| Summary: | The aim of the study was to explore teachers’ views on parental involvement for learners’ literacy skills development in primary schools. The study was located within the interpretivist paradigm, guided by a qualitative research approach and a phenomenological design. Data were gathered through semi-structured WhatsApp interviews from six teachers from an urban township school in Kwa-Nobuhle, Nelson Mandela Metropole. The interviews were transcribed, and the data were analysed and categorized into themes. The three broad areas that guided the findings of this study focused on the significance of parental involvement and the barriers and strategies related to parental involvement for learners’ literacy development. The findings that emerged from this study indicated that teachers deemed parental involvement in learners’ literacy skills development imperative, as it fosters and encourages positive literacy attitudes and successful schooling. Moreover, teachers regarded home-based literacy skills, the promotion of reading and writing at home and homework monitoring at home as indicative of active parental involvement.
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