The role and complexities of school-parent collaboration in reducing school violence: a multiple case study.

Abstract

This research project explored the role and complexities of school-parent collaboration in reducing school violence, focusing in three secondary schools located in King Cetshwayo District, KwaZulu-Natal, South Africa. This study further explored the manner in which parents and schools can navigate the complexities of school-parent collaboration. Therefore, this study aimed at understanding how the role and complexities of school-parent collaboration reduces school violence. The research questions central to this study were: a) How do stakeholders explain the role of school-parent collaboration in reducing school violence? b) What are the complexities of utilising school-parent collaboration in reducing school violence? c) How can schools and parents navigate the complexities of school-parent collaboration in reducing school violence? The study was underpinned by the interpretivist paradigm and adopted a qualitative multiple case design. Semi structured interviews and documents review were used to generate data which was analysed using thematic analysis. Primary documents such as minutes of parents’ meetings, staff meetings, grades or phase meetings with parents, one on one meetings with parents were reviewed with the intention to find evidence of teachers reaching out to parents and the reaction from parents which would confirm the existence of school-parent collaboration as reported by the participants. These documents would also confirm the extent of complexities in the collaboration. Participants consisted of principals, SGB chairpersons, departmental heads, teachers and parents. The findings of the study suggest that collaboration played a role in transforming schools from being dangerous zones to safe institutions with positive climates and also transformed learners’ conduct from being aggressive to being disciplined and cooperative. The interaction of teachers and parents was characterised by trust and respect. Although there were complexities in the collaboration, teachers and parents were able to identify and implement strategies to navigate these complexities and ultimately the collaboration succeeded in reducing school violence. The findings affirm the existence of a network of interrelationships with systemic levels between schools and parents as part of the different communities. The study also showed the significance of engaging invitational leadership and social capital where leaders initiate collaboration so that people come together as a social network and work towards a set goal which was the reduction of school violence in this case. Lastly the implications of the findings suggest positive outcomes for both schools and parents if they work together for the reduction of school violence.