Home-School Partnerships: Investigating the Perceptions of Public Secondary School Stakeholders

Abstract

This study examines the perceptions of principals and teachers regarding parental attitudes toward education within public secondary schools in District Quetta, Balochistan. Despite the widely established correlation between parental involvement and student success, the effectiveness of home-school partnerships is frequently hindered by ambiguous definitions of "involvement" and misaligned stakeholder expectations. Utilizing a descriptive, quantitative research methodology, the study surveyed a sample of 200 participants—comprising 100 principals and 100 teachers—from 113 public secondary schools. Data were analyzed using SPSS version 20 to compare perceptions across various indicators. The findings reveal a significant professional disconnect: while principals and teachers share similar views on less observable factors like student motivation, they report starkly different experiences regarding tangible behaviors. ANOVA results confirmed statistically significant differences in perceptions concerning parental cooperation (F(1, 198) = 9.731, p = 0.002), school visit frequency (F(1, 198) = 6.500, p = 0.012), and responsibility for non-school activities (F(1, 198) = 5.685, p = 0.018). Conversely, no significant differences were found regarding parental feedback (p = 0.231), parental motivation for study (p = 0.228), or discussions about student progress (p = 0.429). The study concludes that the educational environment in Quetta is characterized by a "reactive" rather than a "proactive" partnership model. To address this perceptual divide, the research recommends the implementation of context-specific communication frameworks, systematic professional development for staff, and the standardization of expectations within school management policies. These strategies are essential to bridge the gap between home and school, empowering parents as vital partners in the secondary educational journey.