Primary school teachers’ experiences of parental involvement for learners’ literacy skills development
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...
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| Format: | Article |
| Language: | English |
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International Educational and Social Sciences Association (IESSA)
2022-03-01
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| Series: | Journal of Studies in Social Sciences and Humanities |
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| Online Access: | http://www.jssshonline.com/wp-content/uploads/2022/07/JSSSH_Vol.8_No.1_2022_126-142_Sr.-No.10.pdf |
| _version_ | 1811328429532905472 |
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| author | Logamurthie Athiemoolam |
| author_facet | Logamurthie Athiemoolam |
| author_sort | Logamurthie Athiemoolam |
| collection | DOAJ |
| description | 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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| first_indexed | 2024-04-13T15:25:53Z |
| format | Article |
| id | doaj.art-b7979d1e3e234fe0b32a88f3d5512602 |
| institution | Directory Open Access Journal |
| issn | 2413-9270 |
| language | English |
| last_indexed | 2024-04-13T15:25:53Z |
| publishDate | 2022-03-01 |
| publisher | International Educational and Social Sciences Association (IESSA) |
| record_format | Article |
| series | Journal of Studies in Social Sciences and Humanities |
| spelling | doaj.art-b7979d1e3e234fe0b32a88f3d55126022022-12-22T02:41:31ZengInternational Educational and Social Sciences Association (IESSA)Journal of Studies in Social Sciences and Humanities2413-92702022-03-0181126142Primary school teachers’ experiences of parental involvement for learners’ literacy skills development Logamurthie Athiemoolam 0Nelson Mandela University, Faculty of Education, Gqeberha, South AfricaThe 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. http://www.jssshonline.com/wp-content/uploads/2022/07/JSSSH_Vol.8_No.1_2022_126-142_Sr.-No.10.pdfparental involvementliteracy skills developmentlanguage teachersintermediate phaseemergent literacy |
| spellingShingle | Logamurthie Athiemoolam Primary school teachers’ experiences of parental involvement for learners’ literacy skills development Journal of Studies in Social Sciences and Humanities parental involvement literacy skills development language teachers intermediate phase emergent literacy |
| title | Primary school teachers’ experiences of parental involvement for learners’ literacy skills development |
| title_full | Primary school teachers’ experiences of parental involvement for learners’ literacy skills development |
| title_fullStr | Primary school teachers’ experiences of parental involvement for learners’ literacy skills development |
| title_full_unstemmed | Primary school teachers’ experiences of parental involvement for learners’ literacy skills development |
| title_short | Primary school teachers’ experiences of parental involvement for learners’ literacy skills development |
| title_sort | primary school teachers experiences of parental involvement for learners literacy skills development |
| topic | parental involvement literacy skills development language teachers intermediate phase emergent literacy |
| url | http://www.jssshonline.com/wp-content/uploads/2022/07/JSSSH_Vol.8_No.1_2022_126-142_Sr.-No.10.pdf |
| work_keys_str_mv | AT logamurthieathiemoolam primaryschoolteachersexperiencesofparentalinvolvementforlearnersliteracyskillsdevelopment |