Parental involvement in education is not a new concept; parents have always been involved in education in various ways and to various degrees. Perhaps nowr parents are more sensitive to the important role it plays in ensuring the full potential of the child is realised. Departing from the premise, that it is important, useful and necessary, the researcher has embarked upon an in depth literature study of parental involvement in education in various communities and has undertaken an empirical investigation of the involvement of parents of pupils in secondary schools in the Phoenix North area. The main thrust of this research was to explore the obstacles to parents being involved fully in the education of their children and to make appropriate recommendations to the principals, as the school managers. / Educational Leadership and Management / M. Ed. (Educational Management)

This study investigated the involvement of parents in their children’s homework in the Umlazi District, Mayville Circuit, KwaZulu-Natal. A literature review investigated the nature of parental involvement in learner schoolwork, the role and function of homework in education, models of effective teacher practices to ensure parental involvement in homework and an empirical study that investigated perceptions of teachers, managers and parents regarding effective parental involvement in homework in education. The findings indicate that most teachers agreed that parental involvement in homework is important for learner achievement. The literature review and empirical investigation showed that lack of parental involvement was due to socio-economic factors. From the findings of the investigation, recommendations were made for parents, teachers, school managers and the KwaZulu-Natal Department of Education to encourage effective parental involvement in their children’s homework and other aspects of their child’s education. / Educational Leadership and Management / M. Ed. (Education Management)

This research is undertaken in Vhembe region in Limpopo Province. Many researchers, on the subject of ‘parent involvement’, have conducted in-depth research; this means parental involvement is not a new term. According to St John and Griffith (1997:48-52), there are important benefits that teachers, learners and parents derive from parents’ participation in school programmes and activities such as healthy communication, generation of interest and building positive self-esteem and confidence, to mention but a few while their children attending school during pre-primary, primary and secondary level. The purpose of this study was to investigate whether parents in Vhembe District involved themselves in the education of their children. The population of a study included three schools in Vhembe, six parents from each sampled schools, six teachers from sampled schools and each principal from sampled schools. The purposeful sampling technique was used to select the participants. The findings are briefly that: -Few parents indicated their appreciation of parental involvement by suggesting ways in which they could become involved, it was clear that a developmental programme should be introduced to motivate parental involvement; -It also came to the attention of the researcher that most of the parents did not attend school meetings because of lack of proper communication; -Parents were silent about the monitoring and supervision of their children’s work while they are at home, which can result in better academic performance. Parents should have high expectations for their children’s future and academic achievement. -It emerged from the interviews that many factors present barriers to parental involvement; like parents’ limited education, economic status, lack of a school policy, poor communication and teachers’ attitude towards parents. Recommendations -From the conclusions drawn above, it is recommended that parental involvement workshops be organised for school managers, school teachers and parents. -To improve parents’ attendance of school meetings, teachers should provide them with an opportunity to communicate their expectations and concerns. -In relation to parents’ role in their children’s education, parents should be motivated to ensure that their children accomplish their goals. -Parents should be empowered with skills of self-confidence, so that they will realise that their children have potential. -Schools should encourage parents to play an important role as partners in their children’s education. / Educational Leadership and Management / M. Ed. (Educational Management)

The study sought to investigate factors that lead to low parental involvement in rural and farm schools in the Madibeng area. The qualitative research method was used for the study and the interviews were used to collect data from the participants, particularly in-depth interviews and focus group interviews. The study discovered that the majority of teachers and parents did not know what parent involvement was; and it was also discovered that low parental involvement bears a negative effect on learners’ performance, learners’ discipline, cleaning campaign, fundraising, teachers moral, functionality of School Governing bodies and the effectiveness of the Quality of learning and teaching Campaign. As a result of the findings the study recommended measures to curb low parental involvement in schools around the Madibeng Area. / Educational Leadership and Management / M. Ed. (Education Management)

In this research, I endeavoured to ascertain how the literacy levels of parents relate to parental involvement in the education of their children in Libode district in the Eastern Cape province of South Africa. The methodology was qualitative and it included focus group and individual interviews. Specifically, there were four focus groups where each comprised of four parents. A total of thirteen individual interviews were conducted with eight learners and four Heads of Departments (HoD). The results indicated that the literacy level of parents can have a negative or positive impact in their children’s education. Recommendations were made and directions were given regarding the implementation of the programmes that would improve parents’ literacy and result in effective parental involvement, ensuring an improved learner performance. According literature, parental participation plays a role in the performance of children at school. Research shows that effective parental involvement programmes use personal contact, cultural sensitivity, accommodation and communication to reach parents and learners. The study revealed that parents with a higher level of literacy tend to participate in the school activities and support their children more than those parents with a low literacy level. The programmes that were put in place by the schools and other stakeholders improved the literacy levels of most parents that took part and enabled them to assist their children with homework. Parents’ level of literacy, according to the study,has an impact in the manner in which they get involved in their children’s education. Parents with low literacy levels seem to be willing to be involved in the education of their children but find it very difficult to do so. Parents with low literacy levels find it difficult to assist their children at home as they rely on siblings and neighbours for assistance. According to the study, parents only visit the school when they are invited. However, parents and schools seem to have a good relationship showing positive attitude towards their children’s education.Parents of low literacy levels attach a value to the education of their children even though they cannot assist them with homework. Recommendations were made and guidelines were given regarding the implementation of programmes that would improve the literacy in parents and result in effective parental involvement. Effective parental involvement would ensure an improved learner performance. Volunteer teachers should be used to assist schools in helping parents improve their literacy levels. Reluctant parents should be identified and provided with guidance and direction as to how they can be involved to assist their children. Teachers, through the schools, must make special efforts to keep regular contact with parents. Schools should be familiar with the learners’ backgrounds in order to respond effectively to any particular needs in assisting the learners and parents where necessary. Working parents should be accommodated in the school by holding school meetings during the weekends so that they can be in a better position to attend these meetings. Schools should ensure the maximization of parents’ participation in school activities. / Educational Leadership and Management / M. Ed. (Education Management)

