| Summary: | This study examines the phenomenon of parental and community involvement in a primary school and the benefits thereof to the learners, teachers and community members. The aim of this study is to investigate how a positive school climate can improve the involvement of parents and community members in a school’s activities. The research attempted to determine what the role of a positive school climate is; the strategies schools could apply to enhance parental and community involvement, the possible benefits of involvement and reasons for non-involvement of parents and community members in school activities. The theoretical frameworks of Urie Bronfenbrenner’s ecological model and Joyce Epstein’s overlapping spheres of influence were used in the study. A case study was used as the qualitative research methodology. The data for the research was gathered from a purposive sample of teachers, community volunteer workers, parents and the principal. Semi-structured interview schedules and pre-designed questionnaires including open and closed questions, were used to collect data. The data was analysed inductively by using a descriptive open coding method to identify emerging themes. The findings of the research suggest that a positive school climate to improve parent and community involvement can be created by applying the strategies of effective communication, good working relationships, creating opportunities for involvement, ensuring a healthy and safe environment, formulating a school policy for parent and community involvement, creating a friendly and welcoming atmosphere as well as upholding an ethos of good moral values. The study found that parent and community involvement in a school’s activities offers various benefits to all stakeholders.
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