The Impact of Parents Involvement in Pupils’ Academic Performance in Public Primary Schools: A Case of Ilala City, Tanzania

This study aimed to examine the impact of parental involvement on the academic performance of pupils in public primary schools in Ilala Municipality, Dar es Salaam Region, Tanzania. The research utilized a qualitative approach, employing questionnaires and interviews for data collection. The sample size consisted of 230 respondents, including 5 heads of schools, 25 teachers, 180 students, and 10 parents. The data were analyzed and presented narratively. The findings indicated that parents’ participation in their children’s academic performance was influenced by the parents’ educational level, socio-economic status, and cultural practices. The study revealed that parental involvement enhances the likelihood of achieving quality educational reforms, resulting in more productive and responsible members of society. Additionally, active parental participation supports children’s mental, ethical, and social development, which are crucial for attaining their life goals. Conversely, children whose parents were less involved in their education exhibited lower academic achievement. The study also highlighted that the impact of parental involvement is sometimes limited by factors such as lack of skills and resources, which hinder parents’ ability to support both their children and the schools effectively.