This book investigates the impact of parental involvement on pupils' academic performance in selected private primary schools in Jakarta Metropolis, Indonesia. Employing a mixed-methods approach, the research utilizes a structured questionnaire divided into demographic and thematic sections to systematically gather both quantitative and qualitative data from parents. Secondary sources, including academic articles and educational policy reports, provide additional context and triangulation. The study is anchored in Epstein's Framework of Parental Involvement and draws on parenting style theories to interrogate how different forms of engagement influence motivation, self-efficacy, and achievement among pupils. Findings reveal that while a majority of parents participate in school-based activities and encourage educational engagement at home, consistent involvement-particularly in direct communication with teachers and daily academic support remains limited due to barriers such as work schedules and lack of awareness.

Autorentext

Salim Musa is a research expert who works with the Bina Nusantara University, Jakarta, Indonesia. She is a mother, a counselor, and a dependable wife.

Klappentext

This book investigates the impact of parental involvement on pupils' academic performance in selected private primary schools in Jakarta Metropolis, Indonesia. Employing a mixed-methods approach, the research utilizes a structured questionnaire divided into demographic and thematic sections to systematically gather both quantitative and qualitative data from parents. Secondary sources, including academic articles and educational policy reports, provide additional context and triangulation. The study is anchored in Epstein's Framework of Parental Involvement and draws on parenting style theories to interrogate how different forms of engagement influence motivation, self-efficacy, and achievement among pupils. Findings reveal that while a majority of parents participate in school-based activities and encourage educational engagement at home, consistent involvement-particularly in direct communication with teachers and daily academic support remains limited due to barriers such as work schedules and lack of awareness.