Improving Learners’ Academic Performance through Parent-teacher Collaboration in the Foundation Phase

Abstract

The study investigated strategies that can be used to improve the collaboration between parents and teachers to improve the learners’ academic performance. The study followed the theory of Hoover-Dempsey and Sandler which shows that the involvement of parents is multidimensional, both at home and at school. This study followed a qualitative approach with a case study research design. Purposive sampling was used to select five parents and five teachers of three primary schools in Gauteng and Mpumalanga Provinces. Data collected through questionnaires and semi-structured interviews were analysed using a thematic approach. The findings revealed that parental involvement influences learners because it contributes to holistic development, motivation and support for learning struggles. Moreover, it was found that teachers do not have the essential knowledge on how to involve parents. The study, therefore, recommends that there should be regular training to support teachers in effective collaboration with parents. Keywords: Parent-teacher collaboration; Foundation Phase; Learners’ academic performance; collaboration strategies

The Professional Competency Development Model of Science Teachers through Learning Leadership

“…The lowest score obtained by teachers is observable without being habituated to involve the parents. The teachers did not have the vital knowledge to involve parents in the learning (Malatji et al, 2023). The collaboration between parents and teachers is an important aspect of improving learning outcomes.…”