| Summary: | This study explores the nature and extent of past, present and future
parental involvement in certain State [Model Cl schools. It researched
the opinions and perceptions of parents, principals, teachers, and
pupils of five East Rand English medium Secondary Schools in this regard
and explored how socio-economic issues, issues around the professional
status of teachers and practical and logistical considerations enhanced
or hindered parental involvement in these schools. It further addressed
the implications of increased or diminished parental involvement for
school life in general, and pupil's academic achievements.
The study found that the degree of parental involvement is contingent on
the nature of the involvement, the parents' relationship with the
professionals in a particular school, and various practical and
logistical constraints that circumscribe the degree of parental
involvement. It also found that parents are unlikely to interfere in
the day-to-day organization of teaching and learning, and that if codes
of conduct lay down guidelines for this participation, teachers need not
fear that their professional status will be undermined by a greater
degree of parental involvement.
The study makes recommendations with regard to parental involvement,
especially in the case of Black parents in Model C schools.
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