The relevance of parental involvement in the education of learners is no longer considered to be a matter subject for further debate. There is tremendous evidence that confirms that parental involvement is a critical ingredient in the education of learners. It is, however, recorded that most parents, and, in particular, those from among the low socio-economic strata are rarely fully involved in the education of their children. This research study has aimed at investigating the causes of the lack of parental involvement among progressed grade 11 geography learners.
The main research question pertained to what the causes of the lack of parental involvement among the progressed learners are. Progressed learners are learners who are allowed to proceed to the next grade despite having failed to meet the minimum promotional requirements.
To answer the main research question, an interpretivist paradigm was adopted. The research was exclusively qualitative in nature and used a phenomenology research design. Six learners from three different schools and their parents were purposively sampled to take part in the investigation. Three educators, one from each of the three schools teaching Geography to the progressed learners, also participated during the investigation. All participants were involved via video recorded interviews lasting between 20 to 40 minutes.
The comprehensive framework for school, family and community partnership by Epstein, Coates, Salinas, Sanders, and Simon, (1997) was used as the theoretical framework that guided this research. After data collection, the explicitation method recommended by Groenewald (2004) was used during the data analysis stage.
The results from the interviews were analysed and evaluated against the framework of Epstein et al (1997). The interviews showed that the causes of lack of parental involvement among progressed learners are multi-faceted. They range from poor parenting methods that sometimes lead to dysfunctional families, poor communication between the schools and the parents, and to unclear government policies on strategies to involve parents. Schools themselves also appeared to be posing a stumbling block in parental involvement with parents accusing teachers of being disrespectful towards parents. Improved communication between schools and parents is recommended to enhance more parental involvement.
Ukufaneleka kokubandakanyeka kwabazali emfundweni yabafundi akusabhekwa njengento okusazoqhubeka kudingidwe ngayo. Kunobufakazi obuningi obuqinisekisa ukuzibandakanya kwabazali njengesithako esibalulekile emfundweni yabafundi. Nokho, kuqoshwe phansi ukuthi iningi labazali, futhi ikakhulukazi labo abavela ezigabeni eziphansi zenhlalo-mnotho, abavamile ukuzibandakanya ngokugcwele emfundweni yezingane zabo. Lolu cwaningo luhlose ukuphenya ngezimbangela zokungabi bikho kokuzibandakanya kwabazali phakathi kwabafundi abadlulisiwe bebanga le-11 beJografi futhi le nhloso yabonakala embuzweni omkhulu wocwaningo. Abafundi abadlulisiwe ngabafundi abavunyelwe ukudlulela ebangeni elilandelayo, naphezu kokuba behlulekile ukuhlangabezana nezidingo ezincane zokukhushulwa. Kwamukelwa ipharadigm yokutolika ukuze iphendule umbuzo oyinhloko wocwaningo. Lolu cwaningo beluluhle kakhulu ngokwendalo futhi lusebenzise idizayini yocwaningo lwefinominoloji. Abafundi abayisithupha bezikole ezintathu ezahlukene bathathwe ngenhloso ukuba ngamasampu;a wokuthi babambe iqhaza ophenyweni nabazali bomfundi ngamunye othintekayo. Othisha abathathu - oyedwa esikoleni ngasinye kwezintathu - abafundisa iJografi kubafundi abadlulisiwe nabo babambe iqhaza ocwaningweni. Bonke ababambiqhaza bahambele inhlolokhono eqoshwe phansi ngevidiyo ethatha phakathi kwemizuzu engama-20 nengama-40.
