c/span\u003e). We have chosen a single case study in my study as it deals with matters in fact and provides a crystal clear picture to understand. We found case study can help us to dig out the rich and thick the multiple realities of respondents (Flick, \u003cspan citationid=\"CR21\" class=\"CitationRef\"\u003e2018\u003c/span\u003e). Simply, a case study means an intensive description and the analysis of a single or of group (Yin, \u003cspan citationid=\"CR50\" class=\"CitationRef\"\u003e2009\u003c/span\u003e).\u003c/p\u003e \u003cp\u003eThe study was conducted in one high- performing public school of Chitwan. From 2012 to 2022 AD, the school continuously received the grade ten exam called SLC and SEE excellence award from the Federal, Provincial and local levels. Similar to this, from 2002 AD to 2021 AD, the case school was the only public school in the district to hold the top spot in SLC/SEE, and the majority of the district's top students only attended the case school. Similarly, the school has garnered awards and recognition from the federal, provincial, and local governments for the community's active participation in different aspects of school management throughout the area. Reward for the best public school in terms of involving community members such as parents, teachers, philanthropists, and social leaders. Furthermore, the best public school for the people actively participated in the selection of SMC and PTA, as well as community involvement in the school's program development, execution, monitoring, and assessment. In the academic year 2022, the school had approximately 2600 plus students in kindergarten through grade 12 and 120 or more teachers from primary to secondary. The outcome of the SLC/SEE test has been observed to increase exponentially, securing a pass rate of almost 100% each year from 2011 to 2022.\u003c/p\u003e \u003cp\u003eAccording to the Ministry of Education [ MOE] (\u003cspan citationid=\"CR33\" class=\"CitationRef\"\u003e2015\u003c/span\u003e), the Nepali School Education Examination (SEE), formerly known as the School Leaving Certificate (SLC), is equivalent to the 10th grade. At the ending of the tenth grade, students take the School Education Examination (SEE) rather than the School Leaving Certificate (SLC) exam (MoEST, \u003cspan citationid=\"CR35\" class=\"CitationRef\"\u003e2019\u003c/span\u003e). In Nepal, SLC/SEE is regarded as the most important test. Students in Nepal between the ages of 15 and 16 who have completed ten years of education take the SEE exam, which is given by the SEE examination Board, a constituent body under the Ministry of Education (MOE, \u003cspan citationid=\"CR33\" class=\"CitationRef\"\u003e2015\u003c/span\u003e). The SLC/SEE exam continues to be accorded a lot of weight.\u003c/p\u003e \u003cp\u003eDescription of participants\u003c/p\u003e \u003cp\u003e \u003cdiv class=\"gridtable\"\u003e\u003ctable float=\"No\" id=\"Taba\" border=\"1\"\u003e \u003ccolgroup cols=\"5\"\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c1\" colnum=\"1\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c2\" colnum=\"2\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c3\" colnum=\"3\"\u003e\u003c/div\u003e \u003cdiv align=\"char\" char=\".\" class=\"colspec\" colname=\"c4\" colnum=\"4\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c5\" colnum=\"5\"\u003e\u003c/div\u003e \u003cthead\u003e \u003ctr\u003e \u003cth align=\"left\" colname=\"c1\"\u003e \u003cp\u003eS. N\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c2\"\u003e \u003cp\u003ePseudo-name\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c3\"\u003e \u003cp\u003eSex\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c4\"\u003e \u003cp\u003eAge\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c5\"\u003e \u003cp\u003ePosition\u003c/p\u003e \u003c/th\u003e \u003c/tr\u003e \u003c/thead\u003e \u003ctbody\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003e1\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eTanka\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003eMale\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e \u003cp\u003e66\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003eHead teacher\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003e2\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eSantosh\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003eMale\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e \u003cp\u003e40\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003eParent\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003e3\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eRita\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003eFemale\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e \u003cp\u003e15\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003eStudent\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003e4\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eHari\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003eMale\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e \u003cp\u003e38\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003eTeacher\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003c/tbody\u003e \u003c/colgroup\u003e \u003c/table\u003e\u003c/div\u003e \u003c/p\u003e \u003cp\u003ePurposive sampling was used to choose the samples. Four different types of informants\u0026mdash;parent, student, teacher, and the head teacher\u0026mdash;were chosen, and the sample included. In the study, a semi-structured interview protocol was used. By identifying the respondents by their Pseudo-names, reliability has been preserved. Data were gathered through in-depth interviews, student observation, and examination of their academic performance. The main components of observation research are participant-administered audio and video recording, diaries, and observer notes.\u003c/p\u003e \u003cdiv id=\"Sec5\" class=\"Section2\"\u003e \u003ch2\u003eMeaning Making\u003c/h2\u003e \u003cp\u003eWe employed observation, document reviews, and interviews as my data gathering methods. My personal reflection on the observations and interview led to the creation of reflective notes. We thus looked over my own reflection and field notes during the data processing procedure. We typed in all the information I had gathered from my research participants. After then, all of the transcriptions were checked against the original record to make sure nothing had been missed. We then started a thorough investigation by coding various subjects or themes (Creswell, \u003cspan citationid=\"CR7\" class=\"CitationRef\"\u003e2007\u003c/span\u003e). We put those themes into a narrative so the conclusions would emerge logically and naturally from the participants' responses and expressions. We verified those themes by comparing them to my field and reflection notes. During the process, certain concepts that were extremely close to one another were combined and evolved into final themes. We then analyzed the data using relevant theories, policies, and literature.\u003c/p\u003e \u003c/div\u003e \u003cdiv id=\"Sec6\" class=\"Section2\"\u003e \u003ch2\u003eKey Insights and Discussions\u003c/h2\u003e \u003cp\u003eBased on the formulated research question and the paper's purpose, we developed the finding and discussion section. The findings are displayed in four major themes, including a) giving more value to children\u0026rsquo;s education b) enhancing parents-teacher\u0026rsquo;s relation and interaction c) fostering home involvement in the holistic educational process d) strengthening school\u0026rsquo;s good governance and management.