Abstract

The purpose of this study was to explore the influence of parents’ involvement in their children’s education. Qualitative research design utilizing Epstein’s model of parental involvement in children’s education was used to examine the parental involvement practices in primary schools in Ethiopia. Accordingly, qualitative research was conducted to explore parents’ involvement in their children’s educational success in the schools. Hence, the research was conducted using a qualitative method approach within purposefully selected primary schools and study areas. Six parents were chosen as respondents for the interview using purposive sampling techniques to respond to the interview questions. The empirical data were collected using semi-structured interviews. The interviews were recorded, transcribed, and categorized based on the thematic analysis process. Findings of the study areas indicated that the parents’ involvement frequency did not align with Epstein’s typology. In conclusion, it was established that parental involvement has an important role to play in partnering with the school community. Implications for school and family practices and policy development are discussed in addition to the directions for future research.