Perceptions and practices of parental involvement in Omani Basic Schools before and during the COVID-19 pandemic

Al-Kalbaniya, Maymouna 2024. Perceptions and practices of parental involvement in Omani Basic Schools before and during the COVID-19 pandemic. PhD Thesis, Cardiff University. Item availability restricted.

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Abstract

This thesis explores the perceptions and practices of parental involvement (PI) in Omani Basic Schools, which serve students aged 10–15 years. The main focus of this study was on the perceptions and reported practices of parents, teachers, and headteachers (HT) regarding parental involvement in their children’s formal learning immediately before and during the COVID-19 pandemic. The study adopted a two-phase mixed-methods explanatory design frame. Phase one was a survey of parents (N=1,429), teachers (N=655), and HTs (N=212). Phase two involved semi-structured interviews with a total of 25 participants: 11 parents, 8 teachers, and 6 HTs from Basic Schools Cycle Two (C2). The interviews and survey collected data from across eleven different Omani governorates. Through semi-structured surveys and interviews, the research aimed to capture the range of perceptions and practices of parental involvement, and to consider the cultural nuances and socio-economic factors that might influence these perceptions. The findings of this study indicated that educators and parents perceived limited PI before the pandemic. It identified a perceived increase in PI in children’s learning during the pandemic, alongside a heightened awareness of the role technology can play in fostering communication and collaboration between schools and parents. It also highlighted how barriers such as family income, parental education level, and parents’ employment status seem to influence and mediate this practice. Given the strong support from academic literature on how PI can improve learner outcomes, this study underscores the need for educational stakeholders to adapt to evolving dynamics, recognising the significance and potential benefits of a more inclusive and flexible approach to PI in the Omani educational system. As Omani schools navigate the post-pandemic landscape, understanding the nature and range of perceptions and practices in the sector is imperative for fostering a collaborative and supportive environment that maximises student development and academic success.

Item Type:	Thesis (PhD)
Date Type:	Completion
Status:	Unpublished
Schools:	Schools > Social Sciences (Includes Criminology and Education)
Subjects:	H Social Sciences > H Social Sciences (General)
Date of First Compliant Deposit:	7 August 2025
Last Modified:	07 Aug 2025 13:34
URI:	https://orca.cardiff.ac.uk/id/eprint/180298

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