The low morale of teachers is mentioned from the article: Analyse the possible measures that can be taken by the teachers and school manager to remedy the negative attitude. Instead of feeling supported, teachers were demotivated as they felt that they were being subjected to additional monitoring by parents.

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Read the article below and answer ALL the questions that follow: Can parental involvement have negative effects as well? SW: While most research has indicated that parental involvement has largely positive effects on childrens education, it may also cause conflict with teachers and adversely affect learning environments. Disagreements between parents and teachers about how children are taught, for example, can have a negative impact on learning outcomes. Developing parent-teacher relationships that support childrens learning requires a nuanced understanding of how the two groups can engage effectively with one another as well as with the children. This can inform better intervention strategies, as our teams recent findings have demonstrated. While parental involvement has largely positive effects on childrens education, it may also cause conflict with teachers and adversely affect learning environments. AS: Your research has shown that when efforts are made to encourage parental involvement and teacher engagement by sending text messages to the two groups separately, school dropout rates decrease significantly. When both parents and teachers were simultaneously nudged, however, there was no impact. What does this reveal about parent-teacher relationships? SW: Over the duration of one year, our research team implemented the Eduq+ program, sending parents and teachers of students in 296 classrooms across 100 public schools in the Ivory Coast SMS messages specifically designed to nudge them to become more engaged in the childrens education. The messages were sent twice a week, with those sent to parents differing from those sent to teachers. Teachers received messages focused on improving the quality of their teaching, while parents were reminded of the returns on investments in their childrens education. In addition to suggesting activities parents could engage in with their children to support social-emotional development, the messages encouraged parents to take more interest in their childrens school life by increasing their interactions with teachers. When parents and teachers were nudged independently, there was a significant reduction in school dropout rates. But when text messages were sent to parents and teachers at the same time, these gains were erased. Instead of feeling supported, teachers were demotivated because they felt that they were being subjected to additional monitoring by parents. This led to lower teacher attendance, which in turn caused school dropout rates to increase. This is an illustration of how excessive monitoring by involved parents, for instance, may undermine teachers sense of agency in the classroom and reduce their intrinsic motivation. Furthermore, it points to the delicate nature of parent-teacher relationships, suggesting that schools have to be more careful about how they engage parents and teachers, and how they ask them to engage with one another