Enhancing Parent-Teacher Collaboration in Rural Schools: Parents' Voices and Implications for Schools

Autor/inn/en	Myende, Phumlani Erasmus; Nhlumayo, Buhle Stella
Titel	Enhancing Parent-Teacher Collaboration in Rural Schools: Parents' Voices and Implications for Schools
Quelle	In: International Journal of Leadership in Education, 25 (2022) 3, S.490-514 (25 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Myende, Phumlani Erasmus)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1360-3124
DOI	10.1080/13603124.2020.1731764
Schlagwörter	Foreign Countries; Parent Teacher Cooperation; Rural Schools; Parent Attitudes; School Role; Interpersonal Communication; Expectation; Empowerment; Parent Participation; Parent Education; Governance; Leadership; South Africa + Suchen Sie Ihr Suchwort? Ausland; Parent teacher relation; Parent-teacher cooperation; Parent-teacher relation; Parent-teacher relationship; Parent teacher relationship; Eltern-Lehrer-Beziehung; Rural area; Rural areas; School; Schools; Ländlicher Raum; Schule; Schulen; Elternverhalten; Interpersonale Kommunikation; Expectancy; Erwartung; Elternmitwirkung; Parents education; Elternbildung; Elternschule; Education; Educational policy; Financing; Steuerung; Bildung; Erziehung; Bildungspolitik; Finanzierung; Führung; Führungsposition; Südafrika; Süd-Afrika; Republik Südafrika; Südafrikanische Republik
Abstract	There is general consensus that parents are invaluable partners in education of their children but, getting South African rural parents involved in education has remained difficult. This paper draws from parents' voices to explore the question, what do parents in a rural South African school context see as the school's role in enhancing parent-teacher collaboration? An interpretive qualitative approach was adopted to conduct the study. Semi-structured interviews were conducted to collect data from 10 rural parents and the interpretive phenomenological analysis was used to analyze data. Findings suggest that parents understand the need for their involvement but believe that schools need to invest in their empowerment, consider modern communication methods, communicate with parents the school vision, and what is expected from parents. The findings further suggest the need to bring on board the traditional leaders because of their inherent influence in the community. While parents seem to have adopted the negative discourse in relation to their involvement, they present a different notion from scholarship that portrays rural parents inadequate. The findings suggest that we need to question the current dominant notion of what parental involvement is and consider roles that parents from different contexts can play when collaborating with teachers. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01