Building Parent Trust through Quality 1on1: Investigating Tutor Professionalism, Concept Clarity, Study Habits, and Personalized Learning

DOI

No DOI

Published In

Volume 6, Issue 5 (2026)

Published Online

September-October 2026

Pages

517-520

Article Type

Original Article

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This descriptive study examines parent perceptions of student learning issues and expected tutor skills in professional home tuition services in Pune, segmented by education board. Summary percentages from a parent survey show that absence of a regular study rhythm is the most commonly reported issue across boards (42–65 %), followed by conceptual doubts and weak study strategies. Expected tutor skills centre on dedication and professionalism, qualification and capability, and effectiveness and engagement, with notable variation by board. Parents of IGCSE/IB students report the highest expectation for a dedicated and professional tutor (94 %), while State board parents report markedly lower expectations across most skills. The pattern is consistent with parents seeking tutors who can address study habits, concept clarity, and engagement as foundations for trust. Because only board-level summary percentages were available, the analysis remains descriptive and does not support causal claims about trust formation or learning outcomes.