Teachers’ Perspectives on Using Performance Tasks for Teaching and Assessing English Reading
DOI:
https://doi.org/10.54855/ijte.25538Keywords:
blame game, punishment , narrative , school , rapportAbstract
This study examines the blame game among three key agents—parents, teachers, and students—with academic and disciplinary issues in the Nepalese context. In Nepal, no substantial studies have been conducted on this issue. The researcher adopted qualitative and narrative inquiry to examine and analyze participants lived experiences. The participants were five teachers, three students, and three parents. The findings suggest that parents’ consistent involvement in their children’s education yields positive outcomes. However, teachers are sometimes not supported by administrators and teachers also need motivation in the same way students aspire to. It is recommended that parents sacrifice certain things for their child’s education. Teachers must seek better ways to keep students engaged in productive activities, and schools must take the initiative to build a good rapport with parents and the community for the well-being of all their members. Students, parents, teachers, and school administrators should work in collaboration to achieve their common goals.
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