\u003c/p\u003e \u003c/div\u003e\n\u003ch3\u003eGiving more value to children's education\u003c/h3\u003e\n\u003cp\u003eThe parent, teacher, student, and head teacher who participated in the interview all accepted that when parents participate in school-related activities, they can strengthen the connection between home and school and show that they value their children's education. The study's participants revealed that parents who are actively involved in their children's education through SMC and PTA is a key factor in ensuring high standards of instruction progress and improved students\u0026rsquo; performance. Fan and Williams (\u003cspan citationid=\"CR20\" class=\"CitationRef\"\u003e2010\u003c/span\u003e) also claim that by taking part in activities associated with school, parents can improve the relationship between the home and the institution and demonstrate how much they care about their kids' education.\u003c/p\u003e \u003cp\u003eAccording to a high-level national education commission report published by MOEST (\u003cspan citationid=\"CR35\" class=\"CitationRef\"\u003e2019\u003c/span\u003e), effective coordination and cooperation between all school stakeholders, including headteachers, SMC members, PTA members, and teachers, could aid in creating a successful and supportive educational environment in public schools. Similar to this, the SSRP program 2009\u0026ndash;2016 and Final Report (2016) indicated that improving the accountability and capability of PTAs and SMCs in Nepal's public schools was necessary for ensuring the quality of education provided.\u003c/p\u003e \u003cp\u003eThe case school's head teacher claims that the PTA and SMC members are chosen in accordance with the rules. The head teacher, Mr. Tanka, stated that:\u003c/p\u003e \u003cp\u003e \u003cem\u003eParents attend every meeting when we call, and there is high involvement. We conducting a meeting in every last Sunday of each month. After in-depth discussion about school agendas, all involved PTA and SMC members accepted the decision made at the meeting and distributed the meeting minutes to other parents for their approval.\u003c/em\u003e \u003c/p\u003e \u003cp\u003eIn Nepal's public schools, parent involvement in the school has long been a standard practice. High parental involvement, high parental orientation, parental knowledge, and management support from the school all contributed to the SMC and PTA's efficient operation in the school\u0026rsquo;s agendas. By establishing active PTAs and SMCs, the case school has ensured parental participation in promoting high-quality instruction in public school. This demonstrates how the policy has created a significant role for parents in terms of how public schools are run and function.\u003c/p\u003e \u003cp\u003eHe further emphasized,\u003c/p\u003e \u003cp\u003e\u0026ldquo;\u003cem\u003eMy duty goes beyond that of an administrator; I strive to function as a leader. For kids to achieve more, the head teacher's position is crucial. As a result, whenever I make a decision, I always consider parental input, such as when choosing a teacher, providing the school with the required resources, or creating an appropriate setting for learning\u003c/em\u003e\u0026rdquo;. Durisic and Bunijevac (\u003cspan citationid=\"CR12\" class=\"CitationRef\"\u003e2017\u003c/span\u003e) states that parental involvement provides an important opportunity for school to enrich current school programs by bringing parents into the educational process.\u003c/p\u003e \u003cp\u003eIn a similar vein, Santosh, a parent, was questioned about how the SMC and PTA came to be.\u003c/p\u003e \u003cp\u003e \u003cem\u003eI believe that without the support of their parents, kids cannot succeed. I am aware that I am also responsible for helping my child succeed academically. We shouldn't rely solely on the head teacher and the teachers. I believe we are all equally responsible. As a result, I actively participated in the SMC, PTA, and other school activities at every school\u003c/em\u003e. \u003cem\u003eWe appointed a chairperson with a low socioeconomic status this time. He frequently visited the school and encouraged other parents to actively participate in all PTA and SMC meetings. We helped him in every aspect of the school. The policy and practice are applied in schools exactly as intended. The number of parents available for school purposes increased because the available parents were valued and given preference when it came to asking questions, making suggestions, and providing feedback\u003c/em\u003e.\u003c/p\u003e \u003cp\u003eIn order to encourage parents to learn more about the school, their children's progress, and any issues the school or students may be facing, the case school gathered parents and formed SMC and PTA. Durisic and Bunijevac (\u003cspan citationid=\"CR12\" class=\"CitationRef\"\u003e2017\u003c/span\u003e) states that parental involvement provides an important opportunity for school to enrich current school programs by bringing parents into the educational process. I learned from interacting with all four participants in the interview that a parent's involvement in the school's SMC and PTA directly enhanced the school\u0026rsquo;s overall growth and their students\u0026rsquo; academic performance. Parents are invited to participate in the teaching and learning process in the classroom and other school-related activities when there is a significant amount of parental involvement in the school. This helps the school earn the trust of the parents. In this way, parents and the school collaborate through SMC and PTA enhanced meaningful participation, guaranteeing students to attain high academic performance. A number of studies have shown that effective schools maintain a high degree of parent involvement (Stone et al., \u003cspan citationid=\"CR44\" class=\"CitationRef\"\u003e2007\u003c/span\u003e).\u003c/p\u003e \u003cp\u003eIn my study area, it was clear that parents with a lot of social capital were more involved in the school community and were more likely to interact with other parents, teachers, school management as well as seek advice from all educational stakeholders about how to improve their children's academic performance. To address this issue and work with children, communities, teachers, unions, coalitions, and the government to enhance children's learning results, Marphatia, et al. (\u003cspan citationid=\"CR30\" class=\"CitationRef\"\u003e2010\u003c/span\u003e) addressed the necessity to create a true space for parents to contribute effectively.\u003c/p\u003e \u003cp\u003eOpportunities for parental involvement in their children's education increase their social capital, which is linked to a network of interactions between parents and has a good impact on their children's education. Coleman (\u003cspan citationid=\"CR6\" class=\"CitationRef\"\u003e1988\u003c/span\u003e) described social capital as a network of social institutions that serve as informational gateways and enable student achievement. This helps the kids achieve their higher academic goals. I also learned that social capital is linked to the social and intellectual abilities of the parents, enabling their children to learn better as they are routinely monitored in their academic pursuits and learning process.\u003c/p\u003e \u003cp\u003eIn my research site, I also noticed that parents' social connections enable them to support their kids' education more, giving the kid access to a better educational experience. My finding aligns with Coleman\u0026rsquo;s (\u003cspan citationid=\"CR6\" class=\"CitationRef\"\u003e1988\u003c/span\u003e) arguments that the relationships and links between parents and schools only serve as social capital for educational endeavors.