ABSTRACT
The relationship between parents and teachers has a significant impact on pupils’ achievement. The contact between a student’s home and school has a big impact on their personal, social, and emotional growth. The teacher and parent discussing the students’ academic progress can help them study more and produce better academic results. In District Faisalabad, Pakistan, the study was undertaken to determine the “relationship between teachers-parents interaction and student’s performance at secondary level in tehsil Faisalabad city.” Parents are the children’s primary educators. The study area was decided upon as Tehsil Faisalabad. The study was restricted to the 20 secondary schools (10 public and 10 private). A simple random sample procedure was used to choose the 150 students and 100 teachers that participated in the research project. To gather the data, a well-designed questionnaire was created. SPSS, the data were examined using a social science statistical technique and draw conclusions and suggestions. 90% of respondents believed that parents should always participate in school activities. According to the study’s findings, 61% of teachers and 54% of students stated that their school held PTM once a month. The majority of responders (50.7%) felt that teachers should be contacted directly to discuss students’ progress. The majority of students (74%) and instructors (70%) supported the nuclear family structure since there are fewer disruptions to students’ schoolwork in this type of household. The majority of students (74%) and teachers (71%) agreed that an urban environment has a substantial impact on pupils’ performance. The teachers’ and students’ mean values (M= 4.6200, SD=.52762) of the respondents were most in agreement about the impact of family income on student achievement. Higher parental education levels, according to 50% of respondents, have an impact on how well students achieve.
