Parental involvement in their children's schooling following the transition from primary to high school
Year: 2015
Type: dissertation
Abstract: Parental involvement in a child's life forms a significant part of parenting, regardless of a parent and child's background or context.The complexity of the concept is evident considering the diverse nature of existing definitions, models and theories.However, it appears that the approach to the term is greatly determined by the context in which it is used or referred to.Through a case study of a group of South African parents of Grade 9 children at a local high school, the study explores parents' experiences of their parental involvement and adaption thereof following the transition from primary to high school.The study is qualitative and based on a social-constructivist theoretical framework which is concerned with how each person's reality is shaped by social interaction with others, as well as historical and cultural influences.The Hoover-Dempsey and Sandler (2005) model of parental involvement takes a central stance in the study.Research findings confirmed the complex nature of parental involvement.Each parent's experience of his or her parental involvement was uniquely expressed, while the adolescent and school's invitations for involvement, or rather the lack thereof, were the main determinants of parental involvement at the beginning of high school.A general tendency to decrease involvement following the transition to high school was noted, although it appeared that parents prefer to be more involved, or at least as involved as possible.In this study, parents' expectations and experiences of their involvement and the transition from primary to high school, concurs with existing literature in the field.
Author: Erika Revington
Language: English
Subfield: Education
Field: Social Sciences
Domain: Social Sciences
SDG: Quality education
Open Access status: green
OpenAlex ID: W874182891