The lack of parent involvement as hindrance in selected public primary schools in South Africa: The voices of educators

Abstract

Although parent involvement is fundamental for school functioning, the nature and extent of such involvement is debatable and contested amongst stakeholders. A qualitative based study under pinned by the interpretive paradigm was undertaken to explore the voices of educators regarding parent noninvolvement and its implications for learner experiences and performance in a disadvantaged community in South Africa. Data was gathered through individual and focus group interviews, involving 3 principals and 12 teachers respectively. The paper is buttressed by Epstein's model of schoolfamilycommunity partnerships that advocates for genuine collaboration between stakeholders. The findings show that educators' perceptions concerning parent noninvolvement do not take into consideration the contextual realities that restrict involvement, and this serves to alienate parents further. The paper also reveals the gap that exist between policy and practice in terms of schoolparent relationships. Existing relations, especially in disadvantaged communities emphasizes the need for schools to initiate and implement strategies that are context friendly, taking into consideration challenges experienced by parents. In this regard, empowering teachers on schoolparent relationships is a vital ingredient to ensure the initiation and implementation strategies towards a sustainable parent involvement.

Assessing the Effects of Regimented Administrative Structure of Education on Pupils Academic Performance of Basic Schools in Military Barracks, Ghana

“…This practice affects the pupils learning experiences at school, which in turn, exposes them to inferior education leading to poor academic performances in school. Similarly, scholars such as Ushie, Emeka, Ononga, and Owolabi (2012), and Munje and Mncube (2018) argued that the higher the level of interest of the parents in the children's education, the better the level of children learning success.…”

Foundation phase teachers’ views of the involvement of male caregivers in young children’s education

“…Given that a significant proportion of parents in South Africa, and other low-income countries, are often poor and may be functionally illiterate (Matshe 2014), low levels of parental involvement in education are to be expected. Despite the argument that some poor parents have legitimate reasons for not applying themselves adequately in their children's education (Abrahams 2013), there is a view that teachers in South African public schools are also not doing much to engage parents and support their participation (Munje & Mncube 2018).…”

“…Yet, research by Mathwasa and Okeke (2016:235) in South Africa showed that FP teachers' often negative 'attitude towards fathers prevented them from inviting fathers to partake in the education of their children'. Also, it should be noted that South African male caregivers often experience numerous barriers to their involvement in the educational processes of learners in FP, including a lack of education (Munje & Mncube 2018), factors such as financial difficulties forcing them to seek employment far from their families (Mavungu 2013) and feelings of shame and inadequacy because of unemployment (Rabe 2018). However, research indicates that FP teachers often overlook such barriers and inadvertently perceive male caregivers as not showing interest in their children's education (Mathwasa & Okeke 2016;Munje & Mncube 2018).…”

“…This sample, comprising six teachers in the first school, four teachers in the second school and seven teachers in the third school, was considered sufficient to address the objective of the study. The focus group interviews gave participants the opportunity to engage in a meaningful conversation that is of interest to them (Marshall & Rossman 2006) and the opportunity to describe their personal experiences of the issue at hand (Munje & Mncube 2018). To facilitate the focus group discussion, we used a semi-structured interview protocol (Marshall & Rossman 2006) that asked focused questions but still encouraged discussion and the expression of differing opinions and points of view (Rubin & Rubin 2005) in a conversation-like open discussion (Munje & Mncube 2018).…”

School Management Strategies to Improve Parental Involvement: Insights from School Principals in Southern Tshwane Primary Schools

“…Learners' social and emotional development, as well as their academic performance, can directly be linked to the level of effective parental involvement. According to Munje and Mncube (2018), despite the existence of various policies and acts (namely the South African School's Act, 84 of 1996) to improve and encourage relationships between the school and parents, there is still an ongoing low level of parental involvement in South African schools.…”