who had attended except in South Tarawa where both Teachers and School Leaders estimated a little more than half of all parents had attended a parent teacher interview. Reporting from SED Household Surveys seems to accord well with the estimate of about half of all attending children’s parents teacher parent meetings although the same data also shows parents attending other school meetings and functions in addition to parent teacher meetings. Table 16: Teachers and School Leaders estimates of the proportion of parents who had attended parent-teacher interviews in the last 12 months by island type % % School Teacher’s Leader’s Estimate Estimate Large island 40 55 Small island 9 49 Sth Tarawa 53 52 Total 43 53 Interestingly, 93% of both School Leaders and Teachers rated parent teacher meetings either or but again this was subject to considerable variation across locations (see ‘valuable’ ‘very valuable’ Table 17 and Table 18). Table 17: Number of rating of the value of parent-teacher interviews by island type teacher’s Very Reasonably Not valuable Valuable Valuable Valuable Large island 49 22 8 Small island 15 9 1 Sth Tarawa 45 51 3 1 Total 109 82 4 9 Table 18: Number of School rating of the value parent-teacher meeting/discussion Leader’s about their progress by island category child’s Very Reasonably Valuable Valuable Valuable Large island 15 8 Small island 7 4 3 Sth Tarawa 5 5 Total 27 17 3 The SED also asked questions about how informed the community was about education improvement (See Table 19 and Table 20). Overall 79% of teachers and 87% of School Leaders felt the community was either or informed the value of education and improvements teachers and ‘better’ ‘much better’ the MOE were making. Table 19: Change in how informed Teachers considered the community was about education improvement by island type Much Same as Better Better Slightly Better Before Large island 29 32 4 14 Small island 13 8 3 4 Sth Tarawa 27 56 15 4 Total 69 96 22 22 Table 20: Change in School leaders' how informed Teachers considered the community was about education improvement by island type
who had attended except in South Tarawa where both Teachers and School Leaders estimated a little more than half of all parents had attended a parent teacher interview. Reporting from SED Household Surveys seems to accord well with the estimate of about half of all children’s parents attending teacher parent meetings although the same data also shows parents attending other school meetings and functions in addition to parent teacher meetings. Table 16: Teachers and School Leaders estimates of the proportion of parents who had attended parent-teacher interviews in the last 12 months by island type % Teacher’s Estimate % School Leader’s Estimate Large island 40 55 Small island 9 49 Sth Tarawa 53 52 Total 43 53 Interestingly, 93% of both School Leaders and Teachers rated parent teacher meetings either ‘valuable’ or ‘very valuable’ but again this was subject to considerable variation across locations (see Table 17 and Table 18). Table 17: Number of teacher’s rating of the value of parent-teacher interviews by island type Very valuable Valuable Reasonably Valuable Not Valuable Large island 49 22 8 Small island 15 9 1 Sth Tarawa 45 51 3 1 Total 109 82 4 9 Table 18: Number of School Leader’s rating of the value parent-teacher meeting/discussion about their child’s progress by island category Very Valuable Reasonably Valuable Valuable Large island 15 8 Small island 7 4 3 Sth Tarawa 5 5 Total 27 17 3 The SED also asked questions about how informed the community was about education improvement (See Table 19 and Table 20). Overall 79% of teachers and 87% of School Leaders felt the community was either ‘better’ or ‘much better’ informed the value of education and improvements teachers and the MOE were making. Table 19: Change in how informed Teachers considered the community was about education improvement by island type Much Better Better Slightly Better Same as Before Large island 29 32 4 14 Small island 13 8 3 4 Sth Tarawa 27 56 15 4 Total 69 96 22 22 Table 20: Change in School leaders' how informed Teachers considered the community was about education improvement by island type