A Survey To Determine Teachers Perception Between Low-Income Families And Their Academic Performance At San Martin Primary School And Garden City Primary School In Belmopan

Abstract

This study investigated teachers’ perceptions of the relationship between low-income family status and the academic performance of primary school students at San Martin Primary School and Garden City Primary School in Belmopan. Using a mixed questionnaire consisting of Likert-scale items and open-ended questions, data were collected from 30 teachers selected through simple random sampling. Findings revealed that teachers believe family income significantly shapes students’ educational outcomes through limited access to learning materials, inadequate parental support, poor nutrition, and unfavorable home environments. Teachers also emphasized the positive impact of parental involvement, consistent monitoring, and additional academic support such as tutoring. While most respondents agreed that socioeconomic status influences student performance, they also recognized the role of teacher support and existing educational provisions designed to assist disadvantaged students. The study concludes that low-income status places children at higher risk for academic difficulties but that targeted support from teachers, parents, and the education system can help mitigate these challenges. Recommendations include increasing parental engagement, strengthening school–community relationships, and expanding available support programs for low-income families.