Lack of Parental Involvement in the Education of Their children in the Foundation Phase: Case of Selected Schools in the Thabazimbi Circuit

Abstract

The importance of parental engagement in a child’s life is well-documented in academic literature, with studies linking it to positive outcomes such as improved academic achievement, higher self-esteem, better school attendance, enhanced work performance, and improved social behaviour in children. The purpose of this study is to examine the challenges faced by schools in the Thabazimbi circuit due to a lack of parental involvement in their children's education and to suggest potential solutions. This research employed a qualitative design, guided by Epstein's model of parental involvement, to examine practices related to parental involvement in the foundation phase of public primary schools in the Thabazimbi circuit. The study's participants included teachers, Heads of Department (HoDs), school principals, and parents. Purposive sampling method was used to select the study sample. Data was collected through questionnaires, focus group interviews, and face-to-face interviews. The study revealed that parents value parental involvement and wish to engage in their children's education during the foundation phase. However, they reported several obstacles to greater involvement, such as a lack of time and uncertainty about how to assist their children effectively. Additional challenges included high levels of illiteracy and parental substance abuse. The study recommended extensive training for both principals and teachers to enhance parental involvement. Furthermore, the Department of Basic Education and the participating schools should adjust their approaches to better fit parents' life circumstances, supporting their involvement in their children's education.