Blame or cooperation: Understanding the views of rural parents and teachers

Abstract

This study investigated home–school cooperation in rural Pakistan by comparing the viewpoints of parents and teachers. Thematic interviews were conducted with 12 parents and 10 teachers from rural public schools, and although some good experiences were reported, the findings revealed a pattern of denunciation and a tendency for external attributions – parents and teachers shifting responsibility to each other for inadequate cooperation. Teachers, though aware of the vulnerable socioeconomic situations of the parents, perceived them as uninterested and held them responsible for their children’s poor performance, while parents criticised the teachers for their lack of professionalism, uncaring attitudes, and failure to treat them as equals. These mutual negative perceptions could further widen the gap between home and school, erode trust, and negatively impact children’s education. Gender segregation and families’ socioeconomic difficulties could also limit parents’ involvement and prevent them from participating in school activities. We offer recommendations for improvements in both rural teachers’ training and parents’ roles in developing mutual understanding and relationships, which can benefit school development and ultimately the children’s education.