This study investigated the degree of involvement of parents/guardians from rural primary schools in the school life of their children in order to ascertain whether their involvement increased student achievement. However, Dekker and Lemmer (1998) assert that many parents are insufficiently involved in their children's education.
The life of the school 2
They are often unaware of the quality of education provided to their children and by whom. These are: school life, the developing world, parental involvement in schools, better achievement and rural schools.
Parental involvement 2
Parental involvement will therefore refer to the extent to which parents will be part of the educational process through a personal desire to make a difference in their children's education or the extent to which the school will allow or encourage parents to be part of their children's educational growth. . Throughout the study, the term parental involvement will refer to all activities parents may participate in at school.
Enhanced achievement 3
In the final analysis, involvement comes down to the mutual recognition and respect of the school and the home for each other as independent partners, which is really a matter of sound ethics. In this study, improved performance will refer to all forms of performance that learners can improve in such as academic, co-curricular, extracurricular or any other activities offered at the school.
Developing country 4
Because parental participation in their children's education has become an indispensable part of school organization, the development of policies regarding their involvement is of paramount importance. All stakeholders should work to validate factors that hinder parental participation in school life, if they exist (Heystek, 1998).
Justification of the study 11
The study will provide information on whether or not parental involvement in school life improves student achievement. Legislation such as SAŠU (1996) calls on parents to participate in the life of the school.
Research aims 15
Research questions 16
Parameters of the study 16
Method of investigation 16
Limitations of the study 17
Organisation of the study 17
Due to the large amount of data that was collected, it was necessary to spread the analysis of the data over three chapters, namely chapters five, six and seven. Finally, chapter nine provides an overview of the main findings; draws conclusions and makes recommendations to educators, parents and the Department of Basic Education on how best to collaborate.
Conclusion 19
Introduction 20
The nature and levels of parental involvement globally 21
According to Epstein (1991), academic gains occur in subjects in which parents feel confident about their ability to support their children's learning. When parents get involved, children's schooling is affected by their acquisition of knowledge, skills and a greater sense of confidence that they can succeed in school.
Parental involvement in schooling in South Africa 25
Areas where parents provide support 27
According to SAŠ (1996), SGB should play a leading role in the life of the school attended by their children. Parents should be involved in school activities, make decisions about the school and its future, take care of school maintenance and promote their functionality.
Attracting parents to the schools 29
- Establishing an environment conducive to parent participation 29
- Establishing a collaborative parent-school working relationship 30
- Parental support of learners at home 32
- Parents serving as volunteers in special interest groups 34
This often causes conflict which has the potential to disrupt the working relationships that may exist between school and home. Parental expertise can assist in the development and maintenance of school buildings and grounds.
The need for effective communication between parents and the school 37
- Influence of effective communication on parental involvement 36
However, there are several challenges that inhibit the level of involvement of parents in the life of the school their children attend. Lemmer and Van Wyk (2007) believe that students are the key to a successful school-family partnership, as the child is the reason for the connection between home and school.
Challenges to parental involvement in schools 42
Socio-economic challenges 43
Redding (2005) and Edwards (2004) believe that programs aimed at engaging parents must target the local needs of the school. Schools need to develop strategies that will meet the specific needs of the school and the community it serves.
Contextual challenges 44
However, I believe that getting to know the school community and creating a partnership where the school and community can work as a team will create an environment where parents will be encouraged to participate in the life of the school. This two-way exchange can prevent the development of problems between school and home, which will negatively affect student achievement.
Challenges associated with inequalities 46
Rural parents experience challenges of illiteracy, poverty, social deprivation and isolation that make them feel helpless and unable to influence the quality of education delivered to their children. I believe that rural schools should invest in developing strategies to persuade parents to play their rightful role in supporting their children's education.
Conclusion 48
The previous chapter provided an overview of the literature related to the roles parents play and their responsibilities towards their children's education. These theoretical frameworks further illuminate the effects of a rural location on schools aiming to provide quality education.
The theory of overlapping spheres 50
- Epstein’s typology of parental involvement 53
- Communication 54
- Volunteering 55
- Learning at home 55
- Decision making 56
- Working collaboratively with the community 57
- Financial capital 58
- Human capital 59
- Social capital 59
In the rural context where schools are under-resourced, it would benefit the school to invest in skilled parenting to provide support. Van Deventer (2008) claims that participatory decision-making can lead to more effective functioning of the school and education.
The need to involve parents 61
Educationally, parents are an essential resource and also have unique opportunities as educators, a powerful combination,” (Atkins et al., 1988, pp. 12-13). Singh et al., (2004, p. 305) found that students who received attention from their parents early in their school life were more empowered to deal with school work independently later in life than those who never received attention at home.
Tasks requiring parental support 62
If there are professional parents or administrators in the SGB, this does not mean that they are necessarily familiar with or well informed about complex educational matters. Schools must provide training to parents and enable them to develop the skills and knowledge that will enable them to participate more meaningfully in the transformation and improvement of schools.” Therefore, it is the school's duty to empower parents in the tasks they are expected to perform.
