A comparative study of teacher-parent relationships in foundation phase quintile one and quintile five schools

Abstract

Teacher-parent relationships are essential because Foundation Phase education is critical for young learners’ holistic development. Teachers and parents should share information about learners’ academic and social difficulties to enhance school curriculum access and learner retention. However, developing sound teacher-parent relationships in rural areas is difficult because of embedded socioeconomic and cultural factors and parents’ low literacy levels. This study aimed to compare whether teachers and parents in identified rural Foundation Phase schools have a relationship that advances learners’ social and academic development. The researcher investigated the benefits of sound teacher-parent relationships and recommended strategies for teachers in rural schools to strengthen relationships with learners’ parents. The study used Epstein’s six types of involvement and Bronfenbrenner’s ecological system theories. The researcher targeted quintile 1 and 5 schools to compare the results and ascertain the contextual factors stifling and advancing teacher-parent relationships formulation. The study adopted a qualitative, multiple case study design within an interpretivist methodological paradigm. Three teachers and two parents from each quintile school were purposefully selected as study participants. The recorded data were collected using focus group interviews and document analysis. The results are presented using a descriptive analysis technique.