Abstract
In this study, parents are recognised as vital contributors to children’s education, with a notable relationship identified between parental involvement and learner academic success. The research used the six types of parental involvement model established by Epstein as its foundational framework. This study specifically focused on exploring and understanding the roles of parents in enhancing the academic performance of Grade 7 learners within the Tshwane South District. A total of 11 participants were purposefully selected for this study, comprising six parents, 3 teachers, 1 School-Based Support Team coordinator, and one deputy principal. The study employed a qualitative research methodology, gathering data through semi-structured interviews, focus-group discussions and document analysis. To achieve the objectives of the research, thematic inductive analysis was used. This study’s findings indicate that parental involvement is recognised as a critical factor in a child’s education. Furthermore, findings suggest that the parents have a limited understanding of the various dimensions of parental involvement. The parents’ perceptions predominantly centre around assisting with homework and monitoring their children’s books. Consequently, the study recommends that workshops be organised for parents to enhance their understanding of the different forms of parental involvement. To maximise parental involvement, this study also recommends that the school consider hosting online meetings as an alternative to in-person gatherings, allowing parents to participate from the comfort of their own homes.
Keywords: Parental involvement, Academic Achievement, Learner, Parent