Abstract:

This study sought to explore the perceptions of a principal and educators on the influence of parental involvement in formal education at selected Lesotho high school, in the Mohale’s Hoek District. An interpretive research design was adopted. A diverse sample of sixteen participants was interviewed regarding their perceptions of parental involvement in formal education. The sample was purposively selected as it was adjudged information-rich. Data were collected through semi-structured interviews with the principal and educators. Focus group interviews were conducted with learners and their parents. Qualitative data were collected and thematically analysed. The results indicated that learners’ performance improved in situations where there was teamwork between educators and parents. Parental involvement develops the relationship between all the parties involved in learners’ education in high schools. However, some parents were still not aware of their responsibility in their children’s formal education. The study recommends that parents be supported for them to be involved in their children’s education. They could also be capacitated in learning strategies on how to work with educators, learners and the community at large. The study implores government to strengthen the policy on parental involvement in the formal education at high schools.

Keywords:

Influence, parental involvement, perceptions, formal education, parent-teacher teamwork.