SciELO - Scientific Electronic Library Online

 
vol.41 issue3A case study of two teacher learning communities in KwaZulu-Natal, South AfricaFunds of knowledge and agentic strategies of three- and four-year-old children in South Africa author indexsubject indexarticles search
Home Pagealphabetic serial listing  

Services on Demand

Article

Indicators

Related links

  • On index processCited by Google
  • On index processSimilars in Google

Share


South African Journal of Education

On-line version ISSN 2076-3433
Print version ISSN 0256-0100

Abstract

SIBANDA, Rockie. "I'm not a teacher": A case of (dys)functional parent-teacher partnerships in a South African township. S. Afr. j. educ. [online]. 2021, vol.41, n.3, pp.1-13. ISSN 2076-3433.  http://dx.doi.org/10.15700/saje.v41n3a1812.

Teachers collaborating with parents is an axiom of successful school programmes. The parents' role should be supportive and complementary to the teachers' pedagogical function. A functional or dysfunctional parent-teacher partnership is a predictor of children's success or failure in school. The functionality of parent-teacher partnerships is often measured through student achievement. The aim of this article was to illuminate how a coordinated parent-teacher partnership can be supportive to children's schooling. Focus is on teachers' teaching role complimented with the supportive and monitoring role of parents. Data were collected through interviews with parents and teachers at a township primary school. I engage the concern that a lack of parental involvement affects parent-teacher partnerships in township schools. Findings of this study demonstrate teachers' lack of understanding of the sociocultural and economic circumstances constraining parental involvement, resulting in a chasm of understanding between teachers and parents on how to collaboratively support children's learning positions at school and at home.

Keywords : children's school success; parent-teacher partnership; primary school; township.

        · text in English     · English ( pdf )

 

Creative Commons License All the contents of this journal, except where otherwise noted, is licensed under a Creative Commons Attribution License