Abstract
Managing learners’ behavioural problems is a pressing concern for teachers, parents and policymakers and collaboration between home and school is increasingly recognised as an essential strategy. The study explored family and school partnerships in managing learners’ behavioural problems in selected full-service schools. A qualitative approach was adopted, using an interpretive paradigm to capture the voices, perceptions and lived experiences of participants. The study was underpinned by Bronfenbrenner’s ecological theory, Mowder’s parent development theory and the ubuntu philosophy, which collectively emphasise the interconnectedness of developmental systems, the evolving role of parents, and the importance of community and shared humanity. A criterion-based purposive sample of six parents and six teachers from each school was selected to participate in the study. Data were collected through individual interviews, focus group interviews and document analysis and were analysed thematically.
Findings highlighted varying levels of understanding of family and school partnerships, centred on shared responsibility, mutual benefits and the importance of effective communication. With regard to the causes of learners’ behavioural problems, participants identified the home environment, socioeconomic challenges and peer influence as key contributing factors. The study also revealed several challenges to family and school partnership, including ineffective communication, time constraints, negative teacher attitudes, lack of parental involvement and inconsistent parenting styles, as well as limited knowledge and implementation of relevant policies. Despite these challenges, the study generated guidelines for strengthening family and school partnerships.
This study makes a significant contribution to knowledge by proposing the Family–School Partnership Model for Managing Learners’ Behavioural Problems. The study recommends that schools institutionalise regular parent-teacher forums, develop user-friendly communication strategies and establish parental training programmes to equip families with effective behavioural management skills. Furthermore, school leadership should employ inclusive policies that promote mutual respect and accountability among teachers, parents and the broader community. Strengthening such partnerships holds potential for more effective and sustainable management of learners’ behavioural problems.