PUTAJ Humanities and Social Sciences Vol.

20, 2013

Role of Parent Teacher Association in

Federal Education Institutions
Zafar Iqbal, Mushtaq Ahmad, Muhammad Rauf

Abstract
The study was to analyze the role, responsibilities and active participation of
Parent Teacher Association (PTA) with respect to structural, functional and
pedagogical aspects of the system. It was also to find out how far PTA worked for
the representation and satisfaction of community. The study was carried out, in
all four hundred six (406) educational institutions, including 20 Islamabad
Model Colleges, working under the administrative control of Federal Directorate
of Education. All the PTA Presidents were administered a questionnaire consists
of 23 statements about structural, functional and pedagogical aspects. 230 (70%)
filled questionnaires were received back. The data collected was analyzed
through calculating mean, standard deviation and ANOVA which revealed that
the Presidents of (PTA) demanded a uniform education system in Islamabad
Capital Territory. PTA is fully representing the society and fulfilling its due role
in this regard. They are satisfied and involved in academic decision making,
administrative problems and utilization of funds. Their suggestions are also
given due regard and a continuous open channel exist. The Presidents of PTA
are not satisfied with the teaching facilities, methodologies and present
curriculum as it is not fulfilling the societal needs. It is recommended to develop
a uniform system of educational institutions in Islamabad Capital Territory.

Keywords: Parent Teacher Association, Uniform system of Education

Introduction
Community should have sufficient opportunities in an education system for active
participation and in sharing valuable experiences. A growing concern is there in
developing countries for quality education by enhancing community participation
(Mansuri & Rao 2012; Stiglitz, 2002). The community can contribute to improve service
delivery of schools as it can easily observe the quality and have a direct link to it (World
Bank, 2003). Furthermore, community contributions help to increase resources available
and ensure the efficient use of these resources (Olken & Singhal, 2011). Keeping in mind
this time intensive task, school committees, Parent Teacher Associations (PTA) and
Village Education Committees etc. have been established to manage community
participation in education system (Banerjee & Duflo 2006; Bruns, Barbara, Deon Filmer,
& Patrinos, 2011).

Students acquire knowledge and skill from school but they also learn various perspectives
and life skills from community. Schools bridges the gap between students narrow
exposure of family life to community in large. Gereluk (2006) gives the same views
saying, the community widens the awareness of students about various culture and
tradition through communal activities. It inculcates in them the richness of the culture. A
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student needs to be aware of the customs, traditions and practices of the society, being an
active member of that particular community. In developing the students personality in
educational system, the community participation in schools cannot be denied.

The active participation of community in educational institution develops a sense of

belongingness in community members and also foster social relations among community
members and teachers. These relations help to enhance educational standards and also
provide the chances to the students to participate in communal activities (Gereluk, 2006).
The problems of schools can be addressed by the community at local level. Same is the
view of Brighouse and Woods (2000), they say, although the schools have strong
teaching culture even though outside forces undo some of this work unless it is reinforced
by parents and the community. Schools cannot exist in a vacuum although they provide
only a small percentage of available learning time to the students. To succeed in
enhancing the teaching-learning process, the school should discover new partners and
develop new connections to the community. For this purpose an effective partnership of
parents and teachers is required, remembering that they are co-educators of children in
parallel with each other.

The active involvement of teachers, parents, and community in the decisions of

educational affairs will lead to improve the system. If teachers are vital to teaching-
learning process, the parents have the most knowledge about their children. These two
are crucial to improve progress of the school. It is fact that the coordination between
teachers and parents in decision making will be helpful in implementing the decision.
Their commitment to responsibilities will develop a sense of ownership for school in
them (Lunenburg & Ornstein, 2004).

In past, it was the practice to invite the parents in school to discuss the childrens
progress but this was done once in a year. Now the situation is changed. The families of
students are being involved in school activities through Parent Teacher Association.
Awareness has developed in the community for active participation in school activities.
There is a continuous contact between the parents and school administration.

In Pakistan the community is being involved for decision making in education system.
The Parent Teacher Association is one such example in the education system of
Islamabad Capital Territory (Pakistan) which was established in 2002 in every
educational institution functioning under the administrative control of the Federal
Directorate.

This association assesses the shortcomings in the educational environment and tries to
alleviate them. It works as a non-profit and non-political forum for quality education.
Here parents, teachers and community representatives provide their respective
representation from the community. According to its constitution, the Association is
known as the Parent-Teacher Association (PTA) and established in Federal Government
Colleges/Schools/Model Colleges and all categories of educational institutions.

