This study investigated the level of parental involvement in three primary schools in the King Cetshwayo District. This includes parental duties such as attending school events, assisting with homework, and providing a conducive home environment for children to flourish in their scholastic pursuits. Such involvement not only strengthens the bond between parents and educators, but also nurtures a school community built on trust and respect. This study also analysed the reasons for the non-involvement of parents, and its deleterious consequences on learners’ academic performance. A qualitative case study research project employed the interpretive paradigm and utilised the purposive sampling technique to facilitate eighteen semi-structured interviews and document analyses, collecting data from selected schools. Findings revealed that all three schools experienced a lack of parental involvement as a result of socioeconomic factors such as poverty, illiteracy and the lack of knowledge, inadequate resources, and time-constraints. This was exacerbated by schools not utilising effective communication channels to involve parents in school activities. After identifying barriers to participation, the staff and parents of each school were eager to learn how they could overcome these challenges. This investigation, while acknowledging the benefits of parental participation, utilised Epstein's Theory of Parenting Typologies and Overlapping Spheres of the School, Parent, and Community as the theoretical framework to elucidate the status of parental involvement in the King Cetshwayo District. In addition, suggestions for implementing strategies to promote parental participation were advocated. Recommendations included the provision of resources and training, designing effective policies, building meaningful relationships, increasing communication techniques, and fostering a sense of community. If implemented, monitored, and sustained effectively, these approaches will lead to increased parental involvement, improved academic performance, and enhanced social skills.
Lolu cwaningo lubheke izinga lokubandakanyeka kwabazali njengenxenye ebalulekile ezikoleni ezintathu zamabanga aphansi esifundeni saseKing Cetshwayo. Lokhu kubandakanya imisebenzi yabazali enjengokuhambela imicimbi yezikole, ukwelekelela ngemisebenzi yasekhaya Kanye nokwakhela abantwana ikhaya elilungele ukufunda nelizobakhuthaza ukuba bazimisele emsebenzini wabo wesikole. Lokhu kubandakanyeka akuqinisi kuphela ubudlelwano phakathi kwabazali nothisha kodwa bukhulisa umphakathi wesikole owakhiwe phezu kweqiniso nenhlonipho. Lolu cwaningo luphinde luhlaziye nezizathu zokungabandakanyeki kwabazali Kanye nemiphumela engemihle yalokho emfundweni yabantwana. Lolu cwaningo oluhlahlela okuphathelene nesimo, luthathe ipharadam yesiqondiso lwase lwasebenzisa ukhetho oluhlosile ukuhlela liqhube izinhlolokhono ezihlelwe uhafu eziyishumi nesishiyagalombili Kanye nokuhlolwa komqulu wokuqoqa ulwazi ezikoleni zemfundo yamazinga aphansi ezikhethiwe. Okutholakele kuveze ukuthi izikole zontathu zibhekene nokungabandakanyeki kwabazali okudalwa izinkinga zezimali nezenhlalakahle njengenhlupheko, abazali abangafundile, ukweswela ulwazi, ukweswela izinsiza kusebenza nokungabi naso isikhathi. Lokhu kwandiswe izikole ezingasebenzisanga izindlela ezifanele zokuxhumana ukuze zibandakanye abazali ezintweni zesikole. Ngemuva kokuthola imithangala evimba ukusebenzisana, abasebenzi besikole Kanye nabazali besikole ngasinye babe nentshisekelo yokuthola izindlela zokulwisana nalezi zingqinamba. Lolu cwaningo, lubeka ekhanda inzuzo yokusebenzisana nabazali, lusebenzise isichasiselo esibonwa ngokucabanga sika – Epstein’s Theory yezindlela ezahlukene zokukhulisa abantwana nemikhakha eyahlukene yesikole kanye nomphakathi njengohlaka lwesichasiso esibonwa ngokucabanga ukuze kuhlazululwe isimo sokubandakanyeka kwabazali esifundeni saseKing Cetshwayo. Ngaphezu kwalokho, imibono yokwenza izindlela zokuphumelelisa ukubandakanyeka kwabazali zasungulwa. Iziphakamiso ezibandakanya ukutholakala kwezinsiza kusebenza nokuqeqesha, ukusungula inqubo mthetho esebenza kancono, nokwakha ubudlelwano obunesisindo, ukunyusa izindlela zokuxhumana, nokugqugquzela ukwazisana njengomphakathi. Uma zisunguliwe, zabhekwa, zagcinwa kahle, lezi zindlela zizoholela ekubandakanyekeni kwabazali okwengeziwe kuphinde kukhuphule imiphumela emihle yabafundi kucije namakhono okuhlalisana.
Hierdie studie het die omvang van ouerbetrokkenheid as 'n fundamentele komponent in drie laerskole in die King Cetshwayo-distrik ondersoek. Dit sluit ouerlike pligte in, soos om skoolgeleenthede by te woon, met huiswerk te help en 'n bevorderlike huislike omgewing te bied vir kinders om in hul skolastiese aktiwiteite te floreer. Sodanige betrokkenheid versterk nie net die band tussen ouers en opvoeders nie, maar koester ook 'n skoolgemeenskap wat op vertroue en respek gebou is. Hierdie studie het ook die redes vir die nie-betrokkenheid van ouers en die nadelige gevolge daarvan op leerders se akademiese prestasie ontleed. 'n Kwalitatiewe gevallestudienavorsingsprojek het die interpretatiewe paradigma gebruik en die doelgerigte steekproeftegniek gebruik om agtien semigestruktureerde onderhoude en dokumentontledings te fasiliteer en data van geselekteerde skole in te samel. Bevindinge het aan die lig gebring dat al drie skole 'n gebrek aan ouerbetrokkenheid ervaar het as gevolg van sosio-ekonomiese faktore soos armoede, ongeletterdheid en die gebrek aan kennis, onvoldoende hulpbronne en tydsbeperkings. Dit is vererger deurdat skole nie effektiewe kommunikasiekanale gebruik het om ouers by skoolaktiwiteite te betrek nie. Nadat hindernisse vir deelname geïdentifiseer is, was die personeel en ouers van elke skool gretig om te leer hoe hulle hierdie uitdagings kon oorkom. Hierdie ondersoek, terwyl die voordele van ouerdeelname erken word, het Epstein se teorie van ouerskaptipologieë en oorvleuelende sfere van die skool, ouer en gemeenskap as teoretiese raamwerk gebruik om die status van ouerbetrokkenheid in die King Cetshwayo-distrik toe te lig. Daarbenewens is voorstelle vir die implementering van strategieë om ouerdeelname te bevorder, bepleit. Aanbevelings sluit in die verskaffing van hulpbronne en opleiding, die ontwerp van effektiewe beleide, die bou van betekenisvolle verhoudings, die verhoging van kommunikasietegnieke en die bevordering van 'n gevoel van gemeenskap. As dit effektief geïmplementeer, gemonitor en volgehou word, sal hierdie benaderings lei tot verhoogde ouerbetrokkenheid, verbeterde akademiese prestasie en verbeterde sosiale vaardighede.