Theories of rurality 63
Background to rurality 63
According to respondents, parents at Siyaphila Primary School have provided valuable support in the maintenance of the school, which is rated at Level 3. The director was happy that the parents took care of the school in the absence of the teachers.
Rurality and the sense of place 63
Being connected to a rural setting 66
The poverty of many rural communities limits the ability of parents to provide for their children and augment their children's education with the resources of the home. Many parents and community members are said to have limited aspirations for their children and/or limited understanding of what their children will need to be successful in the future.”
Challenges experienced by rural primary schools in South Africa compared
- The effects of poverty on education 68
- The effects of HIV/AIDS on education 73
- The effects of inadequate resources in schools 74
- The effects of isolation on rural schools 75
This therefore had an impact on the quality of the support the school received from these parents. The Country Report, South Africa (2005) states that, despite the gains, the fight against poverty remains a challenge in South Africa.
Conclusion 77
Management of used research instruments and data analysis methods is provided. Limitations of the study are highlighted and ways to ensure reliability and validation of the study are presented.
Research plan 78
Ethical Considerations 79
First, letters were written to directors and SGB members of the schools requesting permission to conduct the research at their schools. A letter was also written to the student's parents requesting permission for their children to participate in the study.
Research paradigm 80
People can think and interpret the world according to their experiences.” Social scientists work within an interpretivist approach, believing that the world is changeable and that it is people who determine the meaning of a given situation. Parental participation in increasing student achievement is based on the anti-positive attitude, believing that it is the right of all actors to recognize, create and develop their social reality within the educational system.
Case study approach 82
Wellington (2000) advises that research-derived case studies can be very useful in teaching and learning. Therefore, I carefully planned and conducted case studies to provide valuable information and insights.
Demarcation of the research area 85
Thuthuka Primary School 85
Siphelele Primary School 86
Siyaphila Primary School 86
Many of the students' parents or guardians worked in the local Sappi Forest, while some were retirees. According to community members, much development had taken place since the arrival of the new school principal.
Methods of data collection 87
- Interviews 87
- Focus group interviews 90
- Observations 92
- Document reviews 93
One of the ways to achieve this is to match the interviewer and respondents on a number of characteristics. Selected participants were contacted several days before the interview to remind them of the appointment.
Data analysis 94
It is also suggested that a data collection form be created to summarize the data collected. Interview schedules, observation and document review schedules can be found as appendices to the dissertation (Appendix O).
Preparing for the field 95
Although schools kept class schedules as a record of students' academic progress, they kept scant records of financial and other important school activities.
Administration of research instruments 96
- Interviews with individual respondents 97
- Interviews with focus groups 97
- Observation processes 98
- Reviewing of documents 101
The purpose of the interviews was to find out whether parents participate in the life of the school and, if so, how. This was done to find out which aspects of school life encourage or inhibit parental involvement.
Analysing data 103
Credibility of data 104
- Dependability of data 105
- Transferability of data 105
- Confirmability of data 106
Careful use of the data collection tools chosen and remaining attentively focused on the objectives of the study helped to overcome this challenge. Where similar results are detected in different fields, findings may have greater credibility in the eyes of the reader.”.
Introduction 108
Data presentation and analysis 108
Communication with parents 114
- Engaging with parents in plenary meetings 115
- Informing parents about the schools’ needs 116
- Communication challenges 118
It was evident that the parents of Siyaphila Primary School decided to support the school. At Siphelele Primary School, some of the pupils' homes were in close proximity to the school.
The empowerment of parents and outcomes there-of 121
Conclusion 126
The lack of communication disempowered parents as they missed social services and the empowerment that schools offered. The next chapter reveals the level and extent to which parents provided support to the schools their children attended.
The extent of parental involvement
Data presentation and analysis 129
- The nature/ levels of parental support 129
- Preparing learners for admission 131
- Ensuring the upkeep and care of school premises 140
- Performing minor school repairs and renovations 142
- Ensuring safety at schools 144
- Establishing vegetable gardens at schools 145
- Serving as volunteers 147
- Supporting learners with their schoolwork 152
- Supporting schools’ extramural programmes 155
- Supporting in hosting school functions 157
Siyaphila Primary School invested in ensuring the school vegetable garden was productive and this was rated at level 4. This enabled the school to provide food with fresh vegetables to the students.
Conclusion 159
Outcomes of parental involvement in rural schools
Parent participation improved the schools’ effectiveness 160
- Procedural learner admission enhanced school functionality 160
- Controlled learner attendance facilitated effective teaching and
- Parents serving on school structures enhanced school administration 163
- Repairs and minor renovations by parents reduced school maintenance
- Parent support of the school nutrition programme improved learner
- The Green School Project proved beneficial 169
- Care and erection of new structures created an environment