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The objectives of the association are to work for the welfare of every student; enhance
awareness and understanding of parents about their role in quality education; encourage
active involvement of parents; create awareness about educational facilities being offered
by the government; motivate the parents especially in the rural areas to send their
children to school; consider ways and means to decrease dropout ratio and teachers
absenteeism; develop a friendly and pleasant relationship between parents and teachers
and to mobilize community resources for improvement of the institution and benefit of
the students.

The PTA is working in the institutions of Federal Directorate of Education (FDE) for the
last one decade. From the very start, its different stake-holders are actively participating
to achieve the objectives of the association. After every two years elections of the
association are conducted to elect the true representatives of the community. The interest
of the parents and the community, in large, is being reflected by their active participation.
However, to assess its effectiveness, no empirical study is present. It is the need of the
hour to analyze the role of PTA in the institutions of Federal Directorate of Education.

The study was opted to analyze the role and functions of PTA with respect to structural,
functional and pedagogical aspects. It was also to find out how far it worked for the
satisfaction of community.

1. Research Questions of the Study

The research questions to answer were; (i) How much PTA was satisfied with structural
aspect of the institution? (ii) What was the role of PTA at functional level? (iii) How
much PTA was satisfied with pedagogical aspect?

2. Hypothesis of the Study

A null hypothesis was formulated that There is no significant difference in PTA
Presidents opinions regarding structural, functional and pedagogical aspects.

3. Method and Procedure

The study was carried out in all four hundred six (406) educational institutions, including
20 Islamabad Model Colleges, working under the control of Federal Directorate of
Education and excluding postgraduate colleges. In this connection approval of Director
General of Federal Directorate of Education was sought to conduct the study. All the
PTA Presidents were administered a questionnaire (a 5 points Likert scale) consists of 23
statements about structural (08), functional (08) and pedagogical (07) aspects through
Receipt and Issue (R & I) section of the Federal Directorate of Education, but 78 Heads
of Institutions replied that in their schools PTA did not exist. The filled questionnaires
received back were 230; the response rate remained 70%. The data collected was
analyzed through calculating mean and standard deviation. The ANOVA was run to find
out the difference of opinion of the PTA Presidents.

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4. Data Analysis

Table 1: Analysis of the Responses of Presidents of PTA regarding structural aspects

S# Statement Mean SD
1. Different tiers of public sector educational institutions in the
Islamabad Capital Territory are causing embarrassment for the 3.57 1.13
affected people.
2. Different types of institutions are creating class consciousness
4.10 .96
among different strata of society.
3. Existing education policy is in accordance with Pakistanis
4.09 .73
ideology and national interest.
4. Free text-books are delivered in time. 3.9 1.03
5. Different kinds of dues are collected from the students. 3.05 1.2
6. A uniform system of education should be there in Islamabad
4.5 .76
Capital Territory.
7. Students are provided enough physical facilities in the educational
3.37 1.23
institutions.
8. Parent-Teacher Association needs to be more authoritative in the
3.72 1.02
affairs of institution.

Table 1 reflects that Presidents of PTA (with mean 3.57 and SD 1.13), were of the view
that different tiers of public sector educational institutions in the Islamabad Capital
Territory are causing embarrassment for the affected people. They also agreed (with
mean score 4.10 and SD 0.96) that different types of institutions are creating class
consciousness among different strata of society. They agreed that existing education
policy is in accordance with Pakistanis ideology and national interest (mean score 4.09
and SD .73). They were satisfied with the in time delivery of free textbooks (mean score
3.9 and SD 1.03). Presidents of PTA (with the mean score 3.05 and SD 1.2) agreed that
different kinds of dues are collected from the students. They agreed that a uniform system
of education should be there in Islamabad Capital Territory (the mean score 4.5 and SD
0.76). With the mean score 3.37 and SD 1.23, they agreed that students are being
provided enough physical facilities in the educational institutions. They (with the mean
score 3.72 and SD 1.02) were also of the view that Parent-Teacher Association needs to
be more authoritative in the affairs of institution.

Table 2: Descriptive of the Questionnaire of the Presidents of PTA regarding functional

aspects

S# Statements Mean SD
1. You are involved in the academic decisions of the institutions. 3.42 1.09
2. Heads of institution discuss administrative problems with you. 3.76 .97
3. There is a continuous open channel between teachers and parents
3.99 .85
regarding students problems.
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4. Parent Teacher Association is fulfilling its due role in educational

3.76 .99
institutions.
5. Parent Teacher Association funds are utilized with your
4.02 .84
consultations.
6. Administration of the institution give due regard to your
3.9 .92
suggestions.
7. Parent Teacher Association is fully representing the society 3.8 .917
8. You attend the meetings of Parent Teacher Association regularly. 3.99 .93

