TEACHERS’ PERCEPTIONS OF PARENTAL INVOLVEMENT AMONG SELECTED SECONDARY SCHOOLS IN THE PINETOWN DISTRICT, DURBAN

Empirical studies have shown a positive correlation between learners’ academic success and parental involvement. This notion is widely acknowledged by teachers and society at large as a remedy in addressing some of the most predominant educational challenges. A formidable alliance between schools and parents as a strategy to promote learners’ educational success has been the highlight of different departmental policies. This advocacy equally possesses a longstanding basis in research. The purpose of this article is to investigate teachers’ perceptions of parental involvement in selected underperforming secondary schools within the Pinetown District, Durban, KwaZulu-Natal. Arguably, parental involvement is seen as a crucial success factor in students’ academic achievement, while the level of communication between the parents and schools can be perceived as influential in their communicative meetings. The challenge that emerges from a lack of parental involvement can be attributed to ineffectual or noncommunication amongst parents and schools. Invariably, when a learner underperforms in school, parents and teachers blame each other for learners’ poor performance. The study stresses the need for active involvement of parents in their children’s education so necessary and timely interventions may be applied if need be. The findings also suggest that parents from underprivileged schools show less concern for learners’ educational endeavors, while some are concerned and make concerted efforts to be involved in their children’s academic activities, but their social and educational background limits their level of involvement. However, at the secondary school level, research evidence is less supportive. Lastly, teachers also assert that mutually beneficial collaboration between parents and teachers is of great importance in children’s learning and success in school.