The Lack of Parent Involvement as Hindrance in Selected Public Primary Schools in South Africa: The Voices of Educators

Autor/inn/en	Munje, Paul Nwati; Mncube, Vusi
Titel	The Lack of Parent Involvement as Hindrance in Selected Public Primary Schools in South Africa: The Voices of Educators
Quelle	In: Perspectives in Education, 36 (2018) 1, S.80-93 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0258-2236
DOI	10.18820/2519593X/pie.v36i1.6
Schlagwörter	Foreign Countries; Parent Participation; Elementary Schools; Elementary School Teachers; Principals; Teacher Attitudes; Administrator Attitudes; Economically Disadvantaged; Barriers; Parent School Relationship; Family Structure; Employed Parents; Poverty; Parent Background; Educational Attainment; South Africa + Suchen Sie Ihr Suchwort? Ausland; Elternmitwirkung; Elementary school; Grundschule; Volksschule; Teacher; Teachers; Lehrer; Lehrerin; Lehrende; Principal; Schulleiter; Lehrerverhalten; Parent-school relationship; Parent school relationships; Parent-school relationships; Parent-school relation; Parent school relation; Eltern-Schule-Beziehung; Familienkonstellation; Familiensystem; Armut; Elternhaus; Bildungsabschluss; Bildungsgut; Südafrika; Süd-Afrika; Republik Südafrika; Südafrikanische Republik
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 underpinned by the interpretive paradigm was undertaken to explore the voices of educators regarding parent non-involvement 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 school-family-community partnerships that advocates for genuine collaboration between stakeholders. The findings show that educators' perceptions concerning parent non-involvement 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 school-parent 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 school-parent relationships is a vital ingredient to ensure the initiation and implementation strategies towards a sustainable parent involvement. (As Provided).
Anmerkungen	University of the Free State Faculty of Education. P.O. Box 339, Bioemfontein 9300, South Africa. Tel: +27-51-401-2368; e-mail: PiE@ufs.ac.za; Web site: http://journals.ufs.ac.za/index.php/pie/index
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01