The Principals’ Views on Parent Participation in Governance of Rural Schools

Duma, M. A. N.

doi:10.1080/09737189.2013.11885399

Cited by 7 publications

(5 citation statements)

References 1 publication

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“…The more schools do to involve parents, the less social and parent characteristics seem to explain the variation of involvement of parents from different backgrounds (Epstein, 2001). Parents feel more empowered when they are invited and welcomed by schools (Addi-Racchah and Ainhoren, 2009; Duma, 2013). General invitations from schools can increase parents’ feelings that they are needed in the educational process (Green et al, 2007).…”

Section: Literature Reviewmentioning

confidence: 99%

“…First, as their children’s first teachers who are in the best position to assess their children’s wellbeing, parents have the fundamental right to be involved in their children’s schooling. Second, engaging parents is employed globally as a form of democratizing education, as parents constitute a major stakeholder group in the educational system (Duma, 2013; Mncube, 2009). Further, involving parents in school governance is believed to increase efficiency and effectiveness by customizing programs to better meet their children’s needs.…”

Section: Introductionmentioning

confidence: 99%

“…Scholars who have taken a more critical stance regarding the nature of the parent-school relationship questioned whether a true and equal partnership can ever exist because of the structural positions and unequal power relations between families and educational professionals (Duma, 2013; Lareau and Munoz, 2012). Parent engagement policies are often used as a means of harnessing discourses of parent choice and voice rather than encouraging a vibrant public conversation (Vincent and Martin, 2000).…”

Section: Introductionmentioning

confidence: 99%

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Parent councils, parent involvement, and parent satisfaction: Evidence from rural schools in China

Wei¹,

Ni²

2020

Educational Management Administration & Leadership

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Parents are one of the most important factors promoting children’s educational success. Using parent survey data from rural primary and middle schools in one county, this study examines the implementation of the parent councils (PCs) policy in rural China, specifically, the relationships among PCs, school-based parent involvement (PI), and parent satisfaction. Our analysis shows that not all schools have established PCs and only a small proportion of parents were aware of the existence of PCs. Multi-level mixed effects logistic regression results indicate that having a PC and perceiving a PC in school were both associated with improved parent-teacher communication and parent participation in various school activities. However, the magnitudes of the relationships were substantially higher in the models using perceived existence of PCs. Because of more frequent parent-teacher communication and parent participation in school activities, parent satisfaction levels were higher in schools with PCs, and the satisfaction levels were even higher in schools where parents were aware of the PC’s existence. The findings contribute to our understanding of the importance of PI and have implications for policymakers and school leaders to promote parent satisfaction by establishing PCs, raising the awareness of PCs among parents, and increasing meaningful school-based PI.

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Section: Literature Reviewmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Parent councils, parent involvement, and parent satisfaction: Evidence from rural schools in China

Wei¹,

Ni²

2020

Educational Management Administration & Leadership

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“…In Italy, for example, Dozza and Cavrini (2012) conclude that parents do not appear to have a clear understanding of what constitutes teacher competency, the classroom climate, the organisational culture of the class and the school itself. In more extreme cases, such as in South Africa, one of the significant challenges is the illiteracy rate of parents involved in school governance (Duma, 2013). As one primary school principal explains The language there is, you know, the legal language issue .…”

Section: Resistance Objections and Drawbacks To Parent And Student Vmentioning

confidence: 99%

Parent and student voice in evaluation and planning in schools

et al. 2019

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Current approaches to the regulation of schools in most jurisdictions tend to combine elements of external inspection with systems of internal self-evaluation. An increasingly important aspect of the theory and practice of both, but particularly the latter, revolves around the role of other actors, primarily parents and students, in the process. Using literature review and documentary analysis as the research method, this article explores the research literature from many countries around the concerns of schools and teachers about giving a more powerful voice to parents and pupils. Then, focusing on Ireland, this article tries to clarify three things, official policy concerning stakeholder voice in school self-evaluation and decision making, the efforts by schools to implement this policy and the response to date of school leaders and teachers to this rather changed environment. Using Hart’s ladder of genuine, as opposed to token, participation, it is argued that policy mandating parental and student involvement has evolved significantly, that schools have responded positively and that there is little evidence, as yet, of teacher concern or resistance. This response is explained by the low stakes and improvement-focused education environment; the controlled, structured and simplified nature of the self-evaluation process; and the limited extent of parental and student participation in decision making.

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“…Some principals love to have learner governors involved in school management, while others feel that too much learner governors' involvement in school management compromises their sense of professionalism. Duma (2013) asserts that the absence of learner experience from school management brings about the systematic silencing of the learner's voice, whereas learner governors enhance and promote school democratic practices.…”

Section: Introductionmentioning

confidence: 99%

Learner Participation in School Governance: The Views of Learner Governors in South African Schools

Duma

2014

MJSS

Self Cite

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This article explores the view of learner governors in school management in South Africa. The South African Schools Act No. 84 of 1996 stipulates that all public secondary schools in South Africa must have democratically elected Representative Councils of Learners (RCL). This Act was intended to foster collective decision-making in schools. Apart from a literature review on learner management, empirical study investigation based on quantitative research paradigm was used to collect data from learner governors on their role in school management. The findings highlighted the important functions of learner governors in schools and it is concluded by the submission that it is essential for schools to build the necessary frameworks and communication avenues for developing learner governors.

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The Principals’ Views on Parent Participation in Governance of Rural Schools

Cited by 7 publications

References 1 publication

Parent councils, parent involvement, and parent satisfaction: Evidence from rural schools in China

Parent councils, parent involvement, and parent satisfaction: Evidence from rural schools in China

Parent and student voice in evaluation and planning in schools

Learner Participation in School Governance: The Views of Learner Governors in South African Schools

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