The relationship between parent-teacher-student association (PTSA) involvement in school and academic achievement as mediated by learning engagement in the case of primary schools

Participation of the Parent-Teacher-Student Association (PTSA) at school has been shown to be critical to students' academic success. Nonetheless, Ethiopia has a dearth of empirical research in this regard. Therefore, using the study-demand resource model as a theoretical foundation, the current study attempts to investigate the relationship between PTSA involvement in school, learning engagement, and academic achievement. A correlational research design was used to achieve this goal. The participants of the study were students in primary schools in Gidan district, Ethiopia. Totally, 182 sampled students were included using simple random sampling method as study participants. The findings of the research showed the level of PTSA involvement in school was low, while students' level of engagement and academic achievement were at the medium level. There was a statistically significant correlation between academic achievement, students' learning engagement, and PTSA involvement in school. Lastly, this study demonstrated that learning engagement acted as a mediator in the association between academic achievement and PTSA involvement in schools. It was suggested that in order to support the children's educational achievement, creating and implementing parents' programs that allow for more parental participation in school events encourage students to get involved in extra-curricular pursuits, which result in enhancing of their academic achievement and ensuring SDG-4 (quality education).