This study is about factors affecting the effectiveness of parental involvement in their children’s education. This chapter focuses on the background to the study, statement of the problem, research questions, delimitation and limitations of the study and definitions of terms used in the context of the study. The education system during the apartheid era did not encourage effective involvement of stakeholders in schools. The achievement of democracy in South Africa has consigned to history the past system of Education which was based on racial inequality and segregation whereas this country requires a new national system for schools which will redress past injustices in educational provision, provide an education of progressively high quality for all learners (South African Schools Act (SASA) 84 of 1996). One of the factors which influence the success of a school system is the involvement of its stakeholders (SASA 84 of 1996). The school stakeholders are parents, educators, the learners, the community and the department of education officials. This means that these stakeholders should work together. According to SASA, a parent is the person legally entitled to the custody of a learner or a person who undertakes to fulfill the obligations of a person towards the learner’s education at school. Parental involvement is described as the willingness and active participation of parents in a wide range of school and home-based activities related to their children’s education. Literally, parental involvement is a dynamic process whereby teachers and parents work together for the ultimate benefit of the child. The SASA emphasizes that the role of parents in the education of their children is a vital support source of learning.

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