Implications of parent-teacher collaboration for learners’ academic performance in the foundation phase

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.