PARENT-TEACHER RELATIONSHIP FOR PUPILS’ IMPROVED ACADEMIC PERFORMANCE IN PUBLIC NIGERIA PRIMARY SCHOOLS: A SHIFT FROM AUTHORITY TO PARTNERSHIP

Abstract

This paper examined the need for paradigm shift from authority to partnership in parent-teacher relationship for pupils’ improved academic performance in public primary schools in Nigeria. The paper argued that the authority-based model of parent-teacher relationship whereby teachers are seen as the experts of the instructional delivery process who call the shorts and parents simply follow does not make for instructional effectiveness in the present age of information liberalization. The potentials of parents at contributing meaningfully to their children’s learning and in support of teachers must thus be acknowledged and harnessed by teachers for optimal instructional effectiveness. The paper thus x-rayed concepts such as pupils’ academic performance, parental involvement in pupils’ academic performance, parent-teacher partnership, and strategies of parent-teacher partnership, such as open communication, feedback, mutual support, and parent-teacher conferences. These strategies were thoroughly reviewed in the light of existing literature on how they improve the performance of public primary school pupils in Nigeria. The challenges to effective implementation of this desired paradigm shift were also reviewed. The paper concluded that shifting from authority to partnership in parent-teacher relationship would assure improved pupils’ learning outcomes, enhanced parent-teacher collaboration, stronger school-community relationship, more effective support for pupils’ diverse needs, creating a positive inclusive school culture, parents empowerment and confidence, and better communication and understanding between parents and teachers, among other benefits. The paper also suggested among others that head teachers of public primary schools and the schools boards should periodically organize training sessions for teachers on effective relationship with parents and guardians of pupils.