This study examines the influence of the parent-teacher interface on student learning achievement in Universal Secondary Education (USE) schools in South Western Uganda. Using a mixed-methods approach, data were collected from 966 participants across 49 rural USE schools, including teachers, head teachers, students, parents/guardians, and education officials. Descriptive analysis revealed a moderate level of parent-teacher interface (Mean = 3.11, SD = 1.19), with stronger engagement in attending parent meetings and interacting with school administration, but weaker involvement in regular communication, progress report discussions, and voluntary support.
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