The Efficacy of Parent-Teacher Meetings in Primary Students’ Educational Development in District Kotli, AJ&K
DOI:
https://doi.org/10.62843/jrsr/2025.4d178Keywords:
Parent-Teacher Meetings, Educational Development, Primary Education, Parental Involvement, Teacher-Parent Collaboration, Student ProgressAbstract
This study investigated the role of parent-teacher meetings in the educational development of primary students in District Kotli, Azad Jammu and Kashmir. A descriptive survey study was conducted, and a random sample of 259 teachers and 184 parents from a total of 760 teachers and 350 parents from government boys' primary schools was recruited. A five-point Likert scale questionnaire validated for reliability and internal consistency (α = 0.79) was used for collecting the required data. The responses were then analyzed and scored from 5 for "Strongly Agree" to 1 for "Strongly Disagree." The results of the study showed that teachers strongly agree that PTMs are useful for identifying the weaknesses of the students (79%, M=4.21), help understand the struggles of the students in academics (77%, M=4.17), and have a positive effect on the learning of the students (83%, M=4.24). Similarly, parents strongly agree that PTMs help them understand the struggles of the child (78%, M=4.19), are useful for the character building of the child (84%, M=4.32), and help in the education of the child (73%, M=4.09). The mean scores of the teachers and parents for the entire study were found to be 4.18 and 4.12, respectively, and both groups showed a high level of agreement of 75%. The study concluded that PTMs are a very important factor for the growth and development of primary-level education, as they help in identifying the strengths and weaknesses of the students, increase the interest of the students in academics, and are very useful for school-home collaboration.
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