Asian Journal of Education and Social Studies

This study examined challenges associated with parental involvement and their perceived implications for teachers’ job motivation in secondary schools in Chalinze District Council, Tanzania. Guided by Epstein’s Overlapping Spheres of Influence Theory, the study adopted a pragmatic philosophy, mixed-methods approach and convergent design. The sample comprised 113 participants from nine schools: 72 teachers, nine heads of schools, 27 parents and five Ward Educational Officers. Teachers completed questionnaires, while heads of schools, parents and Ward Educational Officers participated in interviews. Quantitative data were analysed using SPSS version 20, and the questionnaire reliability assessment produced a Cronbach’s alpha coefficient of 0.769. The findings identified disagreements over school contributions and feeding programmes, misconceptions about fee-free education, inadequate communication channels, irregular attendance at parent–teacher meetings and limited cooperation over students’ discipline. Low parental literacy, socio-economic difficulties, seasonal agricultural workloads, insufficient recognition of teachers’ efforts and limited supervision of learning at home were also reported. Participants associated these challenges with greater instructional responsibilities, emotional exhaustion, reduced morale and feelings of professional isolation. The study concludes that difficulties in school–family collaboration are perceived as relevant to teachers’ motivation in this district and highlights the importance of constructive parental participation.