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Exploring the Implications of Using Parent-Teacher Associations (PTAs) as a Pathway for School-Community Development

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Title: Exploring the Implications of Using Parent-Teacher Associations (PTAs) as a Pathway for School-Community Development
Language: English
Authors: Boadi Agyekum (ORCID 0000-0003-2602-1718), Inusah Salifu (ORCID 0000-0002-9626-6211), Samuel Nuamah Eshun, Moses Kumi Asamoah
Source: Journal of Professional Capital and Community. 2025 10(4):465-480.
Availability: Emerald Publishing Limited. Howard House, Wagon Lane, Bingley, West Yorkshire, BD16 1WA, UK. Tel: +44-1274-777700; Fax: +44-1274-785201; e-mail: emerald@emeraldinsight.com; Web site: http://www.emerald.com/insight
Peer Reviewed: Y
Page Count: 16
Publication Date: 2025
Document Type: Journal Articles
Reports - Research
Education Level: Elementary Education
Descriptors: Foreign Countries, Elementary Schools, Parent Teacher Cooperation, Parent Associations, Teacher Associations, Elementary School Teachers, Partnerships in Education, Parent Participation, Teacher Participation, Case Studies, School Community Relationship, Parent Influence, Teacher Influence, Community Development, Budgets, Educational Finance
Geographic Terms: Ghana
DOI: 10.1108/JPCC-06-2024-0092
ISSN: 2056-9548
2056-9556
Abstract: 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.
Abstractor: As Provided
Entry Date: 2026
Accession Number: EJ1497160
Database: ERIC
FullText Text:
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PubType: Academic Journal
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IllustrationInfo
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  Data: Exploring the Implications of Using Parent-Teacher Associations (PTAs) as a Pathway for School-Community Development
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  Data: English
– Name: Author
  Label: Authors
  Group: Au
  Data: <searchLink fieldCode="AR" term="%22Boadi+Agyekum%22">Boadi Agyekum</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-2602-1718">0000-0003-2602-1718</externalLink>)<br /><searchLink fieldCode="AR" term="%22Inusah+Salifu%22">Inusah Salifu</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-9626-6211">0000-0002-9626-6211</externalLink>)<br /><searchLink fieldCode="AR" term="%22Samuel+Nuamah+Eshun%22">Samuel Nuamah Eshun</searchLink><br /><searchLink fieldCode="AR" term="%22Moses+Kumi+Asamoah%22">Moses Kumi Asamoah</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22Journal+of+Professional+Capital+and+Community%22"><i>Journal of Professional Capital and Community</i></searchLink>. 2025 10(4):465-480.
– Name: Avail
  Label: Availability
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  Data: Emerald Publishing Limited. Howard House, Wagon Lane, Bingley, West Yorkshire, BD16 1WA, UK. Tel: +44-1274-777700; Fax: +44-1274-785201; e-mail: emerald@emeraldinsight.com; Web site: http://www.emerald.com/insight
– Name: PeerReviewed
  Label: Peer Reviewed
  Group: SrcInfo
  Data: Y
– Name: Pages
  Label: Page Count
  Group: Src
  Data: 16
– Name: DatePubCY
  Label: Publication Date
  Group: Date
  Data: 2025
– Name: TypeDocument
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  Data: Journal Articles<br />Reports - Research
– Name: Audience
  Label: Education Level
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  Data: <searchLink fieldCode="EL" term="%22Elementary+Education%22">Elementary Education</searchLink>
– Name: Subject
  Label: Descriptors
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22Elementary+Schools%22">Elementary Schools</searchLink><br /><searchLink fieldCode="DE" term="%22Parent+Teacher+Cooperation%22">Parent Teacher Cooperation</searchLink><br /><searchLink fieldCode="DE" term="%22Parent+Associations%22">Parent Associations</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Associations%22">Teacher Associations</searchLink><br /><searchLink fieldCode="DE" term="%22Elementary+School+Teachers%22">Elementary School Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Partnerships+in+Education%22">Partnerships in Education</searchLink><br /><searchLink fieldCode="DE" term="%22Parent+Participation%22">Parent Participation</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Participation%22">Teacher Participation</searchLink><br /><searchLink fieldCode="DE" term="%22Case+Studies%22">Case Studies</searchLink><br /><searchLink fieldCode="DE" term="%22School+Community+Relationship%22">School Community Relationship</searchLink><br /><searchLink fieldCode="DE" term="%22Parent+Influence%22">Parent Influence</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Influence%22">Teacher Influence</searchLink><br /><searchLink fieldCode="DE" term="%22Community+Development%22">Community Development</searchLink><br /><searchLink fieldCode="DE" term="%22Budgets%22">Budgets</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Finance%22">Educational Finance</searchLink>
– Name: Subject
  Label: Geographic Terms
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Ghana%22">Ghana</searchLink>
– Name: DOI
  Label: DOI
  Group: ID
  Data: 10.1108/JPCC-06-2024-0092
– Name: ISSN
  Label: ISSN
  Group: ISSN
  Data: 2056-9548<br />2056-9556
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: 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.
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  Data: As Provided
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  Data: 2026
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  Label: Accession Number
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  Data: EJ1497160
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        Value: 10.1108/JPCC-06-2024-0092
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 16
        StartPage: 465
    Subjects:
      – SubjectFull: Foreign Countries
        Type: general
      – SubjectFull: Elementary Schools
        Type: general
      – SubjectFull: Parent Teacher Cooperation
        Type: general
      – SubjectFull: Parent Associations
        Type: general
      – SubjectFull: Teacher Associations
        Type: general
      – SubjectFull: Elementary School Teachers
        Type: general
      – SubjectFull: Partnerships in Education
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      – SubjectFull: Parent Participation
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      – SubjectFull: Teacher Participation
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      – SubjectFull: Case Studies
        Type: general
      – SubjectFull: School Community Relationship
        Type: general
      – SubjectFull: Parent Influence
        Type: general
      – SubjectFull: Teacher Influence
        Type: general
      – SubjectFull: Community Development
        Type: general
      – SubjectFull: Budgets
        Type: general
      – SubjectFull: Educational Finance
        Type: general
      – SubjectFull: Ghana
        Type: general
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      – TitleFull: Exploring the Implications of Using Parent-Teacher Associations (PTAs) as a Pathway for School-Community Development
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              Y: 2025
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