Exploring Teachers’ Perspectives on PTM Effectiveness for Students Achievement at Primary Level

Abstract

Parental participation in the form of Parent-Teacher Meetings (PTMs) is an important factor enhancing students' academic achievements, particularly at the primary level. The current quantitative research explores teachers' viewpoints regarding the efficacy of PTMs in increasing student achievement. The data were gathered using structured questionnaires from 60 primary school instructors and 60 learners from ten public and private institutes in the city Sialkot. The study was concentrated on six important dimensions of parental involvement, i.e., communication with teachers, homework help, parental expectations, supervision and monitoring, school activities, and home environment. The data were examined using both descriptive statistics (including mean, median, and mode) and inferential statistical methods. The research results show that the majority of teachers view PTMs as effective in enhancing the performance of students, especially when parents have regular contact and are actively interested in educating children. Nevertheless, low levels of parental participation and absence of follow-up activities at home were among the frequent issues encountered. The research highlights the necessity of enhancing the PTM process to ensure appropriate school-home collaboration and enhance learning achievements at the primary level.