Parental Involvement In Children’s Learning: A Case Study Of Primary Schools In Kabul,Afghanistan

The parent’s role in in children’s learning,as well as the relationship between,has been of long interest topics to researchers at all levels of public and private education.The findings that parental involvement improves educational quality and children’s academic achievement are well documented.This study titles on parental involvement in children’s learning in public and private primary schools in Kabul city of Afghanistan which is guided by Epstein’s theory of overlapping spheres of influence focused on four types of parental involvement named learning at home,communication,decision making,and volunteering.Qualitative research approach using a semi-structured interview and open-ended questionnaire employed to collect data from the audience(parents and teachers).The data were collected remotely by using voice calls and video calls through Whats App and Imo applications and then analyzed thematically.The study finding showed that the involvement of parents in children’s learning in Kabul primary schools regarding to Epstein’s typology of parental involvement is still in limited ways.It was noted that parents especially in public schools were not involved in decision making and volunteering in a school event and activities as well as there was no communication between parents and school teachers in public schools.Moreover,the result showed that there were limited similarities between private and public schools only in homebased involvement and quite differences in terms of communicating,decision making,and volunteering between public and private primary schools in Kabul.Lastly,the finding discovered that three main factors hinder parents from being actively involved in children’s learning namely parent’s related factors,school-related factors,and childrelated factors which are inclusively reported in findings.