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Does greater community involvement mean more parent-teacher interaction? Evidence from seven developing countries

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  • Hossain, Mobarak

Abstract

Advocates for school autonomy and decentralisation argue that community involvement in school decisions would bring positive educational outcomes by increasing parent-teacher interaction. In this study, I investigate to what extent community involvement associates with parents-teacher personalised meetings in seven developing countries using Programme for International Student Assessment for Development (PISA-D) 2015 data. Employing ordinary least squares (OLS) regression models, I find that the correlation between community engagement in various school activities and parent-teacher interaction is largely insignificant. Findings rather suggest that private ownership and, in some cases, higher instructional resources of schools are associated with increasing parent-teacher communication. These findings remain similar in several specifications suggesting that community involvement as part of decentralising the education sector should not be seen as a panacea for overcoming challenges in schools in developing countries.

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  • Hossain, Mobarak, 2021. "Does greater community involvement mean more parent-teacher interaction? Evidence from seven developing countries," International Journal of Educational Development, Elsevier, vol. 83(C).
    • Handle: RePEc:eee:injoed:v:83:y:2021:i:c:s0738059321000316
    DOI: 10.1016/j.ijedudev.2021.102378
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    References listed on IDEAS

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