Parental Involvement in Reducing Learner Absenteeism in Selected Primary Schools of Kazungula District in the Southern Province of Zambia

Peggy Muyabi, Kalisto Kalimaposoi, Kaiko Mubita, Sanny Mulubale, Patrick Sikayomya, Nicholas Haambokoma, Inonge Milupi and Kasonde Mundende
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Peggy Muyabi: Senkobo Primary School, Zambia
Kalisto Kalimaposoi: University of Zambia, School of Education, Department of Educational Psychology, Sociology and Special education
Kaiko Mubita: University of Zambia, School of Education, Department of Language and Social Science Education
Sanny Mulubale: University of Zambia, School of Education, Department of Language and Social Science Education
Patrick Sikayomya: University of Zambia, School of Education, Department of Language and Social Science Education
Nicholas Haambokoma: University of Zambia, School of Education, Department of Religious Studies
Inonge Milupi: University of Zambia, School of Education, Department of Language and Social Science Education
Kasonde Mundende: University of Zambia, School of Education, Department of Language and Social Science Education

International Journal of Research and Innovation in Social Science, 2022, vol. 6, issue 4, 207-214

Abstract: Parental involvement is an important component of children’s early school success and is recognized as a significant ingredient in reducing learner absenteeism and improving the quality of children’s education. To this effect, the aim of the study was to investigate the effects of parental involvement in reducing learner absenteeism in selected primary schools of Kazungula District. The objectives were to: establish ways through which parents are involved in reducing learner absenteeism, explore the benefits of parental involvement in reducing learner absenteeism, ascertain challenges that limit parental involvement in reducing learner absenteeism and establish interventions put in place by schools to improve parental involvement in reducing learner absenteeism in three selected primary schools. A sample of 15 learners, 15 parents, 03 grade teachers and 03 head teachers was purposively drawn from three selected primary schools in Kazungula district. A qualitative approach and a descriptive research design were employed for the study. Data were collected through face-to-face interviews and focus group discussions. The data were analysed through thematic analysis. The findings of the study revealed that there was parental involvement in the sampled primary schools as parents participated in PTA meetings, helping children with home work, paying school fees, attending open days, volunteering at school, providing school requirements and food. With regard to the benefits of parental involvement in reducing learner absenteeism, the study revealed that parental involvement improved school attendance, brought about understanding of the importance of attendance and reduced teacher work load. It also increased parent contact with school, made parents become more supportive of schools and improved positive behaviour among learners. The major barriers of parental involvement as revealed by the study were busy schedules among parent, non-parent invitation to involvement in school activities, poor relationships between schools and parents. Other barriers included long distance to school, negative attitudes towards partnership and poverty among parents. The study found schools improving communication, becoming more welcoming to parents, encouraging parents to serve in school committees and inviting parent to volunteer in school activities and attend meetings as intervention measures to improve parental involvement in reducing learner absenteeism.

Date: 2022
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