Abstract This study integrates Epstein’s framework to analyse the impact of different forms of parental involvement on the educational attainment of primary school children in Mogadishu, Somalia. The research concentrated on three specific components: Parental Involvement and Communication (PIC), Learning at Home (PLH), and Decision-Making and Community Engagement (PDM). A descriptive survey was carried out, and data collected through questionnaires from parents, teachers, and school principals were processed with Smart PLS 4.0 and SPSS 26.0. Structural Equation Modelling (SEM) technique was utilized to explore interactions among the variables to establish causality. The results showed that PIC and PLH significantly propel student achievement, while PDM did not contribute significantly. These findings underscore the need for schools to foster learners’ performance by creating supportive learning environments at home, outside of school hours. It is proposed that all partners develop concrete policy frameworks alongside practical strategies directed towards deepening active parental involvement in their children’s schooling.
Warsame et al. (Fri,) studied this question.