\u003c/p\u003e \u003cdiv id=\"Sec8\" class=\"Section2\"\u003e \u003ch2\u003eEnhancing Parents-Teachers Relation and Interactions\u003c/h2\u003e \u003cp\u003eAll four participants in the interviews claimed that effective communication and collaboration between parents and teachers has a notable impact on children's academic achievement, behavior, and social development. The results show that there are better parent-teacher interactions and relationships in the case school, which improves the performance of the school and its students. Llamas and Tuazon (\u003cspan citationid=\"CR29\" class=\"CitationRef\"\u003e2016\u003c/span\u003e) states that the relationship and interaction between parents and teachers makes remarkable outcome on the students\u0026rsquo; education performance. According to studies, parental involvement is most beneficial when it is seen as a collaboration between parents and teachers (Davies, \u003cspan citationid=\"CR8\" class=\"CitationRef\"\u003e1996\u003c/span\u003e; Emeagwali, \u003cspan citationid=\"CR15\" class=\"CitationRef\"\u003e2009\u003c/span\u003e).\u003c/p\u003e \u003cp\u003eSimilar experience shared by grade nine student Rita. She said:\u003c/p\u003e \u003cp\u003e \u003cem\u003eDespite the fact that my parents cannot read or write, they are able to recognize my need for education. My dad has always pushed me to pursue education. He advised me to spend more time thinking about this. He tells me that in order to pursue higher education and land a good job in the future, I must have strong academic credentials. My parents were quite aware of all the challenges I was facing in school. My parents constantly interacted and developed relationships with all of my teachers, worked together, participated in the school's teacher-parent interaction program, and helped me overcome my obstacles and support my education by gathering educational resources.\u003c/em\u003e \u003c/p\u003e \u003cp\u003eA student's academic performance is thought to be significantly influenced by the relationship and interaction between parents and teachers. Regular communication between the teachers and the parents makes parents more responsible for their children's progress and pay close attention to their learning, activities, and behavior. Students are more likely to perform better academically when they are aware that their parents and teachers have strong bonds and frequently communicate. Interaction between teachers and parents is crucial for children to learn, develop, and succeed in school (Washigton, 2011). The interaction between parents and teachers benefits pupils' educational performance, improves their personal conduct, and both parents and teachers learn from one another due to the information exchanged between them. This also helps students cultivate a good attitude and boost their interest in school. As important to the development of the school as the learning community is regarded to be effective parent-teacher interactions (Schussler, \u003cspan citationid=\"CR41\" class=\"CitationRef\"\u003e2003\u003c/span\u003e).\u003c/p\u003e \u003cp\u003eA parent, Santosh, was questioned regarding the development of the relationship and interaction between parents and teachers in a similar manner. As he stated:\u003c/p\u003e \u003cp\u003e \u003cem\u003eWe communicate the message in-person. In order to update about the kids, as needed, we also spoke on the phone, SMS and social media too. We started using any medium to interact with teachers because there is so much coordination and sharing between parents and teachers. Teachers would convene a meeting if there were any issues, and we felt at ease conversing with them.\u003c/em\u003e \u003c/p\u003e \u003cp\u003eThe outcome demonstrates high cooperation, partnership, and idea-sharing between parents and teachers support student success. High levels of respect and confidence between parents and teachers, joint development of standards to promote the child's holistic development, and the creation of an environment that encourages idea sharing that all lead to high levels of relationship, interaction, involvement between parents and school and help for students\u0026rsquo; academic performance. The findings demonstrate that teachers in high-performing public schools value all parents and develop strong relationships with them, which in turn encourages parental involvement in their children's education. According to Swanson et al., (\u003cspan citationid=\"CR45\" class=\"CitationRef\"\u003e2010\u003c/span\u003e), for the educational process to be successful, the teachers' and students' parents' cordial connections must be the backbone.\u003c/p\u003e \u003cp\u003eI also learned that social capital is related to the social and intellectual abilities of the parents, which helps their children learn better because they are routinely monitored their child\u0026rsquo;s learning and other activities in school through high interaction with teachers. Social Capital theory also advocates that the relationship between educators and parents creates connections, partnerships, and links supporting children's education (Coleman, \u003cspan citationid=\"CR6\" class=\"CitationRef\"\u003e1988\u003c/span\u003e).\u003c/p\u003e \u003c/div\u003e \u003cdiv id=\"Sec9\" class=\"Section2\"\u003e \u003ch2\u003eFostering Home Involvement in the Holistic Educational Processes\u003c/h2\u003e \u003cp\u003eEpstein et al., (\u003cspan citationid=\"CR16\" class=\"CitationRef\"\u003e2018\u003c/span\u003e) claims that students who involve their parents in their education perform better academically. The parent, teacher, student, and head teacher who took part in the interview agreed that parents' involvement in their children's school-related activities at home is essential for their education. Additionally, participants indicated that parents also understood the value of offering learning opportunities at home and tying what children learn in school to teachers and the outside world if they were highly involved in the education of their kid's school-related activities at home. All children are more likely to succeed academically if their home situation is encouraging (Henderson \u0026amp; Berla, \u003cspan citationid=\"CR24\" class=\"CitationRef\"\u003e1994\u003c/span\u003e; Sanders \u0026amp; Sheldon, \u003cspan citationid=\"CR39\" class=\"CitationRef\"\u003e2009\u003c/span\u003e). Children can pick up behaviors from their home environment. Similar experience is shared by a teacher named Hari. He said that\u003c/p\u003e \u003cp\u003e \u003cem\u003eParents' involvement at home helps them meet their children's fundamental needs. It aids in creating an environment that is conducive to learning. Despite being illiterate, the parents were aware of the importance of education in their children's lives and tried to assist in any way they could. Parents provided emotional encouragement to all of the students in their endeavors both at home and at school.\u003c/em\u003e \u003c/p\u003e \u003cp\u003eHe discussed his observations that his numerous students performed better in school when their parents were actively involved in their home lives. Additionally, he provides numerous instances of accomplished students from a range of socioeconomic backgrounds. He emphasized that active parental involvement in creating a supportive home environment is more important for children's learning than other parental factors. Additionally, he said that\u003c/p\u003e \u003cp\u003e \u003cem\u003eIn our school most of the parents develop conducive environment for their children. Students who come from homes with challenging conditions typically struggle more than those who come from homes with supportive environments. For instance, students from strong home environments get help from their parents to finish their schoolwork and helps to read and guide to complete assignments by minimizing the amount of work they do there. Parents also take care of their children's hygiene, provide wholesome food on time, provide the necessary resources whenever they ask for them, and receive counseling for good behavior and academic success.