Parent involvement in rural high schools of Leribe, Lesotho

Abstract

The importance and impact of parent involvement (PI) on learners’ academic achievements has been acknowledged and emphasised by literature globally. However, there are some parents who still fail to fulfil their obligations fully regarding PI. In addition, some schools seem not to have enough skills, knowledge and strategies to enhance PI. This study explored how parents show involvement in the children’s learning process in rural high schools of Leribe. It also investigated the barriers to PI and possible PI strategies that could be employed to address them and enhance PI. It employed a qualitative approach and a case study of two schools to generate data from a total of 35 participants comprising two principals, eight teachers, 16 learners and nine parents who were purposively. Focus group discussions with learners and semi-structured interviews with principals, teachers and parents were used to generate data. A thematic approach was used to analyse data. The findings revealed that PI has not yet received the attention it deserves from all stakeholders. The study, therefore, recommends that the government and schools should develop clear policies and laws guiding and regulating PI practices in schools. Schools should also devise their own strategies, depending on their individual settings. It is recommended that the education of a learner be based on the triple spheres of influence: the community, the family and the school.