Vol. 5, Issue 4 (2020)
Teachers’ strategies for involving parents in the development of children’s literacy skills in primary schools
Author(s): Ifeoma Patience Bosah, Doris Ifeoma Ugwude, Chidinma Edith Ekweozor
Abstract: This study examined teachers’ strategies for involving parents in the development of children’s literacy skills in primary schools in Awka South Local Education Authority of Anambra State. Two research questions guided the study. The study used survey design. The population was made up of 665 teachers with 45 public primary schools within the Local Education Authority. 10 schools were selected from the total number of schools. Stratified random sampling technique was used to select 80 teachers from the schools. This was used to give fair representation to every school. A 18-item questionnaire developed by the researchers titled “Strategies Teachers Use to Involve Parents for Literacy Development (STUIPLD)” was used to collect data. The questionnaire was validated by three experts, two from the Department of Early Childhood and Primary Education and one from the Department of Educational Foundations (Measurement and Evaluation) all from Nnamdi Azikiwe University, Awka. The reliability of the instrument was determined using Cronbach Alpha Formula. A reliability of 0.78 was obtained for the entire instrument. Data collected was analyzed using mean. Findings revealed that open and effective communications among others are the strategies teachers use to get parents involved in their children literacy development. Findings also revealed that poor parental educational background among others are the challenges of parental involvement in their children’s literacy development. The researchers recommended among others that government through Anambra State Universal Basic Education Board should organize workshops for parents at least once annually on the strategies for getting them involved in the literacy skills development of their children.