BEYOND THE CLASSROOM: UNDERSTANDING PARENTAL DISENGAGEMENT IN RURAL SOUTH AFRICAN SCHOOLS
Excellent University of Zululandm
Dr Makhonza LO
Lecturer at the University of South Africa, College of Education, Department of Psychology of Education.
Dr Mngomezulu TP
Lecturer at the University of Zululand Department of Educational Psychology
Abstract
Parental engagement is a critical factor influencing learner success, yet disengagement remains high in rural communities in South Africa due to systemic and cultural constraints. Although the importance of home–school collaboration is well documented, research exploring the lived experiences of rural parents and teachers remains limited. This study addressed two research questions: (1) What are the barriers to parental involvement in rural schools? and (2) How do parents and teachers perceive strategies to improve parental engagement? Using a qualitative case study design, semistructured interviews were conducted with ten parents, while online open-ended questionnaires were administered to ten teachers from a rural school in KwaZulu-Natal. Semi-structured interviews captured parents’ lived experiences and perceptions of parental involvement, allowing flexible probing of culturally sensitive issues such as power relations, gender norms, and communication barriers. Online open-ended questionnaires were used with teachers due to time constraints related to examination duties and to avoid disruption of the academic programme; however, a face-to-face introduction was conducted to explain the study and obtain consent. This instrument enabled teachers to reflect on their experiences at their convenience while providing rich qualitative data. Thematic analysis identified key barriers, including poor communication, restrictive cultural norms, competing responsibilities, and mutual distrust. Verbatim responses revealed power imbalances and feelings of powerlessness among parents. Findings are interpreted through Epstein’s model, highlighting gaps in communication, parenting, and decision-making. Although limited in scope, the study offers critical insights and proposes short-term interventions and long-term reforms to support inclusive and culturally responsive school–family collaboration.
Keywords
parental involvement, rural education, school-family collaboration, Epstein’s theory, educational equity (OTL), Textbooks