\u003c/em\u003e \u003c/p\u003e \u003cp\u003eAcademic excellence was encouraged and nourished by parents who actively participated in their children's tasks (Epstein, \u003cspan citationid=\"CR18\" class=\"CitationRef\"\u003e2001\u003c/span\u003e). Therefore, parents are essential in giving children education opportunities at home and connecting what they learn in school with teachers and outside events. Child's academic performance is influenced by their home environment. According to numerous studies, children who receive parental guidance at home perform better academically (Harris \u0026amp; Godall, 2008). Social capital refers to the relationships parents have with their kids that impact how well their kids do in school (Coleman, \u003cspan citationid=\"CR6\" class=\"CitationRef\"\u003e1988\u003c/span\u003e). As a result, the parent, teacher, student, and head teacher who took part in the interview agreed that maintaining an atmosphere at home conducive to enhanced pupil achievement is crucial. The study's conclusions showed that pupils who receive good home environment and those whose parents are engaged in creating favorable home environment their academic and cognitive perform more successfully and attain more in academic endeavors. According to Melhuish et al. (\u003cspan citationid=\"CR31\" class=\"CitationRef\"\u003e2008\u003c/span\u003e), the largest influence on a child's cognitive development comes from a greater home learning environment.\u003c/p\u003e \u003cp\u003eParents are excellent sources of real-world wisdom and experience. As suggested by social capital, parents can participate in their children's education by ensuring that they have access to the required learning resources. My finding aligns with social capital theory, which highlights that high parental encouragement and supports in child\u0026rsquo;s education is essential for their academic development (Coleman, \u003cspan citationid=\"CR6\" class=\"CitationRef\"\u003e1988\u003c/span\u003e). According to the social capital theory, parents should decide how much time and additional resources for education should give their kids based on their goals, resources, and constraints. The high parental contribution at home enhance better student performance in school (Coleman, \u003cspan citationid=\"CR6\" class=\"CitationRef\"\u003e1988\u003c/span\u003e).\u003c/p\u003e \u003c/div\u003e \u003cdiv id=\"Sec10\" class=\"Section2\"\u003e \u003ch2\u003eStrengthening School's Good Governance and Management\u003c/h2\u003e \u003cp\u003eThe four participants all agreed that parental involvement in the development, implementation, evaluation, and review of school policies, plans, activities, programs, and other priorities would increase the school's accountability, transparency, and responsiveness to its operations, including the development of students' academic performance. According to Kibera and Kimokoti (\u003cspan citationid=\"CR28\" class=\"CitationRef\"\u003e2007\u003c/span\u003e), a high level of parental involvement in school governance is directly related to the academic success of the institution. Similarly, along with these benefits, it also aids in improving children's socializing and increasing student learning achievement (Altschul, \u003cspan citationid=\"CR3\" class=\"CitationRef\"\u003e2012\u003c/span\u003e).\u003c/p\u003e \u003cp\u003eThe head teacher, Mr. Tanka, stated that:\u003c/p\u003e \u003cp\u003e \u003cem\u003eParental involvement is crucial for the school to successfully run the academic year. Parents who actively participate in school governance increase the likelihood that a school will be transparent and accountable. As a result, communication between the community, parents, and school is enhanced. Participating in planning processes like the SIP, policy, and strategy formulation improves the efficiency and effectiveness of managing the school's resources. Parents can support the school financially and with resources by using their connections and clout. Parents can effectively conduct social audits to enhance learning quality when they take part in school governance.\u003c/em\u003e \u003c/p\u003e \u003cp\u003eThe cooperation between the school, parents, and community is improved with parental involvement, and the governance of the school is open and responsible. According to the literature, parents' involvement in their children's school fosters improved parent-school communication as well as transparent and accountable school governance (Agbo, \u003cspan citationid=\"CR2\" class=\"CitationRef\"\u003e2007\u003c/span\u003e). This was made clear in my study that the School Improvement Plan (SIP) and the social audit that improve learning quality also tend to be better when there is active and high parental involvement in the school. According to Coleman (\u003cspan citationid=\"CR6\" class=\"CitationRef\"\u003e1988\u003c/span\u003e), all parents' connections with the school and one another serve as social capital for educational activities.\u003c/p\u003e \u003cp\u003eSimilar experience is shared by a teacher named Hari\u003c/p\u003e \u003cp\u003e \u003cem\u003eThe parents were welcome to drop by the school and watch a lesson, per our invitation. The parents' advice and judgment were sought after. In order to assess the quality of teaching and learning, parents frequently visited classrooms. Our school will not put up with a dominant attitude of superiority toward the parents or any other obstacles to active parental involvement. In order to improve school quality in learning, we started working with the parents and community on all school-related activities\u003c/em\u003e.\u003c/p\u003e \u003cp\u003eIn order to increase the responsibility, honesty, and attentiveness of the school on its outcomes, including the improvement of children's learning, school governance includes parental involvement in the planning, implementing, reviewing, and providing input into school policies, plans, and priorities. Epstein (2011) asserts that parental participation in school administration and management benefits kids' education and raises their performance.\u003c/p\u003e \u003cp\u003eA parent name Santosh opened mystery of success factor of school by saying \u0026ldquo;\u003cem\u003eAll of the parents with all stakeholders of the school work together to establish the mission, vision, and goals. As an illustration, consider the codes of conduct, funds raised to help students, and improvements to school infrastructure, enrichment of programs and facilities, use of ICT, implementation of curricula, and the use of both formal and informal teaching and learning methods to enhance academic performance of students\u0026rdquo;\u003c/em\u003e.\u003c/p\u003e \u003cp\u003eCollaboration between parents and school administration can result in improvements to the school's academic and physical performance. As a result, school administrators need to inspire parents to participate and contribute to the achievement of the school's mission and objectives (Sapungan \u0026amp; Sapungan, \u003cspan citationid=\"CR40\" class=\"CitationRef\"\u003e2014\u003c/span\u003e). All parties' participation in school matters can facilitate the school's ability to make wise decisions that enhance student achievement (Abebe, 2012).