A Qualitative Study Investigating the Contribution of Parenting to Academic Adjustment of Pre-Service Teachers: Practices and Perspectives from Ugandan Parents

The transition to university is a critical period for pre-service teachers, yet the parental contribution to this adjustment is underexplored, particularly in non-Western contexts. This qualitative study investigates the role of Ugandan parents in fostering the academic adjustment of their pre-service teacher children. Through thematic analysis of 30 semi-structured parent interviews, the study identified four key parental mechanisms: (1) instilling core values like discipline, hard work, and religion as a foundational scaffold; (2) providing multifaceted support, including financial provision, resource acquisition, and academic guidance; (3) managing conflicts and challenges through communication and counseling; and (4) navigating peer influence by encouraging productive friendships. Despite a limited understanding of university pedagogy, parents demonstrated a strong commitment through tangible and psychosocial support. The study concludes that parenting is an indispensable asset in the academic ecosystem, advocating for stronger collaborative partnerships between universities and families to enhance student success.