Enhancing the role of parental involvement in learner performance in rural secondary schools in the Amajuba District of KwaZulu-Natal
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Date
2024
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University of Zululand
Abstract
This study examined the role of parental involvement in improved student performed in rural secondary schools in the Amajuba district. The study aimed to identify strategies to enhance parental participation and examined relevant laws and theories, including Epstein’s (1995) theory of overlapping spheres of influence and Bronfenbrenner’s (1979). The study highlighted that focusing on learners, combined with internal and external influence can lead to higher success. Using qualitative research and purposive sampling, the researcher interviewed 25 parents in their preferred languages to gather detailed insights. The data was analysed using Tesch’s (2019) method to identify keythemes. The findings indicated that while some rural parents were proactive in their children's education, various environmental factored either facilitated or hindered this involvement. Facilitating factors included the understanding of parental duties, communication, and meetings. Hindered factored encompassed distance, socioeconomic issues, employment conditions, parental attitudes, and adolescents resisted to interfered. The study concluded with a recommendation for strategies to enhance parental involvement and suggested further research on this topic. The findings could help schools become effective community institutions and that enabled parents to knowledgeably support children's development.
Description
Thesis submitted to the Faculty of Education in fulfilment of the requirements for the degree of Master of Education in the Department of Educational Foundations and Management at the University of Zululand, South Africa [2024].