Diverse Parental and Community Involvement

Teacher’s responsibility





Students’ face various challenges which might affect their academic work at school. These challenges do not affect the student academically alone but also their socialization and can even lead to emotional discomfort. The difficulties faced by students may include anxiety, stress, homesickness and depression which may pose challenges to their education. Teachers should therefore be equipped with adequate knowledge and skills on how to handle these students. Students spent more time with the learners more than how the parents spent time with their children at home. Teachers’ should guide and counsel these learners with challenges so that they can free them from stress.

Teachers’ acts as parents to learners and you find that learners feel free when sharing their problems to them. Teachers as parents are expected to know the content and the pedagogy that meet the diverse needs of all the learners. They should also use variety of instructional strategies that will boost the achievement in classroom for each learner. Teachers acts as role model and should win the learners hearts by engaging them in different tasks so that they can get into their heads. Teachers’ actions in school have different impacts to learners twice than the parents can influence them. Effective management can be development in classroom by creating quality relationship between the teacher and the learners (Ryan et al, 2008).

In conclusion, regardless of the challenges faced by the learners at home, teachers have a responsibility to make them perform well in school. It’s the teachers’ responsibility to develop good relationship with the learners so that they can share all their needs to them. Teachers are good at distinguishing the feelings of their student and should therefore help them have positive attitude towards their studies (Strong et al, 2012). Teachers also acts as a helper by providing empathy whereby the learners feel good and understood by their teachers.


Ryan, A. M., Gheen, M. H., & Midgley, C. (2008). Why do some students avoid asking for help? An examination of the interplay among students’ academic efficacy, teachers’ social–emotional role, and the classroom goal structure. Journal of educational psychology, 90(3), 528.

Caprara, G. V., Barbaranelli, C., Steca, P., & Malone, P. S. (2006). Teachers’ self-efficacy beliefs as determinants of job satisfaction and students’ academic achievement: A study at the school level. Journal of school psychology, 44(6), 473-490.

Wentzel, K. R. (2008). Social relationships and motivation in middle school: The role of parents, teachers, and peers. Journal of educational psychology, 90(2), 202.

Shaver, J. P., & Strong, W. (2012). Facing value decisions: Rationale-building for teachers.

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