Parental involvement in school activities and its implications for school improvement planning

This study investigated the extent of parental involvement in school activities and explored parents’ experiences in participating in these initiatives. The quantitative phase employed a descriptive research design to assess parental involvement across six dimensions: PTA participation, school improvement and governance, school programs and activities, communication and collaboration with the school, home–school learning support, and specific school programs and activities. Findings revealed that parents were generally involved to a great extent, particularly in communication with teachers, participation in school programs, and support for home-based learning. However, involvement in PTA functions and school governance remained only moderate, indicating that while parents actively participate in child-centered activities, their engagement in leadership and decision-making processes is limited. The qualitative phase further examined parents’ experiences through thematic analysis. Results highlighted two positive experiences: meaningful engagement and strengthened parent–child relationships. Parents expressed fulfillment in witnessing their children’s growth and valued their participation as a form of support. Three major issues also emerged, namely structural and logistical barriers, relational and emotional factors, and financial limitations. These concerns affected parents’ capacity to attend school events consistently, despite their strong willingness to be involved. Overall, the study emphasizes that while parents are highly motivated to participate, their level of involvement is influenced by contextual challenges that schools must recognize. Strengthening communication, enhancing inclusivity, and addressing identified barriers can foster more sustained parental engagement and create a more supportive school–home partnership.