Understanding Change of Practices in the Homework Implementation Process in Primary Schools: Kosovo Case

Abstract

The objective of this research study is to explore the teachers and parents’ perspectives on implementing homework in primary education. The research depends on the system activity theory playing a crucial role in education. This study used qualitative methodology and data from 20 teachers and 20 parents. Data collected with semi-structured interviews were analysed using the thematic approach. Previous research reveals that setting a standard for homework in schools is highly critical and lacking a standard poses various challenges for teachers in assigning homework. Thus, teachers and parents emphasise the need to set a standard for homework assignments by the education policymakers. Moreover, the research has contributed to raising teachers' awareness for using the feedback despite the factors complicating this process. The present study’s findings have also shown the relevance of cooperation with parents in implementing the homework. In the end, the study resolves that education policymakers collaborating with schools should urgently set a standard for homework assignments and professional teacher development by providing specific homework training. This study proposes a comprehensive approach by challenging students’ traditional perception of homework, examining the teacher background and work context. Furthermore, it suggests a broader policy context to determine a manageable policy and practice for proper homework integration in teaching and learning processes.