Models of parental involvement in the South African schooling system: An analysis of former white, rural and township schools

Abstract: Educational policies have promoted parental involvement in education as an intervention that improves learner academic performance. It is expected that all parents of school-going children get involved in the education and learning of their children. According to South African Schools Act (SASA) no 84 of 1996, teachers, parents and learners are expected to work together in the education of children. However, despite the inclusion of parents as stakeholders along teachers in the education of their children, the South African schooling system is grappling with poor academic achievement and attainment. This phenomelogical qualitative study sought to explore the models of parental involvement practiced in the South African schooling system. The aim of the study was to uncover the practices or models that can positively influence and benefit learners in the South African schooling system. The social justice theory was used along the critical theory to substantively critique the discourse of parental involvement in education. Data were collected through semi-structured interviews and questionnaires for parents only. The study was a qualitative phenomelogical study that aimed to elicit participants lived experience. Purposeful sampling was used to select the participants from three identified schools: former White or model C school, township school and rural school...M.Ed. (Curriculum and Policy Evaluation