Exploring the implications of using parent-teacher associations (PTAs) as a pathway for school-community development

Purpose The purpose of this article is to increase understanding of the relationship between parent-teacher associations (PTAs) activities and school-community development, with a particular emphasis on the ways in which PTAs are utilized as supplemental or alternative sources of funding or support for school self-development initiatives. Design/methodology/approach The article is based on a case study conducted in two Ghanaian elementary schools. Field notes, in-depth interviews and observations of PTA members (n = 21) and activities make up the data. The article theoretically adopts a community development practice that is predicated on promoting solidarity and agency by upholding the ideas of felt needs, self-help and participation. Findings The study revealed that PTA initiatives can improve the diversity of activities available within a school while also building the skills and capacity of local communities and enabling individuals to make social connections. The study mainly recommended that in making educational systems resilient, such school-community-based resources of resilience should be preserved, fostered and valued. Practical implications The findings are practically relevant to local school managers and other stakeholders involved in school leadership, promoting the relationships between PTAs, school management, children’s well-being and community development, particularly in sub-Saharan African schools like those in Ghana. Originality/value This article explores PTA’s involvement in school-community development in Ghana, a relatively under-researched area in this approach, using a community development practice approach, highlighting PTA’s impacts, implementation and challenges at elementary schools in the post-COVID era.