<p>Parental involvement is a critical determinant of students&rsquo; educational progress, influencing both learning outcomes and school participation. In recent years, a marked shift towards private schooling has been observed, driven by parental perceptions of superior instructional quality, infrastructure, and academic support systems. Against this backdrop, the present investigation explores parental attitudes toward private school enrolment in association with parent&ndash;child interaction, students&rsquo; study habits, and teacher-related psychological factors such as teacher confidence, self-confidence, and emotional exhaustion.</p>

<p>The study seeks to understand how family engagement and teacher characteristics collectively shape students&rsquo; academic behaviour and institutional preference. The findings suggest that favourable parental attitudes are closely linked with stronger parent&ndash;child engagement and more effective study habits among students. Additionally, teachers exhibiting higher confidence and lower emotional exhaustion contribute to a more supportive and productive learning environment.</p>

<p>The results indicate that both familial support and teacher well-being function as complementary influences, significantly shaping students&rsquo; academic engagement and the increasing inclination toward private schooling.</p>