Abstract
Pakistan is lagging behind in the field of education. Various reasons are behind such failures. Institutions are not producing such innovative and creative minds who become the scientists, philosophers, practical researchers. Such alarming situations need to be explored that create the flaws in educational systems. Our educational institutions are focusing on grades, marks but not assessing the intellectual abilities of the students. Study evaluates the teachers’ and parents’ behavior through expectation theory. Teacher expectation on students’ achievement (TESA) and Parents expectations on students’ achievement (PESA) interaction models are used to evaluate effective teaching behavior of teachers at school and behavior of parents with their children at home. Qualitative research methodology was used. The participants of the research were primary and secondary teachers and parents of district Matiari. From the findings a major gap was observed between teacher-student and parent-child interaction and that gap has lessened the cognitive abilities of a child. Students learning achievement needs strong teacher-student-parent interaction. Students self confidence, self decision power were severely affected due to this gap. Teachers and parents don’t know what are the needs to build strong relation with the child. From the narratives of teachers and parents excluding few it has been observed that teachers and parents both has failed to create familiar relation with the child which is the basic need of progress. Observed data further indicates that there is also a major communication gap between teacher-parent and role of civil society for education is negligible.
Gulzar Ali Kaka, Mehboob Ali Dahraj. (2020) Evaluation of Teachers and Parents Interaction through Teacher-Parent Expectation on Student Achievement Model: An Explorative Study , International Research Journal of Education and Innovation, Volume 1, Issue 1.
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