Parental Involvement in Early Schooling: Exploring Parent and Teacher Views in a Low-income African Context

Abstract

This study examined the nature and influence of parental involvement in children’s early schooling exhibited by low income parents in an African City−Lusaka in Zambia. The sample consisted of seventy-two first graders, their parents and forty-five teachers. Using self report questionnaires, parents rated their own levels of involvement and extent to which schools involve them in children’s schooling. Similarly, teachers reported on teacher-parent communication and parental involvement. In assessing the impact of parental involvement on early grade achievement, two early grade reading tests—orthographic awareness and decoding were used as outcome variables. Results showed majority parents scoring lower than the mean on the parental involvement measure. Despite lower scores, parents categorised as highly and moderately involved had children performing better in both outcome variables. Further, an antagonistic view of parental involvement between teachers and parents emerged. Implications of the study in light of the findings are discussed.