ASSESSING THE EFFECTIVENESS OF PARENTAL INVOLVEMENT IN SHAPING STUDENTS’ SOCIALIZATION IN SCHOOL AT ELEMENTARY LEVEL

Abstract

The usefulness of parental participation in influencing elementary school pupils'socialization is examined in this study. Data were gathered from 30 teachers and 210 pupils using a survey method. Diverse representation across grade levels and socioeconomic backgrounds was guaranteed by stratified random sampling. Two structured surveys were employed: one for instructors to gauge parental participation in school events and its effect on children' socialization, and another for students to gauge parental support and peer relationships. The results show that teachers' and students' views of parental engagement differ significantly, especially when it comes to behavior change, self-evaluation, and communication skills. With notable disparities between the two groups' perceptions of the influence on socialization skills, teachers constantly believe that parental participation has a higher impact than students. Similar to male and female students, male and female teachers have different opinions, especially when it comes to communication and self-evaluation. Key areas for enhancing communication and bringing teachers' and students' opinions into alignment are highlighted by statistical analysis employing t-tests.