Table 2 depicts that Presidents of PTA (with the mean score 3.42 and SD 1.09) expressed
that they are involved in the academic decisions of the institutions. With the mean score
3.76 and SD .97, they agreed that heads of institutions discuss administrative problems
with them. They (with the mean score 3.99 and SD .85) also agreed that there is a
continuous open channel between teachers and parents regarding students problems.
Presidents of PTA (with the mean score 3.76 and SD .99) opined Parent-Teacher
Association is fulfilling its due role in educational institutions. With the mean score 4.02
and SD .84, they agreed that Parent-Teacher Association funds are utilized with their
consultations. They (with the mean score 3.9 and SD .92), also agreed that
administration of the institution give due regard to their suggestions. With the mean
score 3.8 and SD .91, they agreed that Parent-Teacher Association is fully representing
the society. With the mean score 3.99 and SD .93, they also expressed that they attend the
meetings of Parents-Teacher Association regularly.

Table 3: Descriptive of the Questionnaire of the Presidents of PTA regarding pedagogical

aspects

S# Statement Mean SD
1. People are mostly attracted to the Islamabad Model Colleges for quality
4.30 .83
education.
2. Current curriculum is fulfilling societal need. 2.91 1.13
3. Teachers are performing according to the prescribed standards. 3.63 .9
4. Parent Teacher Association has positive impact on the quality of
4.04 .73
education.
5. You are satisfied with teaching methodology of the institution. 3.57 .98
6. There are enough teaching facilities in the institutions. 2.87 1.2
7. You are satisfied with teachers parents cooperation in regard to
3.73 1.09
students problems.

Table 3 shows that Presidents of PTA (with the mean score 4.30 and SD .83), agreed that
people are mostly attracted to the Islamabad Model Colleges for quality education. They
(with mean score 2.91 and SD 1.13), disagreed or strongly disagreed that current
curriculum is fulfilling societal need. Presidents of PTA (with the mean score 3.63 and
SD .9), agreed that teachers are performing according to the prescribed standards.
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Presidents of PTA (with the mean score 4.04 and SD .73), agreed that Parent-Teacher
Association has positive impact on the quality of education. Presidents of PTA (with the
mean score 3.57 and SD .98), were satisfied with teaching methodology of the institution.
Presidents of PTA (with the mean score 2.87 and SD 1.2), disagreed or strongly
disagreed that there are enough teaching facilities in the institutions. Presidents of PTA
(with the mean score 3.73 and SD 1.09), agreed that they are satisfied with the teachers
parents cooperation regarding students problems.

Table 4: One way ANOVA to explore the difference in opinions of PTA Presidents about
all aspects

Sum of Squares df F Sig.

Between Groups 19.59 2
Structural Aspect Within Groups 2539.86 227 .876 .418
Total 2559.46 229
Between Groups 42.78 2
Functional Aspect Within Groups 4911.00 227 .99 .374
Total 4954.78 229
Between Groups 103.40 2
Pedagogical
Within Groups 3909.06 227 3.002 .052
Aspect
Total 4012.47 229
Between Groups 213.63 2
Total aspects Within Groups 22825.15 227 1.062 .347
Total 23038.78 229

Table 4 shows that the hypothesis There is no significant difference in PTA Presidents
opinions regarding structural, functional and pedagogical aspects was accepted as F
values were 0.876, 0.99 and 3.0 respectively at = 0.05.

5. Conclusions and Discussion

The conclusions drawn from the data analysis are:

i. The Presidents of Parent Teacher Association (PTA) demands a uniform

education system in Islamabad Capital Territory, because they feel that different
tiers in present education system are causing embarrassment and class
consciousness among the people. They are desirous to get their children enrolled
in Islamabad Model Colleges.
ii. They are satisfied with the in time delivery of textbooks, education policy,
physical facilities. However they are of the view that there should be uniform
rates of dues in all the institutions of FDE.
iii. Parent Teacher Association is fully representing the society and fulfilling its due
role as Presidents of PTA are of the view that they are involved in academic
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decision making, administrative problems, utilization of funds and their

suggestions are also given due weight.
iv. The institutions are maintaining a continuous open channel between parents and
teachers regarding students problems.
v. The Presidents of PTA are not satisfied with the teaching facilities,
methodologies and present curriculum as it is not fulfilling the societal needs.
vi. The presidents of PTA are satisfied with their prescribed role towards quality
education, however they asked for more involvement in the institutional affairs.

As the system has different types of institutions, a baffled bureaucratic approach to

dealing with different strata of society, low priority to education on the national scales
and political interference has become its part which is creating disturbance in socio-
educational alienation.

Recommendations
In the light of conclusions drawn from the data analysis, it is evident that the PTA is
playing its vital role lively. It has made apparent that community has become an active
part of the education system. The same kind of associations may be introduced in the
institutions at provincial level following the example of PTA in Federal educational
institutions.

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