\u003c/p\u003e \u003cp\u003eMy research revealed that schools involve parents\u0026rsquo; governance for preparation of the SIP, or social audit, policy and strategy formulation. My finding aligns with social capital theory, which highlights that all parents' connections with the school and with each other serve as social capital and enhance educational activities (Coleman, \u003cspan citationid=\"CR6\" class=\"CitationRef\"\u003e1988\u003c/span\u003e). Social capital refers to the relationships that parents have community members, and the school community. These relationships have an impact on how well their kids do in school (Coleman, \u003cspan citationid=\"CR6\" class=\"CitationRef\"\u003e1988\u003c/span\u003e). Social capital describes the connections parents have with neighbors, coworkers, and students. These connections affect how well their children perform academically (Coleman, \u003cspan citationid=\"CR6\" class=\"CitationRef\"\u003e1988\u003c/span\u003e).\u003c/p\u003e \u003c/div\u003e"},{"header":"Conclusion","content":"\u003cp\u003eThe results of this study demonstrate that parental involvement has a beneficial effect on students' academic performance. The findings highlighted how serious about their children's education the case school's parents were. When it came to raising their children, the parents at the case school were incredibly sincere, and considerate, and they used every method at their disposal to help their kids perform better in school. Case school has benefited from the active parental involvement in school. High parental participation has a number of beneficial effects on both the performance of students and the schools. Study demonstrated that kids who lived in supportive homes and received adequate care for their physical and mental health unquestionably performed better in school. Similarly, parents who participate in PTA and SMC meetings and school governance activities use every available strategy to help their kids achieve better academic results. High levels of interaction and relationship between parents and teachers also help raise their kids' academic achievement while attempting to identify the key elements needed for a kid to succeed in school. When parents participate in school activities and the school recognizes and values their participation, students feel proud and engaged in the learning environment. Similar to this, when their children's academic performance improves, parents feel proud and become more involved in the school. These methods aid in raising academic achievement in general. Therefore, Parental involvement are two essential components for enhancing students' academic achievement and enhancing teaching and learning at schools. A strong network between parents and schools creates opportunities and boosts parental involvement.\u003c/p\u003e \u003cdiv id=\"Sec12\" class=\"Section2\"\u003e \u003ch2\u003eImplication to Future\u003c/h2\u003e \u003cp\u003eParental involvement is viewed as essential for raising the bar for school and student achievement. For parental involvement in education to be effective and meaningful, a number of other study areas under this umbrella need to be developed. In this regard, several policies are developed for parental involvement, however there is a disconnect between the policies and the realities. Therefore, investigating the discrepancy between policy and practice and its causes appears to be a promising area for future study. To improve public schools, teachers, and students' teaching and learning processes, schools can also encourage parents' active participation inside and outside the school.\u003c/p\u003e \u003cp\u003eAdditionally, teachers are trusted by contemporary educational regulations to incorporate parents by forming various committees and delegating certain responsibilities. Because of this, regular parent-teacher conferences, workshops, and parenting programs are crucial stages in showcasing and utilizing parents' abilities and skills in the school and for kids' academic achievement. Additionally, teachers\u0026mdash;particularly the head teacher, who has authority\u0026mdash;can involve parents in school events and work with them to ensure that they are a useful and significant part of their children's education.\u003c/p\u003e \u003c/div\u003e"},{"header":"Declarations","content":"\u003cp\u003e\u003cstrong\u003eAvailability of Data and Materials\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003e\u0026nbsp;I\u0026apos;ve included some samples of interview data from my participants as well as how I create a theme from interview data.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eTheme\u003c/strong\u003e: \u003cstrong\u003eGiving more value to children\u0026apos;s education\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eTanka\u003c/strong\u003e: \u003cem\u003eParents attend every meeting when we call, and there is high involvement. We conducting a meeting in every last Sunday of each month. After in-depth discussion about school agendas, all involved PTA and SMC members accepted the decision made at the meeting and distributed the meeting minutes to other parents for their approval\u003c/em\u003e. \u003cem\u003eMy duty goes beyond that of an administrator; I strive to function as a leader. For kids to achieve more, the head teacher\u0026apos;s position is crucial. As a result, whenever I make a decision, I always consider parental input, such as when choosing a teacher, providing the school with the required resources, or creating an appropriate setting for learning.\u003c/em\u003e\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eData\u003c/strong\u003e: On parents\u0026apos; day, result day, and other school activities and programs, we invite parents to participate. They accept our invitation on every occasion. To me, their participation in all school events is parental involvement. This demonstrates that they regarded the significance of PI as parental participation. We also request their assistance in selecting teachers and maintaining learning materials. I believe that PI was not limited to simply include parents in school events, but also to involving them in making the school better. Parents are providing their entire support, as well as other services and time to the school. It is simple to encourage parents to participate actively in our school.\u0026nbsp;\u003c/p\u003e\n\u003cp\u003eMembers of the PTA and SMC also attend on a regular basis; they work together to ensure that all parents are aware of the decisions taken by the school, and we sometimes have to circulate the minutes to their homes to obtain their signature. Our school holds a meeting on the last Sunday of each month. I was extremely interested in learning how the PTA SMC launched this and how they pushed parents to participate in school agendas at each meeting. All participants emphasized the importance of parental involvement. This demonstrated that the initiative was well received by all parties.\u003c/p\u003e\n\u003cp\u003e\u0026nbsp;Parents not only assist the school with school activities, but they also inform us of children who are absent from school and have dropped out of the previous class from another school. My responsibility extends beyond that of an administrator, and I worked with parents to persuade them as well, and if they are unsuccessful, they call us and we go there together. Teacher recruitment is a critical endeavor since a good teacher is accountable for the education of students. And, according to the rules, all stakeholders with parents are included in such a procedure.