Effects of Parental Involvement in Academic Wellness of Primary School Learners in the Lubombo Region, Eswatini

Thabsile. W. Mabuza, Racheal Mafumbate


This study sought to determine the effects of parental involvement on the academic performance of primary school learners in rural schools in the Lubombo region of Eswatini. The study employed a mixed method approach and the concurrent triangulation design was used. The study was guided by the ecological systems theory by Bronfenbrunner and wellness theory by Hettler. The findings revealed that education was a shared responsibility between the parents/ guardians and the school and most of the parents and guardians showed very little interest in their children’s learning. The majority of the learners did not stay with their biological parents and it affected their performance at school. The study recommended that the school should engage all parents and prompt them on the importance of parental involvement by creating plenty of opportunities for parents to be actively engaged through parent/school meetings, prize giving days, homework among other things. Moreover, it was recommended that parents and communities should be helped to better appreciate the value and benefits of education to their children.

Keywords: social factors, academic achievement, disadvantaged children, rural schools

DOI: 10.7176/JCSD/51-05

Publication date:September 30th 2019

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ISSN 2422-8400

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