Enhancing parental involvement in children’s academic work: Implications for teaching and learning
| dc.contributor.advisor | Mavuso, Mzuyanda Percival | en |
| dc.contributor.author | Fihla, Gcobisa Victoria | en |
| dc.date.accessioned | 2026-08-14T01:45:41Z | |
| dc.date.available | 2026-08-14T01:45:41Z | |
| dc.date.issued | 2018 | en |
| dc.description.abstract | Partnership between schools and parents seems to substandard, leading to both parties questioning each other on why children underperform. Most parents view the school as an instrument for the achievement of children and parents with limited or no education may have little or no interest in supporting children’s academic work. The aim of this study was to investigate how parental involvement in children’s academic work can be enhanced. It focused on three rural secondary schools in the Amathole West Education District in the Eastern Cape Province of South Africa. The study particularly investigated how school schools involved parents in children’s academic work and how they, together with principals, teachers and learners view their involvement in children’s academic work. Guided by Epstein’s theory of parental involvement, this qualitative study was premised on the interpretative paradigm. Face to face interviews and focus group discussions were used to collect data from three high schools in the Amathole West Education District. Purposive sampling was used to select participants who comprised a target population of 24 participants. It emerged from the data that although schools were trying to involve parents in children’s academic work, their activities were uncoordinated, occurred at school level rather than classroom level and focused less on learners’ academic work. Parent’ involvement in their children’s academic work was not touching the real curriculum issues; rather it touched on the outside. The data also showed that parents’ academic statuses influenced their participation as those who had little education seemed to be reluctant to participate on academic issues. The study concludes that there was lack of coordinated strategies by schools to involve parents in children’s academic work. The study, therefore, recommends that Coordinated Grade-based Parent-Teacher Forums be established. This will assist in opening a planform for teachers and parents to engage on teaching and learning discussions and curriculum debates. | en |
| dc.format | 273 leaves | en |
| dc.format | en | |
| dc.identifier.citation | Fihla, Gcobisa Victoria. 2018 | en |
| dc.identifier.other | vital:31485 | en |
| dc.identifier.other | http://hdl.handle.net/10353/8042 | en |
| dc.identifier.uri | http://hdl.handle.net/20.500.11837/4821 | |
| dc.language.iso | English | en |
| dc.publisher | University of Fort Hare | en |
| dc.publisher | Faculty of Education | en |
| dc.rights | University of Fort Hare | en |
| dc.subject | Education -- Parent participation Parent-teacher relationships Academic achievement | en |
| dc.subject | Folk music -- Zimbabwe | en |
| dc.subject | Education -- Parent participation | en |
| dc.subject | Parent-teacher relationships | en |
| dc.subject | Academic achievement | en |
| dc.title | Enhancing parental involvement in children’s academic work: Implications for teaching and learning | en |
| dc.title.alternative | Enhancing parental involvement in children’s academic work: Implications for teaching and learning | en |
| dc.type | Thesis | en |
| dc.type | Doctoral | en |
| dc.type | PhD (Education) | en |