The dynamics of parent - educator relationships on learner academic performance in the foundation phase

Abstract

The study investigated the dynamics of parent‒educator relationships on the academic performance of learners in the Foundation Phase. The purpose of the study was to establish how parents and educators comprehend their collaborative roles to produce possible tactics to advance learners’ attainment in the Foundation Phase. The main research question investigated the contribution of parent‒educator relations to learners’ academic performance in the Foundation Phase (RQ1). The study employed a case study design and qualitative methodology as part of the interpretative research paradigm. Through a multiple case study approach, data were collected from two (2) primary schools in the Ekurhuleni South District. Fourteen participants were purposively selected from parents who had children in the Foundation Phase and educators with Foundation Phase teaching experience. The researcher selected these schools based on their quintile levels: one was quintile one (1), an impoverished school that did not pay school fees. The other was an affluent and quintile four (4) fee-paying school. The literature reviewed focused on parent‒educator partnerships, discernment of parental involvement, barriers to parental involvement and learners’ academic performance in the Foundation Phase. Epstein’s parent‒educator partnership theory (2018) grounded the study to strengthen participants’ investigation of cooperative working relationships. Data were collected through semi-structured interviews, a quester-view with document analysis that was later transcribed. The study used thematic data analysis to make sense of the information and the main attributes were summarised. The study found a lack of collaborative working relationship between parents and educators in the quintile (1) school because of parents’ low socio-economic statuses and a lack of knowledge of their parental responsibilities in their children’s education. Some educators also had negative attitudes towards these parents. The lack of resources and tools to implement technology was evident in the quintile (1) school. In the quintile (4) school, technology played an important role in strengthening parental involvement and providing more opportunities for parental involvement in their children’s learning experiences. Therefore, schools need to ensure that parents receive information and are involved in their children’s educational performance and school events. The study recommendations are that parents and educators receive professional and developmental training about the importance of parental involvement and collaborative working relations to promote learners’ academic performance in the Foundation Phase. The study further recommends that schools should educate parents and educators about policies that involve parent‒educator partnerships to improve learning in schools.