Exploring educators’ views about parental involvement in their children’s academic work at a school in the Pinetown district.

Abstract

The study explores the educators’ views about parental involvement in their children’s academic work at a school in the Pinetown district. The study was conducted at a school in a small suburb west of Durban (Pinetown district). The literature reviewed educators’ views about parental involvement in their children’s academic work and introduced curriculum concepts that emanate from curricular spider-web as a conceptual framework to explore educators’ views. Three types of views were identified (professional, personal and societal) and the curriculum concepts incorporated three propositions as per educators’ views.

This case study adopted an interpretive qualitative approach. Purposive and convenience sampling was utilised to choose five educators from each department as participants in the study. Questionnaires, one-on-one semi-structured interviews and document analysis were used for data generation to explore educators’ views. The educators stated their views about parental involvement in their children’s academic work. Thereafter, guided analyses were used to analyse data which included inductive and deductive reasoning. Findings from data analysis answered all three research questions which were: 1. What are educators’ views about parental involvement in their children’s academic work at a school in the Pinetown district? 2. What informs educators’ views about parental involvement in their children’s academic work at a school in the Pinetown district? 3. What lessons can be learnt from educators’ views about parental involvement in their children’s academic work at a school in the Pinetown district? As a result, the findings showed that educators use these views in different instances. All educators concurred that they need parental assistance with leaners for improvement of academics. Furthermore, the study recommended that CAPS should be reviewed in order to deliberately include ideological-ware, and the involvement of parents in their children’s academic work. The use of social media (technology) was recommended as a method of communication with parents. It also stated that parents ought to be informed about what exactly is expected of them when they assist their children and a consent or pledge should be signed by all parents. Lastly, the school should also consider implementing e-Education policy documents which may assist with blended learning.