Parental Influence and Students’ Academic Resilience Moderated by Teacher Support in Universal Secondary Education Schools in Luweero District, Uganda

Abstract

The study examined the relationship between parental influence and students’ academic resilience, moderated by teacher support in universal secondary education schools in Luweero district, Uganda. Specifically, the study tested whether parental influence and teacher support predicted students’ academic resilience, and the moderating effect of teacher support on the relationship between parental influence and students’ academic resilience. Based on Cassidy (2016), academic resilience was studied in terms of perseverance, help-seeking behaviour, and positive affect of a student. The study adapted a correlation research design on a sample of 324 senior four students in universal secondary education schools in Luweero district. Data was collected using a self-administered questionnaire. Data analysis involved carrying out partial least squares structural equation modelling (PLS-SEM). The results indicated that parental influence and teacher support positively and significantly predicted students’ academic resilience. Further, the results also revealed that teacher support did not moderate the relationship between parental influence and students’ academic resilience. The study concluded that while teacher support was an insignificant moderator of the relationship between parental influence and students’ academic resilience, parental influence and teacher support are a prerequisite for improving students’ academic resilience. The study recommended that to improve on students’ academic resilience, head teachers need to implement measures that promote parental influence. Further, head teachers need to promote measures that enhance teacher support in order to intensify students’ academic resilience.