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Teacher-Driven Strategies for Enhancing Parental Involvement in Rural Education
Views:66Parental involvement is widely acknowledged as a vital contributor to learners’ academic achievement and overall school success. While much is known about the benefits of parental engagement, particularly in urban and well-resourced settings, the dynamics and challenges in rural schools remain underexplored. This study addresses that gap by investigating how teachers perceive and implement strategies to enhance parental involvement in rural contexts. Specifically, the study aimed to answer the following question: (1) What are teachers’ perceptions and experiences regarding parental involvement in rural schools? and (2) What teacher-driven strategies do they propose to improve collaboration with parents? This qualitative case study draws on Rotter’s Social Learning Theory to explain how behaviour is shaped by observation, reinforcement, and social interaction. The study was conducted at a rural high school in Mandlanzini Agri-village, KwaZulu-Natal, with ten purposively selected teachers as participants. Data were collected through a semi-structured online questionnaire and analysed thematically following Braun and Clarke’s (2006) coding process. The findings reveal a pressing need for structured, teacher-driven strategies that extend beyond standard parent-teacher meetings to include structured and culturally responsive interventions. The study highlights the practical value of teacher agency in facilitating parental involvement and offers context-specific insights that may guide future interventions in similar rural settings.
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The Use of Interactive Teaching Aids by Special Education Teachers in Teaching Science to Students With Autism Spectrum Disorder (ASD)
Views:44This study explores the use of interactive teaching aids by special education teachers in teaching science to students with autism spectrum disorder (ASD). It identifies effective tools, challenges educators face, and strategies for optimizing their use. Research questions focus on commonly used aids and barriers to implementation, given the need for inclusive and tailored educational approaches. Existing literature underscores the benefits of interactive teaching aids for students with ASD, particularly digital tools like interactive whiteboards, tablets, and digital storytelling. These resources enhance engagement, support visual and kinesthetic learning, and improve social interaction skills. However, challenges persist, including insufficient teacher training, limited access to technology, and the need for individualized adaptations. A qualitative methodology was employed, involving semi-structured interviews with 10 special education teachers. Thematic analysis using NVivo software provided insights into teacher experiences. Findings indicate that interactive teaching aids improve engagement and comprehension but are hindered by resource constraints, technical issues, and variability in student attention. Despite widespread recognition of their benefits, research on the specific application of interactive teaching aids in ASD science education remains limited. The long-term impact on learning retention and tool adaptability across contexts also requires further investigation. This study concludes that interactive teaching aids significantly enhance science education for students with ASD. Addressing barriers through targeted training, better resource allocation, and regular maintenance is crucial. Future research should explore long-term effects and optimize strategies for integrating these tools in diverse educational settings.
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Examining challenges to Parental Involvement in Enhancing Academic Performance Among Grade 7 Learners/Students
Views:48Parental involvement is a critical determining factor of learners' academic success, particularly during transitional educational phases such as Grade 7. This study explores the factors challenging parental engagement in supporting their children's academic performance at this crucial stage in South Africa, Tshwane South District. Although extensive research has been conducted on parental involvement, there is limited studies focusing on the transitional phase of grade 7 within the South African context. Employing a qualitative approach, and purposively selected 11 participants (6 parents, 5 educators). Furthermore, data were collected through interviews, focus group discussions and document analysis. Findings indicate that socioeconomic constraints, limited parental education, communication gaps between schools and families, and parents' time constraints significantly hinder effective involvement. Additionally, cultural perceptions of parental roles in education and students' increasing need for autonomy in adolescence further complicate engagement efforts. The study also identifies systemic barriers, such as inadequate school initiatives to foster parent-teacher collaboration. Recommendations include capacity-building workshops for parents, and the development of inclusive communication strategies by schools. This paper highlights the need for a holistic, community-driven approach to overcoming barriers and fostering sustained parental involvement to enhance student achievement in Grade 7, offering insights that are particularly relevant within South African context.