BEYOND THE CLASSROOM: UNDERSTANDING PARENTAL DISENGAGEMENT IN RURAL SOUTH AFRICAN SCHOOLS
Abstract
Parental engagement is a critical factor influencing learner success, yet disengagement
remains high in rural communities in South Africa due to systemic and cultural constraints.
Although the importance of home–school collaboration is well documented, research
exploring the lived experiences of rural parents and teachers remains limited. This study
addressed two research questions: (1) What are the barriers to parental involvement in
rural schools? and (2) How do parents and teachers perceive strategies to improve
parental engagement? Using a qualitative case study design, semi-structured interviews
were conducted with ten parents, while online open-ended questionnaires were
administered to ten teachers from a rural school in KwaZulu-Natal. Semi-structured
interviews captured parents’ lived experiences and perceptions of parental involvement,
allowing flexible probing of culturally sensitive issues such as power relations, gender
norms, and communication barriers. Online open-ended questionnaires were used with
teachers due to time constraints related to examination duties and to avoid disruption of
the academic programme; however, a face-to-face introduction was conducted to explain
the study and obtain consent. This instrument enabled teachers to reflect on their
experiences at their convenience while providing rich qualitative data. Thematic analysis
identified key barriers, including poor communication, restrictive cultural norms,
competing responsibilities, and mutual distrust. Verbatim responses revealed power
imbalances and feelings of powerlessness among parents. Findings are interpreted
through Epstein’s model, highlighting gaps in communication, parenting, and decisionmaking.
Although limited in scope, the study offers critical insights and proposes shortterm
interventions and long-term reforms to support inclusive and culturally responsive
school–family collaboration.
Keywords: parental involvement, rural education, school-family collaboration, Epstein’s
theory, educational equity
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