MEd (Educational Management) / Department of Educational Management / See the attached abstract below

The aim of this study was to examine the management of parent involvement in multicultural schools in the Umlazi District, Kwa-Zulu Natal. A literature study investigated existing programmes and models of parent involvement, multicultural education in South Africa, legislation pertaining to parent involvement in South Africa and the advantages of and barriers to parent involvement. In addition, the role of school management in managing parent involvement was reviewed. A qualitative investigation of parent involvement in three secondary multicultural schools in Umlazi was conducted. The opinions and experiences of thirty three participants were obtained via focus group interviews. Major findings included: all parents, irrespective of race or culture have an interest in their child's education All parents require guidance and support in parenting skills and also school managers lack understanding with regard to their role in managing parent involvement. The study concludes with recommendations to improve the management of parent involvement in multicultural schools. / Educational Studies / M.Ed.(Education Management)

The aim of this study was to examine the management of parent involvement in multicultural schools in the Umlazi District, Kwa-Zulu Natal. A literature study investigated existing programmes and models of parent involvement, multicultural education in South Africa, legislation pertaining to parent involvement in South Africa and the advantages of and barriers to parent involvement. In addition, the role of school management in managing parent involvement was reviewed. A qualitative investigation of parent involvement in three secondary multicultural schools in Umlazi was conducted. The opinions and experiences of thirty three participants were obtained via focus group interviews. Major findings included: all parents, irrespective of race or culture have an interest in their child's education All parents require guidance and support in parenting skills and also school managers lack understanding with regard to their role in managing parent involvement. The study concludes with recommendations to improve the management of parent involvement in multicultural schools. / Educational Studies / M.Ed.(Education Management)

Sexual abuse of children occurs at a very high rate and most of the victims are young children who have never been taught about the possibility of being abused. Victims of abuse are not equipped with appropriate knowledge and vocabulary to enable them to explain properly when they experience abuse. Acquisition of a vocabulary and understanding of the concepts of sexuality would assist children in recognizing, resisting and reporting sexual abuse. The young age at which abuse occurs makes the study at primary school level important and relevant. There is little literature on how child sexual abuse can be identified, addressed and handled by schools or what unique role the school should play in the management of child sexual abuse cases. Educators are in a position to identify sexually abused children because of their close and ongoing contact with school-going children. Therefore, young children place a great deal of trust in their teachers and look to them for protection when they feel unsafe. Teachers are trained to observe changes in the appearance and progress of individual children. Therefore, they can also assist in uncovering and reacting appropriately to disclosures of abuse. The study was conducted in poor, disadvantaged, rural primary schools in a part of the North West Province. There is a limited access to social work services in rural areas and therefore, educators are considered to be appropriate people to educate children about sexual abuse issues because children spend most of their time at school. There is a relationship between educators, parents and children which creates a proper channel of communicating information about sexual abuse of children. That is, educators are in a position not only to educate but also to reinforce what children have learnt at home. Educators' role have been limited in the identification and dealing with sexual abuse cases and therefore, there is a need to empower them with appropriate knowledge and skills to enable them to handle sexual abuse cases at school level successfully. / Psychology / M. A. (Psychology)

The present study examined the relationship between parenting styles and the socioemotional adjustment of children at school. A sample size of 90 research participants was selected and included black South African grade I school children aged between 6 and 7 years from single parent households in Pretoria Central. Factor analyses and Cronbach's alphas were determined in order to establish the validity and reliability (alpha= 0.89 and 0. 72 respectively) of the measurement instruments. In general, results were inconsistent with previous findings: The three parenting styles had no direct relationship with children's socio-emotional adjustment at school. Except for two links, non- significant relations between parenting styles and six subscales of socio-emotional adjustment were detected. However, maternal age, preschool attendance and gender of the child interacted in different combinations with four of the six subscales of socio-emotional adjustment. Future studies investigating parenting styles should take account of other areas of adjustment. / Psychology / M.A. (Psychology)