Abstract:

Abstract The benefits of parental participation have been widely recognised even though teachers play a significant role in learners' academic and psychosocial development in school. Parental involvement is beneficial to the learner in improving academic achievement, and teachers help learners develop academically and psychologically. Parents' involvement in their children's education may benefit teachers by reinforcing learning. From the literature, it is unclear whether teachers have profited from parents' involvement in their children’s education. This study aimed to investigate how teachers, who spend much of their time with learners at school, view parents' engagement in their children's academic and psychological development. The study was a qualitative case study of four Hlanganani District, Limpopo, schools, using focus group discussions with teachers. Park and Holloway’s (2018) conceptual model and Jeyes's (2018) Dual Navigation Approach (DNA) were used to guide the study. According to the findings, parental involvement in children’s education is still a challenge as most parents do not participate as expected, even though it appears that there are signs of positivity among teachers regarding parental involvement. Therefore, additional support is needed to ensure effective parental involvement to help children succeed academically. Overall, parental involvement seems to support teachers, improve student outcomes, and create a harmonious educational ecosystem that benefits everyone. As a result, the study recommended improved measures to enhance parental involvement in the education of their children.

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