'Streamlining parent–teacher collaboration will improve performance in schools'

New research reveals that effective parent-teacher collaboration is both beneficial and transformative for student achievement in Uganda's rural secondary schools. 

According to Fr Ambrose Kibuuka Banyenzaki, an educationist and teacher at St Adrian Minor Seminary in Kabale diocese, "fostering active engagement between parents and teachers can substantially improve student outcomes in rural secondary schools," with positive impacts extending to discipline management and academic follow-up.

For five years, Banyenzaki has dedicated his doctoral studies at Nkumba University to examining how the parent-teacher interface influences learning achievement in Universal Secondary Education (USE) schools across southwestern Uganda.

His research addresses what he identifies as "one of the most persistent challenges affecting USE schools, which is weak collaboration between teachers and parents."

The result of his work is the innovative Dialogical Re-Integration Parent-Teacher Interface (DRIPTI) model, which is a framework designed to institutionalise meaningful dialogue, partnership and shared responsibility among educators, parents, and communities. 

"This model provides schools with a structured approach to make parent-teacher collaboration part of regular educational management practices," Banyenzaki explains.

His findings carry big policy implications. Banyenzaki recommends that the education ministry develop clear guidelines defining parental roles in teaching processes while establishing training programmes and regular interactive sessions to strengthen relationships between home and school.

These interventions, he argues, could dramatically enhance academic achievement across Uganda's Universal Secondary Education (USE) system, which has seen enrolment grow from 1.2 million students to over 1.99 million learners since its 2007 inception.

Banyenzaki's journey to this research wasn't without obstacles. The COVID-19 pandemic disrupted his research methodology and supervision process. While balancing teaching responsibilities with doctoral studies, he needed good time management.

Health challenges also complicated his progress, yet through what he describes as "resilience, determination and faith," he persevered with support from colleagues and university administration.

Banyenzaki sees himself as a leading education consultant and mentor a few years from now, working with teachers, school leaders and faith-based institutions to strengthen educational systems.

To aspiring doctoral candidates, he offers this counsel: "Be determined, patient, and focused. The PhD journey is both an academic process and an emotional and spiritual experience that tests your endurance and faith."

As Uganda continues expanding access to secondary education through USE, Banyenzaki's research is timely. His evidence-based approach shows that when schools and families work as integrated partners, students reap the benefits through improved performance, stronger discipline, and greater educational continuity.

With his graduation scheduled for October 25, 2025, Banyenzaki is prepared to translate years of research into tangible improvements for Uganda's education system.