Exploratory study of stakeholders’ perspectives of parental involvement in school governance

Abstract

This article explored the impact of parental involvement in school governance and schooling in schools found in deprived context. The theoretical framework from Epstein’s Theory of Overlapping Spheres of Influence was used but the article was not confined thereto. Therefore, supporting theories relevant to this article were also applied. This article used the quantitative research method which allows for the presentation of collected data by means of tables and graphs. The data was collected from stakeholders (educators and SGB members) using questionnaires and semi-structured interviews. Statistical Package for Social Sciences (SPSS) was used to analyse quantitative data. The research findings revealed that parents are key due to poor parental involvement in school governance, learners in deprived context have developed errant and disruptive  behaviour in schools. This emerging trend has triggered poor academic performance which taints the name of the school and the circuit in general. These schools have become centres of attention because of poor governance ethics triggered by lack of parental participation in activities of schools. The article concluded that parental involvement in school governance is not effective and therefore undermining cohesion and academic performance in this context. The study ultimately recommends that the mandate given to SASA, NEPA, SACE and other relevant policies in education should be reviewed and streamlined to enforce educators’ authority in all schools found in deprived context.

Key words: Parental involvement; School Governance; Deprived context, Schooling