Status of Family-School Partnership and Primary School Students Learning Success at South West Oromia

Abstract

The main objective of this study was to investigate the current practice of school-family connection and its contribution to students’ learning in Southwestern Oromia. A total of 110 teachers, 798 students, 56 community members (PTA and KETB members, and parents) and 20 educational administrators (principals, vice principals, department heads and supervisors) were selected from 16 primary schools purposively identified from 3 zones of the study site. Teachers and students were selected using stratified sampling method, whereas parents and educational officials of different levels were selected by purposive and availability sampling techniques, respectively. Questionnaire, Semi structured interview and FGD were used to gather data. Data were analyzed both quantitatively (percentages, mean values and ranking) and qualitatively while qualitative evidence was analyzed through narratives and descriptions. The finding showed that school to students home, and home to school connection were found at lower level of function. Hence, family-school partnership’s contribution to students learning success was found weak. Furthermore, the collaboration between school community and parents regarding children learning was not satisfactory. In addition, parents’ living condition, less commitment and misperception of some teachers about the role of parents, meager responsiveness of schools to school-community collaboration contributed to the ineffective school-parent partnership. To improve the family-school connection and subsequent students’ learning success, all stake holders should refocus on their roles and work closely. School leadership should also be experienced and profession focused. Awareness building strategies like conferences for family and community and short term trainings for school community deserves attention.