Home-School Partnerships: values and expectations of rural teachers and parents

Background: Through effective partnerships, schools and homes can leverage each other’s strengths to support students, particularly those at risk of educational disengagement. However, effective collaboration relies on factors such as how teachers and parents perceive the values that underlie these partnerships, and expectations of each other within these core values. This study makes an original contribution by investigating these dynamics within socio-economically disadvantaged rural settings in Nigeria. Purpose: The study aimed to capture the previously unheard voices of teachers and parents in five disadvantaged rural secondary schools in Delta State, Nigeria, by exploring how their interpretations of home-school partnership reflected the core values inherent in partnership working and the expectations of all parties. Methods: The study drew on qualitative interview data from a larger project aimed at exploring home-school partnerships as a potential mechanism for supporting disadvantaged rural secondary schools serving a predominantly at-risk student population. It involved semi-structured interviews with 34 teachers and 22 parents of at-risk students. The primary research question guiding the study reported in this paper was: What are teachers’ and parents’ conceptions of values and expectations regarding partnerships in socioeconomically disadvantaged rural settings in Nigeria? Findings were analysed thematically. Findings: Three themes were identified as essential values in partnerships between parents and teachers, which were prioritised by both: shared responsibility in education; communication and information sharing; and joint effort in addressing conduct problems. However, there were gaps between expectations and practices, particularly around decision-making, where teachers did not always acknowledge parents’ potential contributions. Conclusion: This study offers a valuable framework for fostering effective partnerships based on shared responsibility, effective communication, and joint collaboration, essential for supporting rural students’ success in challenging educational contexts. By working towards expectations that genuinely reflect these core themes, parents and teachers can work together as true partners to enhance student outcomes.