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003e\u003cem\u003eSantosh\u003c/em\u003e\u003c/strong\u003e\u003cem\u003e: I believe that without the support of their parents, kids cannot succeed. I am aware that I am also responsible for helping my child succeed academically. We shouldn\u0026apos;t rely solely on the head teacher and the teachers. I believe we are all equally responsible. As a result, I actively participated in the SMC, PTA, and other school activities at every school\u003c/em\u003e.\u003cem\u003e\u0026nbsp;We appointed a chairperson with a low socioeconomic status this time. He frequently visited the school and encouraged other parents to actively participate in all PTA and SMC meetings. We helped him in every aspect of the school. The policy and practice are applied in schools exactly as intended. The number of parents available for school purposes increased because the available parents were valued and given preference when it came to asking questions, making suggestions, and providing feedback\u003c/em\u003e.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eData:\u003c/strong\u003e My son does exceptionally well in school it\u0026rsquo;s because of our support. I sought to find out whether or not they were summoned to meetings and other school agendas during each school visit. I\u0026apos;m usually quite busy, but when school calls a meeting and for other activities, I go. I saw that parents were more eager to attend school visits to learn about their children\u0026apos;s growth. I feel that if parents are less involved, there will be less interest and information about the school, which will lead to a drop in parental participation. We all discussed how to improve quality with members of the SMC (School management committee) and the PTA (Parents teacher association) chair, and we all agreed that parental involvement is one of the most critical factors in the success of our school and our children. The school called the parents in for a meeting, but since the parents were absent, they made their own decision and allowed the parents on the committee sign it. And the meeting took place. Before declaring any final result, we parent meet with the head teachers, teachers, and SMC/PTA members for each and every agenda of the school.\u003c/p\u003e\n\u003cp\u003eThe majority of parents appeared to be aware of the high level of parental involvement in the school. This time, we chose a chairperson from a lower caste, and he often visits the institution. For the choosing of SMC and PTA, there is a large assembly of parents. Those who are interested submit their names for the election, and a fair election is held. We can get parents to vote as well. PTA and SMC members are appointed in accordance with the standards.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eTheme2\u003c/strong\u003e: \u003cstrong\u003eEnhancing Parents-Teachers Relation and Interactions\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eRita:\u0026nbsp;\u003c/strong\u003e\u003cem\u003eDespite the fact that my parents cannot read or write, they are able to recognize my need for education. My dad has always pushed me to pursue education. He advised me to spend more time thinking about this. He tells me that in order to pursue higher education and land a good job in the future, I must have strong academic credentials. My parents were quite aware of all the challenges I was facing in school. My parents constantly interacted and developed relationships with all of my teachers, worked together, participated in the school\u0026apos;s teacher-parent interaction program, and helped me overcome my obstacles and support my education by gathering educational resources.\u0026nbsp;\u003c/em\u003e\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eData:\u003c/strong\u003e The parents\u0026apos; job is to enroll their children in school, supply instructional materials, and attend all school activities and meetings. My parent pays frequent visits to school to see how I\u0026apos;m doing. My parent attends school programs and meetings on a regular basis and visits the school to check on my development. My parents consistently encourage me to read and accomplish my assignments by giving books, note copies, and other tools. The teacher routinely called our parents to see if I was doing well or not. The student was well informed on the interaction between parents and teachers. My parents were well aware of the difficulties I was experiencing at school.\u003c/p\u003e\n\u003cp\u003eMy parents communicated with and built relationships with all of my teachers on a daily basis, collaborated, participated in the school\u0026apos;s teacher-parent interaction program, and assisted me in overcoming difficulties and supporting my education by accumulating educational resources. There is a strong sense of being welcomed and cared for by the teachers and parents. Teachers not only want to get their parents\u0026apos; attention, but they also want to make time for them to talk about their challenges and problems. Parents are allowed to ask teachers any questions they want and receive excellent assistance. As a result, my parents encouraged me to continue my education and find a solid position in the future, and they stressed the importance of having great academic credential. The regular interaction with teachers make our parent aware of our study.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003e\u003cem\u003eSantosh\u003c/em\u003e\u003c/strong\u003e\u003cem\u003e:\u0026nbsp;\u003c/em\u003e\u003cem\u003eWe communicate the message in-person. In order to update about the kids, as needed, we also spoke on the phone, SMS and social media too. We started using any medium to interact with teachers because there is so much coordination and sharing between parents and teachers. Teachers would convene a meeting if there were any issues, and we felt at ease conversing with them.\u003c/em\u003e\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eData:\u003c/strong\u003e Teachers have a special bond with parents. Parents are frequently and warmly welcomed at school. Teachers and parents also met more frequently and informally wherever they were required. I feel that until and unless we parents can reach out to teachers and teachers can reach out to parents, we can improve the quality of our children via increased contact and the development of healthy relationships. All of the teachers seemed to be more concerned with the students. Teachers told us that we may come to school whenever it was convenient for them if we had any questions about our children. From 6 a.m. until 6 p.m., all teachers and the principal are available. This was done for parents who were working and couldn\u0026apos;t visit during the school day. If we are busy, we use a variety of methods to communicate with the teacher. We can meet with teachers at a convenient time. Teachers form friendly relationships with all of the parents. Teachers come home with my children and relay any message or meeting outcome, so I don\u0026apos;t have to worry about it.\u0026nbsp;\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eTheme 3\u003c/strong\u003e: \u003cstrong\u003eFostering Home Involvement in the Holistic Educational Processes\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eHari:\u0026nbsp;\u003c/strong\u003e\u003cem\u003eParents\u0026apos; involvement at home helps them meet their children\u0026apos;s fundamental needs. It aids in creating an environment that is conducive to learning. Despite being illiterate, the parents were aware of the importance of education in their children\u0026apos;s lives and tried to assist in any way they could. Parents provided emotional encouragement to all of the students in their endeavors both at home and at school.