Uhlaka olubanzi lwesikole, umndeni kanye nokubambisana komphakathi luka-Epstein, uCoates, uSalinas, uSanders, noSimon (1997) lusetshenziswe njengohlaka lwethiyori oluqondisa lolu cwaningo. Ngemuva kokuqoqwa kwemininigwane, indlela yokuchaza eyatuswa uGroenewald (2004) yasetshenziswa ngesikhathi sokuhlaziya imininingwane. Imiphumela evela ezingxoxweni yahlaziywa futhi yahlolwa ngokumelene nohlaka lwe-Epstein et al. (1997). Izingxoxo zakhombisa izimbangela zokungabi bikho kokuzibandakanya kwabazali phakathi kwabafundi abadlulisiwe ukuze zibe nezici eziningi. Zisuka ezindleleni ezingezinhle zokukhulisa izingane ngezinye izikhathi eziholela emindenini engasebenzi kahle nokungakhulumisani kahle phakathi kwesikole nomzali kuze kufike ekungacacini kwemigomo kahulumeni ngamasu okubandakanya abazali. Izikole nazo zibonakale zifaka imigoqo ekuzibandkanyeni kwabazali njengoba abazali besola othisha ngokungabahloniphi. Ukuxhumana okuthuthukisiwe phakathi kwezikole nabazali kuyanconywa ukuze kugqugquzelwe ukuzibandakanya kwabazali okwengeziwe.
Bohlokwa ba ho kenya letsoho ha batswadi thutong ya barutwana ha e sa nkwa e le taba eo ho ka buisanwang ka yona ho ya pele Ho na le bopaki bo bongata bo tiisang hore batswadi ba nka karolo e le karolo ya bohlokwa thutong ya barutwana. Leha ho le jwalo, ho tlalehilwe hore batswadi ba bangata, haholoholo ba tswang maemong a tlaase a moruo wa setjhaba, ke ka sewelo ba amehang ka botlalo thutong ea bana ba Dipatlisiso tsena di reretswe ho batlisisa disosa tsa kgaello ya ho ba le seabo ha batsoadi hara barutwana ba ntseng ba tswela pele ba sehlopha sa 11 sa Geography mme sepheo sena se ile sa bonahala potsong ya sehlooho ya dipatlisiso. Baithuti ba tswetseng pele ke baithuti ba dumelletsweng ho tswela pele ho ya sehlopheng se latelang, leha ba hlotswe ho fihlella ditlhoko tse tlase tsa ho phahamiswa. Ho ile ha amohelwa paradigm ya ho toloka ho araba potso ya mantlha ya dipatlisiso. Patlisiso e ne e le ya boleng bo hodimo feela mme e sebedisitse moralo wa dipatlisiso tsa moralo wa dipatlisiso wa phenomenology. Barutwana ba tsheletseng ho tswa dikolong tse tharo tse fapaneng ba ile ba etswa disampole ka sepheo sa ho nka karolo dipatlisisong hammoho le batswadi ba morutwana e mong le e mong ya amehang. Matitjhere a mararo - a le mong ho tswa ho se seng le se seng sa dikolo tse tharo - ba rutang thuto ya Geography ho barutwana ba hatelang pele le bona ba nkile karolo thutong. Bankaseabo bohle ba bile teng dipuisanong tse rekotilweng ka video tse nkang metsotso e 20 ho isa ho e 40.
Moralo o felletseng wa tshebedisanommoho ya sekolo, lelapa le setjhaba ho latela Epstein, Coates, Salinas, Sanders, le Simon (1997) o sebedisitswe e le moralo wa teore o tataisang dipatlisiso tsena. Ka morao ha pokello ya lesedi ho ile ha sebediswa mokgwa o hlalosang o sisintsweng ke Groenewald (2004) nakong ya manollo ya ditaba. Sephetho sa dipuisano se ile sa hlahlojwa le ho hlahlojwa kgahlano le moralo wa Epstein et al. (1997). Diinthavu di bontshitse disosa tsa kgaello ya ho kenya letsoho ha batswadi hara barutwana ba tswetseng pele ho ba le dikarolo tse ngata. Di fapana ho tloha mekgweng e mebe ya ho hodisa bana eo ka dinako tse ding e lebisang malapeng a sa sebetseng le puisano e fokolang pakeng tsa sekolo le motswadi ho ya ho melaotheo e sa hlakang ya mmuso mabapi le maano a ho kenyelletsa batswadi. Dikolo le tsona di ne di bonahala di le kgopiso ho batswadi ba bona, Batswadi ba qosa matitjhere ka ho se ba hlomphe. Puisano e ntlafetseng pakeng tsa dikolo le batswadi e kgothaletswa ho kenya letsoho haholwanyane ha batswadi.
