Exploring the parental role in learner school achievement in rural schools : parents' and educators' perspectives.
Maswanganyi, Khaizeni Freddy.
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This research has been done in Pinetown District in Kwazulu-Natal in South Africa. Its aim was to investigate how rural parents could play a meaningful role in assisting their children to achieve more academically. The study was conducted in three secondary schools and twelve participants were interviewed, four from each school, two School Governing Body (SGB) and two School Management Team (SMT) members from each school. In this research study, it was established that parental involvement is very important in the learning process of the children. This involvement, amongst others, includes the provision of learning materials, assistance with homeworks, the provision of conducive study place at home for children, motivation and taking part in school’s activities. Parents and educators do agree that there is a gap existing between them. Educators also agree that they have not done enough to encourage parents to assist their children in school work. Parents also agree that they never approached educators about assisting their children, but said it was the educators’ responsibility to approach the parents first since it is the educators who need the parents’ assistance. Some of the parents did not know exactly how they could assist their children because they were illiterate, others could not master or understand the subject matters and some believed it is the educators’ task to teach and assist learners academically, not theirs. This research study has established that there is a challenge faced by both educators and parents in rural schools in this issue and further research on it is recommended with the hope that it could shed more light and bring about some possible solutions.