Invaluable allies? case study of promoting effective parent-teacher relationships in three primary schools in the Phoenix-West Circuit.
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The study investigates promoting effective parent-teacher relationships in three primary schools in the Phoenix-West Circuit. This study sought to find out from the SGBs (School governing bodies); teachers and parents as to what role do the SGBs play in promoting effective relationships between parents and teachers: how do SGBs play their role of promoting effective parent-teacher relationships and what are the enabling and challenging factors for SGBs towards promoting effective parent-teacher relationships. The study was conducted with three SGB members, three teachers and three parents, one from each of the three schools. The theories on parent and teacher relationship that guided this study were Epstein’s parental involvement framework and Bronfenbrenner Ecological System’s theory. The methodology used to obtain the data was semi-structured interviews with the SGBs, teachers and parents. A qualitative method was used to determine how the SGBs promote effective parent and teacher relationships. Given the method that was use, this study was frame in an interpretive paradigm. Themes were form, using the collected data that was organised and analysed. The findings of the data showed that there is a great need for the SGBs to promote effective parent and teacher relationships. Both parents and teachers agreed that there are obstacles that prevent healthy parent-teacher relationships. There is a greater demand that parents and teachers communicate better and work collaboratively for effective teaching and learning to take place. Recommendations based on the findings were made: To provide training for the SGBs, so that they understand their roles better, especially in promoting effective parent-teacher relationships. Teachers (schools) and the parents (community) should work closely with each other to meet their mutual goals. The SGBs need to assist the teachers and the parents to foster a positive relationship. Therefore, this will create an environment for teachers and parents to communicate on a regular basis through various ways other than just using parent-teacher meetings to communicate with each other.