Parental Engagement and Sustainable Learning in Primary Schools: Perspectives of Parents and School Heads in Rural Primary Schools in Zimbabwe

This article explores parents and school heads’ understanding of parental engagement as a precursor for sustainable learning by children in rural primary schools in Zimbabwe. The article forms part of a larger study on parental engagement for enhancing sustainable learning in rural primary schools. It sought to provide answers to the central question: What is the conceptualisation of parental engagement in enhancing sustainable learning in rural primary schools? The study adopted a qualitative research approach and was informed by Epstein’s theory of parental engagement. Data were collected by use of Focus Group Discussions and face-to-face interviews, and were analysed following Fairclough’s Critical Discourse Analysis approach. The key finding in this study is that, whilst parents and school heads shared the view that parental engagement was key to sustainable learning, conceptualisation of what this practice entails differs significantly between these stakeholders in education. Whereas school heads’ perspective of parental engagement centres on parents as facilitators and financiers of education, parents understand parental engagement as involving, controlling and monitoring the work activities of both school heads and teachers up and above their resourcing and facilitation roles. In fact, parents felt they should also play an oversight role. Clearly, findings from this study contribute to scholarship by elaborating on existing knowledge and by adding new insights into existing literature on parental engagement and sustainable learning by children.