\u003c/em\u003e\u003c/p\u003e\n\u003cp\u003e\u003cem\u003eIn our school most of the parents develop conducive environment for their children. Students who come from homes with challenging conditions typically struggle more than those who come from homes with supportive environments. For instance, students from strong home environments get help from their parents to finish their schoolwork and helps to read and guide to complete assignments by minimizing the amount of work they do there. Parents also take care of their children\u0026apos;s hygiene, provide wholesome food on time, provide the necessary resources whenever they ask for them, and receive counseling for good behavior and academic success.\u003c/em\u003e\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eData:\u003c/strong\u003e We teach at school, and if pupils can get help from their parents at home, their comprehension is excellent. However, in our school, we have all types of parents, literate and illiterate, who can very successfully guide their children at home. Illiterate parents have also led their children. It is even more difficult for them to maintain their child at school and at home, so they seek assistance from other educated neighbors and colleagues. Parents are concerned about the hygiene of their children. They assist their children with homework, and parents dress their children appropriately for school. I haven\u0026apos;t seen any kids with lice, uncombined hair, or unclean clothes.\u003c/p\u003e\n\u003cp\u003e\u0026nbsp;Parents who are illiterate, but are very concerned about their children\u0026apos;s education. They are unable to teach at home, but they persuade the children to do their homework and read by lowering their task at home with the assistance of an educated individual. I discovered that some parents work and must leave their children early in the morning after providing and preparing healthy food. Many of our school\u0026apos;s parents are illiterate, making it difficult for them to function in daily life. But, because they want their children to have a brighter future, they send them to school and, of course, tell them to read at home and provide them with the required resources whenever they ask.\u003c/p\u003e\n\u003cp\u003e\u0026nbsp;One of the parents used to tell me that he always advises his son to study hard and not to worry about anything academic. He can\u0026apos;t read or write, so he has no choice except to trust what he hears. He used to tell me that his child was always reading and writing and getting good grades in school because of his words. Similarly, one student used to tell me that my parents buy the necessary items for me and tell me to use them properly and not squander them. This demonstrated that the parents were not just giving required things but also educating their children to cherish them.\u003c/p\u003e\n\u003cp\u003e\u0026nbsp;Similarly, one girl informed me that her mother always reminded her to do her homework and ask how her studies were going, despite the fact that she is not formally literate. This demonstrates that the parents at our school were conscious of the importance of education in their children\u0026apos;s lives, so they assisted in any way they could, despite the fact that they were illiterate. Similarly, one grade ten student told me that she and her elder brother were too bothered by their parents\u0026apos; fights every day, and as a result, my elder brother began to ignore his academics and began to use cigarettes and consume alcohol. Our parents chastise us and force us to work at home as well as outside in the catering services, causing her to miss school.\u0026nbsp;\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eTheme 4\u003c/strong\u003e: \u003cstrong\u003eStrengthening School\u0026apos;s Good Governance and Management\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eTanka:\u0026nbsp;\u003c/strong\u003e\u003cem\u003eParental involvement is crucial for the school to successfully run the academic year. Parents who actively participate in school governance increase the likelihood that a school will be transparent and accountable. As a result, communication between the community, parents, and school is enhanced. Participating in planning processes like the SIP, policy, and strategy formulation improves the efficiency and effectiveness of managing the school\u0026apos;s resources. Parents can support the school financially and with resources by using their connections and clout. Parents can effectively conduct social audits to enhance learning quality when they take part in school governance.\u003c/em\u003e\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eData:-\u0026nbsp;\u003c/strong\u003eThe importance of parental involvement in the successful operation of schools throughout the academic year is emphasized. \u0026nbsp; When parents actively participate in school governance, it helps to develop transparency and accountability within educational institutions. This involvement establishes a strong communication line between the community, parents, and the school. I emphasize the necessity of parental participation in various planning procedures, such as the School Improvement Plan (SIP) and policy and strategy formulation. I am convinced that active participation improves the efficiency and efficacy of managing the school\u0026apos;s resources. Furthermore, parents can play a vital role in financially and resource provisioning the school, leveraging their connections and influence to help the institution. For example, I emphasize that when parents actively participate in school governance, they can undertake valuable social audits, thereby improving the quality of student learning experiences.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eHari\u003c/strong\u003e\u003cem\u003e: The parents were welcome to drop by the school and watch a lesson, per our invitation. The parents\u0026apos; advice and judgment were sought after. In order to assess the quality of teaching and learning, parents frequently visited classrooms. Our school will not put up with a dominant attitude of superiority toward the parents or any other obstacles to active parental involvement. In order to improve school quality in learning, we started working with the parents and community on all school-related activities\u003c/em\u003e.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eData:\u0026nbsp;\u003c/strong\u003eThe school\u0026apos;s inviting climate encourages parental involvement. I recall occasions when parents were not only welcomed, but also actively encouraged, to attend the school and observe classroom activities. The school sought their opinions and ideas in order to assess and comprehend the quality of teaching and learning experiences. The school strongly opposes any superiority complex or obstacles to active parental involvement in the school community. Instead, the institution actively cooperated with parents and the larger community to improve overall learning quality. This collaboration included a variety of school-related activities, indicating a comprehensive approach to school development and family involvement.