Perception of Teachers on Parental Involvement in Literacy Skills Development among Primary School Pupils in Osun State, Nigeria

The study investigated the perception of teachers on parental involvement in literacy skills development among primary school pupils in Osun State, Nigeria. The study adopted a descriptive survey research design where one research question and three hypotheses were raised. The population of the study consists of all primary school teachers in Osun State, where 500 teachers were randomly selected across all schools. A researcher self-constructed questionnaire titled “Perception of Teachers on Parental Involvement in Literacy Skills Development Questionnaire” (PTPILSDQ) was used. The instrument was validated by two experts in Primary Education and Educational Psychology, University of Ilorin respectively, while Cronbach Alpha reliability estimate used yielded an index of 0.85 was obtained. Mean and standard deviation was used to answer the research question, while t-test and ANOVA were used to test the hypotheses formulated. The findings revealed positive perception of teachers on parental involvement in literacy skills development among primary school pupils in Osun State, Nigeria. Also, there was no significant difference in the perception of teachers based on gender and school ownership, whereas, their perception was influenced by their years of experience. It was recommended that school authority should ensure parents are involved in activities that will enhance literacy skills development among children, there should not be gender bias in the parental involvement in activities that foster children literacy skills development, school management should ensure parents are involvement in children’s learning so as to make provisions for all necessary materials needed. Keynotes: Parental Involvement, Impact, Literacy Skills, Development