Exploring Parental Involvement in Education in Selected Inclusive Secondary Schools in Maseru District, Lesotho

  • Ralejoe M
N/ACitations
Citations of this article
19Readers
Mendeley users who have this article in their library.

Abstract

This study investigated parental understanding of the concept “Parental Involvement in Education” of their children (PIE) in three inclusive secondary schools in the Maseru District of Lesotho. It also investigated the extent to which parents make contributions to the education of their children. The study was quantitative, exploratory in nature and used a 5-point Likert scale questionnaire to collect data. 700 parents in these schools were randomly selected to fill the questionnaires and the data were analysed using Statistical Package for the Social Sciences (SPSS) software. The results revealed that most parents understand PIE and its implications, but do not do much to assist teachers in schools. Mothers appeared to support the teaching of their children more than fathers. Prominent barriers in their efforts to help teachers included work-related commitments and a lower level of education. The study proposed formation of support groups involving all stakeholders for the purpose of raising awareness about PIE, educating parents about their roles in the education of their children, and improving communication among all stakeholders.

Cite

CITATION STYLE

APA

Ralejoe, M. C. (2021). Exploring Parental Involvement in Education in Selected Inclusive Secondary Schools in Maseru District, Lesotho. International Educational Research, 4(1), p1. https://doi.org/10.30560/ier.v4n1p1

Register to see more suggestions

Mendeley helps you to discover research relevant for your work.

Already have an account?

Save time finding and organizing research with Mendeley

Sign up for free