Vol. 48 No. 4 (2023): The Primary Teacher
Articles

Parental Attitude Towards Private Pre-primary Education in Thoubal District, Manipur

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  • Akoijam Pete Meitei,
  • Kh. Kesho Singh,
  • Premlata Maisnam,
  • Naorem Ingochouba Singh
Akoijam Pete Meitei
Assistant Professor, Institute of Rural Education, Wangjing; Research Scholar, Department of Education, Manipur University.
Kh. Kesho Singh
Associate Professor, Department of Education, D.M. College of Arts, Dhanamanjuri University, Manipur.
Premlata Maisnam
Dean, School of Education, Manipur University, Canchipur.
Naorem Ingochouba Singh
Assistant Professor, Ibotombi Institute of Education, Canchipur.

Published 2026-11-10

How to Cite

Pete Meitei, A., Singh, K. K., Maisnam, P., & Singh, N. I. (2026). Parental Attitude Towards Private Pre-primary Education in Thoubal District, Manipur. THE PRIMARY TEACHER, 48(4), p.80-92. https://doi.org/10.64742/

Abstract

This study investigates parental attitudes in Thoubal district towards private Pre-primary education in Manipur, India, examining demographic factors like parental occupation, location, and education level. Employing a descriptive survey design, data were collected from 251 parents of children in 60 randomly selected private Pre-primary Schools. The standardised Parental Attitude Towards Preschool Education Scale (PATPES), consisting of 25 items developed by Venkatesan, 2018, assessed parental attitudes across dimensions such, as emotional support, academic involvement, and perceived importance of early education. Data were analysed using t-tests, ANOVA, and z-score. The analysis revealed a significant difference based on educational attainment, with undergraduate educated parents showing more favourable attitudes than those with higher qualifications. Conversely, no significant differences were found based on occupation or geographic location—rural and urban residency, indicating generally consistent attitudes across these variables. The findings underscore the need for targeted outreach programmes to bolster parental awareness and engagement in early education, especially among different educational backgrounds. This research has important implications for policymakers and educators who foster supportive parental attitude towards early childhood education, aiming to enhance academic outcomes within the socio-economically diverse communities.

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