Evolución de la temperatura con la profundidad

Two sub-categories, namely time constraints and poor communication are discussed under the category of physical constraints. However, it should be noted that it would be impossible to state that these have no linkage with mind-centred hindrances since the phenomenon of parent involvement revealed itself as a complex one of which categories and sub-categories can be distinguished, but not necessarily separated. The reader will therefore notice that though the sub-categories identified in terms of challenges concerning parent involvement may seem to predominantly belong to one of the two mentioned categories, namely physical constraints and mind centred hindrances, they may also, because of their relation to sub-categories of the other category, relate to the other category.

4.3.4.1.1 Time constraints

Time constraints were identified by principals and inactive parents as a challenge to parent involvement in schools.

The principals stated that most parents do not usually attend meetings due to work commitments. In this regard Principal B stated that “only a few parents attend meetings at this school; the rest of the parents always give apologies because they have no time due to work commitments”. These views

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are in keeping with Van Zyl (see Section 2.6) who supports the view that time is a major obstacle to parent involvement.

Principal B iterated that time was a challenge to parent involvement. In this regard he commented as follows:

Teachers always give children homework but the children come back with the work not done. Children always gave excuses that their parents came back home late, hence [they] did not have time to help them.

The above views reveal that some parents could not find time to assist in the formal education of their children. The views of principals from Schools A and B correspond with previously mentioned views expressed by parents concerning lack of time mentioned in the discussion of two categories relating to ways in which parents should be involved in their children’s education, namely consulting with teachers during open book days (see Section 4.3.2.5) and attendance of school meetings (see Section 4.3.2.6).

Inactive parents from both schools expressed the view that lack of time was a serious issue by stating that they were willing to attend school activities but that time was a hindering factor. A male inactive parent from School A expressed his view concerning time constraints as follows:

It is a good thing to be active in the education of our children but we do not have time for some of these school activities. In most cases some of us arrive home very late and at times work during weekends; and furthermore we work outside the home.

The above view relates to that of Comer and Haynes (see Section 2.6.1) who consider it difficult to get parents involved in school management and planning because many work during the hours when meetings concerning school functions take place. However, the above view uttered by the inactive parent does not correlate to the view expressed by the majority of inactive parents that the formal education of children is the responsibility of the school (see Section 4.3.3.1).

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4.3.4.1.2 Poor communication between school and home

Poor communication is discussed as a sub-category of physical hindrance. Nevertheless it cannot be totally isolated from mind-centred hindrances since it also relates to a lack of interest and commitment (see Section 4.3.4.2.1) and negative attitudes (see Section 4.3.4.2.4).

Active and inactive parents from both schools identified poor communication between school and home as one of the challenges to parent involvement at schools. The majority of parents of these interview groups aired the view that poor communication between school and home renders parent involvement ineffective.

Principals A and B tended to shift the blame to parents when they stated that in most cases parents do not respond positively to communication from schools. They thought that parents ignored school circulars that were sent via their learner children. Principal B had this to say concerning responses of parents to communication from schools:

We have been trying to communicate with the parents especially through letters, but you find a few responses. We are not sure whether the parents get these letters or not. … Some of these parents have negative previous school experiences, hence, they no longer want to associate themselves with the school.

The above view is in keeping with that of Lemmer and Van Wyk’s (see Section 2.6.2) who state that parents who are not involved in the learners’ education include parents with a negative school experience (also see Section 4.3.4.2.5).

SGB chairpersons and parents serving in the SGBs of both schools agreed with principals as they also believed that despite communication from schools, the majority of parents tend to distance themselves from schools and fail to respond to communication. They also believed that learners were also to blame as some do not deliver letters from the school to parents. An SGB chairperson from School A said the following in this regard:

Even though the school tries to communicate open with the parents, some of the parents are passive; at times we feel the learners do not give letters to the parents or the parents are illiterate.

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The above interviewee also stated that letters to parents have to be multilingual to accommodate minority languages. This view relates to that of Garca-Lubeck (see Section 2.4.1.4) who recommends that letters to parents should be written in more than one language and that key educational terms should be translated in minority languages. The importance of well understood communication is in line with the view of Tam and Chan (see Section 2.4.1.4), namely that open communication between parents and teachers can help parents feel at ease about accepting help with their children`s academic work and improve further communication between home and school.

Some active and inactive parents ascribed poor communication to the fact that schools communicate through letters only. It would, be according to them, be helpful if a variety of communication media were used. They recommended a means of direct delivery. In this regard an active parent from School B articulated the following:

The problem is that schools communicate through letters only. However, it would be helpful if they had to use a variety of communication media such as newsletters and Whatsapp [and] SMS that comes direct to our cellphones.

Despite active and inactive parents’ complaints about poor communication between school and home, principals, SGB chairpersons and parents serving in the SGBs were of the opinion that they were doing an adequate job in terms of communication with parents. They felt, as shown, that parents do not respond well because they do not want to.