The importance of parental involvement in children’s education cannot be overstated, as it enhances academic performance and the timely completion of studies. This study explores teachers’ perceptions of the involvement of parents in their children’s education in Greater Giyani in Limpopo Province, South Africa. Purposive sampling was employed to select four principals and nine teachers from four distinct schools participating in this qualitative study. Data were gathered through semi-structured interviews, and thematic analysis was used for data analysis. The findings reveal that teachers in rural Limpopo schools perceive parental involvement in two categories: supportive and partially supportive. Parents with formal education are actively engaged, attending meetings and assisting with schoolwork, while illiterate parents show lower levels of involvement. This study assumes significance in its contribution to the conceptualization and execution of pioneering programs aimed at enhancing parental involvement in schools situated in rural areas of Limpopo Province. The findings suggest that schools should establish targeted parental training programs and improve communication strategies to enhance parental involvement. Considering these results, the study recommends the formulation of clearer policies to guide both parents and teachers in school practices, fostering an environment that promotes the improvement of children’s performance in schools.
children’s education, academic performance, parental involvement, teachers, perceptions
Thulani Andrew Chauke. Corresponding author. Doctor of Education, Senior Lecturer, University of South Africa. Email: chaukt2@unisa.ac.za
Nomazulu Ngozwana. Ph.D in Adult Education, Senior Lecturer, University of South Africa. Email: ngozwan@unisa.ac.za
Amohelang Machobane. Ph.D in Adult Education, Lecturer, University of South Africa. Email: machoam@unisa.ac.za
Lepholletse Augusta Maria Maphuthi. PhD in Curriculum and instructional science, Senior Lecturer, University of South Africa. Email: lephoamm@unisa.ac.za
"Author 1 and Author 2 conceptualized and finalized the research framework. Author 3 and Author 4 drafted and revised the manuscript. Author 1 and 2 analyzed and interpreted the data. All authors contributed to the writing of the final version of the manuscript."
No potential conflict of interest was reported by the author(s).
This work was not supported by any funding.
This study was conducted in accordance with the ethical guidelines set by University of South Africa. The conduct of this study has been approved and given relative clearance(s) by University of South Africa.
AI tools were not used in writing this paper.
We thank all the teachers who participated in this study.
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Cite this article:
Chauke, T.A., Ngozwana, N., Machobane, A. & Maphuthi, L.A.M. (2025). Parental involvement in rural schools: A case study in Limpopo Province. International Review of Social Sciences Research, 5(2), 102-125. https://doi.org/10.53378/irssr.353198
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