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eSantosh:\u003c/strong\u003e \u0026ldquo;\u003cem\u003eAll of the parents with all stakeholders of the school work together to establish the mission, vision, and goals. As an illustration, consider the codes of conduct, funds raised to help students, and improvements to school infrastructure, enrichment of programs and facilities, use of ICT, implementation of curricula, and the use of both formal and informal teaching and learning methods to enhance academic performance of students\u0026rdquo;\u003c/em\u003e.\u0026nbsp;\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eData:-\u003c/strong\u003e In developing the school\u0026apos;s mission, vision, and goals, the school and its administration always highlight the collaborative efforts of all stakeholders, including parents. We are all parents who are proud of our collaborative efforts that have resulted in the establishment of rules of conduct, the raising of funds to support students, and the improvement of the school\u0026apos;s infrastructure. Furthermore, coordinated activities are being done to enhance programs and facilities, integrate information and communication technology (ICT), efficiently execute curricula, and apply both formal and informal teaching techniques. All of these comprehensive techniques, which are shared by all stakeholders, are beneficial in improving kids\u0026apos; academic achievement. The collaboration between the school, its parents, and the community emphasizes the complete character of the collaborations, which go beyond mere instructional techniques to embrace the holistic enhancement of the school environment.\u003c/p\u003e"},{"header":"References","content":"\u003col\u003e\u003cli\u003e\u003cspan\u003eAction Aid (2010). Politics of participation: parental support for children\u0026rsquo;s learning and school governance in Burundi, Malawi, Senegal and Uganda.\u003c/span\u003e\u003c/li\u003e \u003cli\u003e\u003cspan\u003eAgbo, S. A. (2007). Addressing school-community relations in a cross-cultural context: A collaborative action to bridge the gap between First Nations and the school. Journal of Research in Rural Education, 22(8), 1\u0026ndash;14.\u003c/span\u003e\u003c/li\u003e \u003cli\u003e\u003cspan\u003eAltschul, I. (2012). Linking socioeconomic status to the academic achievement of Mexican American youth through parent involvement in education. Journal of the Society for Social Work and Research, 3(1), 13\u0026ndash;30.\u003c/span\u003e\u003c/li\u003e \u003cli\u003e\u003cspan\u003eBourdieu, P. (1980). 1990. The logic of practice. Trans. Richard Nice. Stanford: Stanford University Press.\u003c/span\u003e\u003c/li\u003e \u003cli\u003e\u003cspan\u003eCastro, M., Exp\u0026oacute;sito-Casas, E., L\u0026oacute;pez-Mart\u0026iacute;n, E., Lizasoain, L., Navarro-Asencio, E., \u0026amp; Gaviria, J. L. (2015). Parental involvement on student academic achievement: A meta-analysis. Educational research review, 14, 33\u0026ndash;46.\u003c/span\u003e\u003c/li\u003e \u003cli\u003e\u003cspan\u003eColeman, J. S. (1988). Social capital in the creation of human capital. American journal of sociology, 94, S95-S120.\u003c/span\u003e\u003c/li\u003e \u003cli\u003e\u003cspan\u003eCreswell, J. W. (2007). Qualitative inquiry and research design. Sage Publication.\u003c/span\u003e\u003c/li\u003e \u003cli\u003e\u003cspan\u003eDavies, D. (1996). Partnerships for student success. New schools, new communities, 12(3), 14\u0026ndash;21.\u003c/span\u003e\u003c/li\u003e \u003cli\u003e\u003cspan\u003eDawadi, S. (2020). Parental involvement in national EFL test preparation. RELC Journal, 51(3), 427\u0026ndash;439.\u003c/span\u003e\u003c/li\u003e \u003cli\u003e\u003cspan\u003eColeman, J. S. (1988). Social capital in the creation of human capital. American journal of sociology, 94, S95-S120.\u003c/span\u003e\u003c/li\u003e \u003cli\u003e\u003cspan\u003eDoE. (2014). \u003cem\u003eFlash I report 2071 (2014\u0026ndash;2015)\u003c/em\u003e. Ministry of Education Kathmandu.\u003c/span\u003e\u003c/li\u003e \u003cli\u003e\u003cspan\u003eDurisic, M., \u0026amp;Bunijevac, M. (2017). Parental Involvement as an Important Factor for Successful Education. CEPS Journal, 7 (3), 137\u0026ndash;153.\u003c/span\u003e\u003c/li\u003e \u003cli\u003e\u003cspan\u003eEl Nokali, N. E., Bachman, H. J., \u0026amp; Votruba-Drzal, E. (2010). Parent involvement and children\u0026rsquo;s academic and social development in elementary school. 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Case study research: Design and methods (Vol. 5). sage.\u003c/span\u003e\u003c/li\u003e\u003c/ol\u003e"}],"fulltextSource":"","fullText":"","funders":[],"hasAdminPriorityOnWorkflow":false,"hasManuscriptDocX":true,"hasOptedInToPreprint":true,"hasPassedJournalQc":"","hasAnyPriority":false,"hideJournal":false,"highlight":"","institution":"","isAcceptedByJournal":false,"isAuthorSuppliedPdf":false,"isDeskRejected":"","isHiddenFromSearch":false,"isInQc":false,"isInWorkflow":false,"isPdf":false,"isPdfUpToDate":true,"isWithdrawnOrRetracted":false,"journal":{"display":true,"email":"[email protected]","identity":"discover-education","isNatureJournal":false,"hasQc":true,"allowDirectSubmit":false,"externalIdentity":"diedu","sideBox":"Learn more about [Discover Education](https://www.springer.com/journal/44217)","snPcode":"44217","submissionUrl":"https://submission.nature.com/new-submission/44217/3","title":"Discover Education","twitterHandle":"","acdcEnabled":true,"dfaEnabled":true,"editorialSystem":"stoa","reportingPortfolio":"Discover Series","inReviewEnabled":true,"inReviewRevisionsEnabled":true},"keywords":"Parental involvement, public school, school performance, student performance","lastPublishedDoi":"10.21203/rs.3.rs-3656872/v1","lastPublishedDoiUrl":"https://doi.org/10.21203/rs.3.rs-3656872/v1","license":{"name":"CC BY 4.0","url":"https://creativecommons.org/licenses/by/4.0/"},"manuscriptAbstract":"\u003cp\u003eParental involvement is essential in today's modern educational system because it improves school administration and student achievement. The study aimed to explain the value of parents helping their kids become good students who are accepted and motivated to learn for better. A single case study conducted by using qualitative research methodology was carried out in order to explore a) how does parental involvement affect students\u0026rsquo; academic performance in public schools? This study included in-depth interviews, document reviews, and observation of the one sampled school and four selected participants. In order to improve children's overall academic attainment in public schools, this study examines relevant policies and pinpoints parental involvement methods. The social theories are used to better understand and discuss parental involvement in school setting. This study reveals that parental involvement is necessary for children\u0026rsquo;s learning and improve academic performance in public schools. The involvement of parents can be enhanced through a) giving more value to children education, b) enhancing parents-teachers\u0026rsquo; relation and interactions, c) fostering home involvement in the holistic educational process, and d) strengthening school\u0026rsquo;s good governance and management. We conclude that there is a need to investigate a broad framework for parental involvement that includes decentralized administration and flexibility for creativity. Additionally, networking between parents, teachers, and schools is essential. In order to improve the learning environment and guarantee academic brilliance in public schools, it is necessary to examine how to foster parental involvement and develop networks among parents.\u003c/p\u003e","manuscriptTitle":"How Does Parental Involvement Affect Students' Academic Performance in Public Schools? 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