Effectiveness of Parent – Teacher Communication in Promoting the Development of Early Childhood Education in Public Primary Schools in Arusha District Council, Tanzania
Elisipha John Mollel
Kimnyak Secondary School, Arusha District.
Email: elisiphajohn@gmail.com
Kennedy Omondi Otieno & Paul Raphael Kitula
St. Augustine University of Tanzania (SAUT), Arusha.
Email: omondiken2016@gmail.com & kitula07@gmail.com
Abstract: The study investigated the effectiveness of parent – teacher communication in promoting the development of early childhood education in public primary schools. Specifically, the study determined the extent to which different communication channels between parents and teachers are effective in promoting pupils’ development and measures for improving communication practices to support pupils’ development. Convergent design under mixed-methods research approach and Epstein’s Theory of Overlapping Spheres were employed. From 102 public primary schools, 102 head teachers, 102 teachers teaching early childhood classes and 251 parents/guardians formed the target population. Criterion purposive, total population sampling, snowball and simple random sampling techniques were employed to obtain 31 public primary schools, 31 head teachers, 31 teachers and 20 parents/guardians. Quantitative data were collected through questionnaires, while qualitative data were collected through interview guides and document analysis. The validity of data collection instruments was ensured by research experts. The reliability, TQ (r=0.815) was ensured using Cronbach’s Alpha method while for qualitative instruments, triangulation and peer debriefing was used. Quantitative data were analyzed using descriptive statistics with the aid of SPSS version 25. Qualitative data were analyzed thematically. Acquiring research permits, avoiding plagiarism, confidentiality and anonymity were observed. It was revealed that consultations regarding pupils’ progress, school open days, timely feedback on academic performance were employed. In conclusion, these strategies promote trust, strengthen relationships, and encourage active parental participation in children’s education. In recommendation, schools should promote regular phone communication.
