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Does greater community involvement mean more parent-teacher interaction? Evidence from seven developing countries

Mobarak Hossain

International Journal of Educational Development, 2021, vol. 83, issue C

Abstract: Advocates for school autonomy and decentralisation argue that community involvement in school decisions would bring positive educational outcomes by increasing parent-teacher interaction. In this study, I investigate to what extent community involvement associates with parents-teacher personalised meetings in seven developing countries using Programme for International Student Assessment for Development (PISA-D) 2015 data. Employing ordinary least squares (OLS) regression models, I find that the correlation between community engagement in various school activities and parent-teacher interaction is largely insignificant. Findings rather suggest that private ownership and, in some cases, higher instructional resources of schools are associated with increasing parent-teacher communication. These findings remain similar in several specifications suggesting that community involvement as part of decentralising the education sector should not be seen as a panacea for overcoming challenges in schools in developing countries.

Keywords: Community involvement; Parent-teacher interaction; School resources; School ownership; PISA-D; Developing countries (search for similar items in EconPapers)
Date: 2021
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Persistent link: https://EconPapers.repec.org/RePEc:eee:injoed:v:83:y:2021:i:c:s0738059321000316

DOI: 10.1016/j.ijedudev.2021.102378

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