LEADERSHIP ROLE COMPETENCE OF SCHOOL HEADS AND TEACHERS, PARENTS’ FACILITATING ENGAGEMENT AND CHILDREN’S LEARNING PROGRESS

Educational Management

This study examined the relationship between school heads and teachers’ leadership roles and parents’ facilitating engagement in their children’s home-based learning progress among struggling readers in the Department of Education Arakan North District for the School Year 2021–2022. Utilizing a descriptive-correlational research design, data were gathered from 64 public elementary school teachers through a validated self-structured questionnaire. Pearson correlation analysis was employed to determine the association between leadership roles and parental involvement. Findings revealed a highly significant positive relationship between school heads’ leadership competence particularly in decision-making, monitoring, and evaluation and parental engagement in supporting home-based learning. However, the leadership efficacy of teachers, including cultural awareness, social interaction, professional competence, and feedbacking, did not show a significant correlation with parental involvement. These results highlight the central role of school heads in promoting strong home-school collaboration, while also emphasizing the need for institutional strategies that support teachers in engaging families. The study concludes that strategic school leadership is essential for fostering effective parental support systems for struggling readers, and recommends enhanced leadership development and engagement practices at the school management level.

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