Challenges and Responses of Parents in Teaching Their Children in Primary School: The Case of Selected Private Schools in Addis Ababa
| dc.contributor.advisor | Darge Wole | |
| dc.contributor.author | Yetnayet Bayou | |
| dc.date.accessioned | 2026-07-04T06:39:25Z | |
| dc.date.available | 2026-07-04T06:39:25Z | |
| dc.date.issued | 2025-10 | |
| dc.description.abstract | This study examined the challenges parents face and how they respond concerning their primary school children in selected private schools in Addis Ababa. The main objective was to understand the determinants that shape parental involvement and the responses adopted to overcome parenting challenges. The study employed a mixed-methods combining both quantitative and qualitative approaches. Quantitative data were gathered from 371 parents using a structured questionnaire, while qualitative data were collected through semi-structured interviews with five parents. Additionally, data from 46 teachers were included to assess the impact of parental intervention on student performance. Data were analyzed using SPSS version 26, employing descriptive statistics, correlation, and multiple linear regression, while the qualitative data were analyzed using thematic analysis. The findings revealed that parent-related factors such as time constraints, limited academic support skills, and irregular participation were the most prominent challenges influencing parental engagement. School-related factors, particularly communication quality and teacher accessibility, were generally viewed positively, though gaps existed in event notifications and timely updates. Child-related challenges, including lack of self-motivation and distraction during study, had a comparatively minor effect. Regression results showed that parent-related factors (β = 0.620, p < 0.001) and school-related factors (β = 0.329, p < 0.001) had a strong and statistically significant positive influence on parental responses, while child-related factors (β = 0.046, p = 0.226) had a positive but non-significant effect. Qualitative findings complemented these results, highlighting time management, communication, emotional support, and technology use as core themes shaping parental involvement. Parents emphasized the need for clearer school communication and guidance to strengthen home-based learning. Recommendations include strengthening school–parent communication channels, providing parental guidance workshops, and implementing strategies to enhance children’s motivation. The study offers valuable insights into urban Ethiopian parenting in private school settings and contributes to policy discussions on improving home–school partnerships for better educational outcomes. Keywords: Parental challenges, parental responses, primary school children, private schools, Addis Ababa, mixed-methods. | |
| dc.identifier.uri | https://etd.aau.edu.et/handle/123456789/8612 | |
| dc.language.iso | en | |
| dc.publisher | Addis Ababa University | |
| dc.subject | Parental challenges | |
| dc.subject | parental responses | |
| dc.subject | primary school children | |
| dc.subject | private schools | |
| dc.subject | Addis Ababa | |
| dc.subject | mixed-methods. | |
| dc.title | Challenges and Responses of Parents in Teaching Their Children in Primary School: The Case of Selected Private Schools in Addis Ababa | |
| dc.type | Thesis |