Experiences of school principals regarding parental engagement: A case study of six principals in primary schools of KwaZulu-Natal

Abstract

The purpose of this study was to explore school principals' experiences of how they understand and promote parental engagement in their schools. The intention of the study was to find out what principals believe parental engagement means, the role that principals and parents play in it, and the factors that promote or hinder parents from being involved in their children’s education. The study used a qualitative research approach within an interpretivist paradigm to understand principals’ real experiences in their school settings. A case study design was used, and six principals from public primary schools in KwaZulu-Natal took part in the research. Data were collected through semi-structured interviews, which allowed principals to share their views and experiences in detail. The findings of this study showed that principals perceive parental engagement as an active and on-going partnership between schools and families. The principals believed parents contribute not only by attending meetings but also by supporting learning at home, guiding behaviour, and helping with school activities. Principals viewed their role as leaders who build communication, trust, and cooperation between parents and teachers. The study also found that good communication, mutual respect, and a welcoming school environment encourage parental involvement, while poverty, low education levels, negative attitudes, and language barriers make it more difficult for parents’ engagement. The study recommends that schools create more inclusive and flexible ways for parents to be involved, and that principals receive training on building strong home–school partnerships. Encouraging collaboration between parents, teachers, and principals can help improve learners’ success and strengthen the sense of community within schools.