Exploring the implications of using parent-teacher associations (PTAs) as a pathway for school-community development

Purpose: The purpose of this article is to increase understanding of the relationship between parent-teacher associations (PTAs) activities and school-community development, with a particular emphasis on the ways in which PTAs are utilized as supplemental or alternative sources of funding or support for school self-development initiatives. Design/methodology/approach: The article is based on a case study conducted in two Ghanaian elementary schools. Field notes, in-depth interviews and observations of PTA members (n = 21) and activities make up the data. The article theoretically adopts a community development practice that is predicated on promoting solidarity and agency by upholding the ideas of felt needs, self-help and participation. Findings: The study revealed that PTA initiatives can improve the diversity of activities available within a school while also building the skills and capacity of local communities and enabling individuals to make social connections. The study mainly recommended that in making educational systems resilient, such school-community-based resources of resilience should be preserved, fostered and valued. Practical implications: The findings are practically relevant to local school managers and other stakeholders involved in school leadership, promoting the relationships between PTAs, school management, children’s well-being and community development, particularly in sub-Saharan African schools like those in Ghana. Originality/value: This article explores PTA’s involvement in school-community development in Ghana, a relatively under-researched area in this approach, using a community development practice approach, highlighting PTA’s impacts, implementation and challenges at elementary schools in the post-COVID era.