Effect of Parental Involvement on Students’ Behavioral Adjustment at Primary School Level in Khyber Pakhtunkhwa

Abstract

The study explores the effect of parental involvement that contributes to the broader domain of behavioral adjustment in terms of externalizing, internalizing and hyper active behavior. The research was carried at district Peshawar of province Khyber Pakhtunkhwa, Pakistan. The objective of the study examined the effect of parental involvement on students’ behavioral adjustment with respect to three aspects of behavioral adjustment. The literature review and data analysis showed the significant effect of parental involvement in the adjustment process during the initial years of school. The children at pre-primary level are energetic with lesser stress modules therefore can’t be classified as having behavioral issues however, when they come in the phase of practical learning in primary level they may face acute adjustment problems. However the early intervention of these problems may help the child to excel in school and also to stabilize him/her behavior in adolescence. 220 primary school teachers were selected through multistage sampling technique. Social Skills Rating System (Gresham & Elliot, 1990) used by Margetts in 2005 was adapted for collecting data from the respondents. The collected data was analyzed by applying various statistical tools. The validity of the instrument was checked and the reliability was found within a good range. The mean value for all variables showed agreement of respondents towards the questions asked. No significant difference was found between the perceptions of two different organizations. The results of linear regression reflected inverse/ negative relationship between parental involvement and indicators of students’ behavioral adjustment. Thus, with the effective parental involvement undesired effects of students’ behavioral adjustment can be decreased.