Students Need Teachers And Parents To Work Together To Develop A Healthy Mindset Based On Values And Get Ready For The Challenges Of High School Life

Abstract

The goal of this research is to support parents and teachers in their shared responsibility to help their children develop a positive view of life, which better equips them to face the difficulties of high school and beyond. Additionally, the possibility of ethnic group-specific variations in the patterns of the relationship between parental and teacher participation and academic achievement was looked into. The research compared the levels of academic success and parental and teacher involvement among the different groups at a school that was ethnically or racially diverse. For this research, 41 parents and children answered a questionnaire on communication between parents and the high school and family engagement with instructors. Final science and English grades were examined in addition to the survey findings, as were English MAP scores. The study's findings showed that parents were the ones who were most interested in their student’s education and that pupils fared better academically than their classmates. When student performance was assessed by the signing of weekly grade reports, phone calls to the high school (r =.586, p =.01), and phone calls received from the high school (r =.479, p =.01), Pearson correlation analysis showed a favourable association between parental and teacher participation and student accomplishment. The coefficient of Pearson data indicates that there was no significant correlation between the academic performance of their children and the involvement of parents and teachers in reading notes, emails, or texts from high school and signing weekly grade reports, as well as in verifying grades and returning calls from high school (r =.202) or signing weekly grade reports (r =.054).