Abstract:
This study investigated the challenges faced by teachers and parents in attempting
to collaborate to improve learners’ academic performance in the Foundation Phase.
The study adopted a qualitative approach with a case study design, within the
interpretive research paradigm. The aim was to interpret the interaction of parents
and teachers and how they can collaboratively work as a team to improve the
academic performance of learners. Six educators and six parents were purposively
sampled based on the level of their interaction. Epstein’s work provided a theoretical
lens to understand issues of teacher-parent collaboration within the school context.
The study revealed that due to inadequate training and a clear strategy, parents and
teachers did not know how to work together to help learners with academic work. It
emerged that teachers did not know how to go about involving parents in education.
The study concluded that poor working relations between parents and teachers
affect learners’ academic performance in the Foundation Phase. The study
recommends that teachers should receive training on how to work with parents to
improve learners’ academic performance. Moreover, the study recommended that
schools should create a welcoming space for parents to participate in their children’s
education.
