Leveraging Parental involvement in the Education of their Children as a Conflict Resolution strategy in selected Secondary Schools, Zambia
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This study explored parental involvement in the education of their children as a conflict resolution strategy in the Kafue district of Lusaka province in Zambia. 28 participants were purposively engaged within a qualitative research methodology to generate evidence. Key among the findings revealed that factors that affected parents’ involvement in education of their children at school were negative attitude, lack of understanding and financial constraints. Similarly, when school authorities are not communicating effectively with parents, it created a vacuum of information which all stakeholders needed. A challenge in some situation was distance, sometimes distance becomes a hindrance for parents to participate in the affairs of the school. Distance to the school was one other contributing factor that affected parents’ involvement in education of their school going children. Thus, the study recommends among others that, Parents should provide their children with basic needs such as food, shelter and clothes, learning materials like exercises books adequate academic and moral attention, unconditional love and the opportunity to develop responsible citizenship. Equally, Teacher should demonstrate friendliness, respect and recognition of parents of students registered in secondary schools in order to encourage them to get involved in school activities. Further, Education policy makers are urged to develop a parental involvement policy in secondary schools to guide practice.
International Journal of Research and Innovation in Social Science (IJRISS) |Volume IV, Issue VII