Parental Involvement as Part of Curriculum Reform in South African Schools: Does It Contribute to Quality Education?

Autor/inn/en	Segoe, Bobo A.; Bisschoff, Thomas
Titel	Parental Involvement as Part of Curriculum Reform in South African Schools: Does It Contribute to Quality Education?
Quelle	In: Africa Education Review, 16 (2019) 6, S.165-182 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Segoe, Bobo A.) ORCID (Bisschoff, Thomas)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1814-6627
DOI	10.1080/18146627.2018.1464692
Schlagwörter	Foreign Countries; Parent Participation; Curriculum Development; Educational Change; Educational Quality; Parent Teacher Cooperation; Academic Achievement; Secondary School Teachers; Secondary School Students; Parent Attitudes; Parent Role; Parent Background; Socioeconomic Status; Teacher Attitudes; South Africa + Suchen Sie Ihr Suchwort? Ausland; Elternmitwirkung; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Bildungsreform; Quality of education; Bildungsqualität; Parent teacher relation; Parent-teacher cooperation; Parent-teacher relation; Parent-teacher relationship; Parent teacher relationship; Eltern-Lehrer-Beziehung; Schulleistung; Sekundarschüler; Elternverhalten; Parental role; Elternrolle; Elternhaus; Socio-economic status; Sozioökonomischer Status; Lehrerverhalten; Südafrika; Süd-Afrika; Republik Südafrika; Südafrikanische Republik
Abstract	Active parental involvement (PI) in any child's academic performance is regarded as an essential aspect to enhance high learner achievement particularly in disadvantaged communities. The purpose of the study reported on was linked to the growing notion that PI is a crucial asset that may have important consequences for teaching and learning. The study was based on interviews with 20 teachers from 10 randomly selected secondary schools, from a total sample of 32, in Vhembe District, Limpopo, South Africa, which is an exclusively disadvantaged, black area. Using the qualitative data generated from individual interviews with purposefully selected participants, the views of secondary school teachers in Vhembe District on PI were captured. The findings of the study revealed that the majority of parents are not actively involved in the school work of their children and that it adversely affects the functioning of the school, according to the teachers. The teachers attributed this, firstly, to the weak understanding of parents regarding their roles as stakeholders and, secondly, to the fact that most parents had little schooling themselves. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01