EFFECTS OF PARENTS’ DIVORCE ON CHILDREN ACADEMIC PERFORMANCE

Abstract

This study explores the perceptions of teachers regarding the academic performance of students from divorced and intact families in secondary schools within the Faisalabad district. Utilizing a cross-sectional survey design, data were collected from 120 female teachers selected through stratified random sampling from 30 schools (15 public and 15 private). An interview schedule was developed, with its reliability (Cronbach's alpha = 0.69) and validity ensured through expert consultation. The results reveal that majority of the respondents (58.3%) have not noticed any differences in the academic performance of students from divorce and intact families, 67.5% of teachers did not observe significant academic differences of student concentration. Majority (58.3%) of the teachers stated that children from divorced families struggle more for academic excellence. About half (48.3%) of the teachers reported that they received training on professional development on how effectively worked with the children from divorced families. There is a need to focus more on children from divorced families, as they require additional care and love.