One Purpose, Multiple Realities: A Qualitative Study on Parental Involvement in Two Malawian Private Secondary Schools
type: CreativeWork
description: Problem Studies of Parental Involvement at the secondary school level have consistently shown to improve student-learning outcomes. Parents who invest money in children’s education want to see their children matriculate to higher education. Unfortunately, many private schools offer poor quality education. Students’ achievement in Malawi secondary schools requires the participation of each stakeholder. The purpose of this study therefore was threefold: to explore the nature of Parental Involvement in children’s education, to determine types of involvement, and to examine parents’ and educators’ attitudes towards Parental Involvement. The study participants came from two Malawian private secondary schools in Africa. Method This study used a descriptive multisite case study design, a qualitative approach for gathering information from 90 participants comprised of three proprietors, six administrators, 19 teachers and 62 parents. Data collection methods included interviews, focus groups, observation, open-ended questionnaires and document analysis. Grounded theory, an inductive methodology that uses constant comparative data analysis process, was used to make generalizations and discover emergent themes from the data. Finally, a cross-case analysis was conducted to explore similarities and differences across the cases. Results The cross-case analysis portrayed a package of contrasting ideologies held by proprietors, educators and parents which formed the bedrock of the type of partnership that existed between parents and educators. These ideological influences resulted in the formation of perspectives and attitudes, which in turn translated into participants’ practices. However, because of their position and ideological dispositions, the proprietors exerted greater influence on the type of Parental Involvement model, policies and practices at the schools. While in one school, the educators held a deficit thinking ideology against parents resulting in implementing an Ali…
abstract: Problem Studies of Parental Involvement at the secondary school level have consistently shown to improve student-learning outcomes. Parents who invest money in children’s education want to see their children matriculate to higher education. Unfortunately, many private schools offer poor quality education. Students’ achievement in Malawi secondary schools requires the participation of each stakeholder. The purpose of this study therefore was threefold: to explore the nature of Parental Involvement in children’s education, to determine types of involvement, and to examine parents’ and educators’ attitudes towards Parental Involvement. The study participants came from two Malawian private secondary schools in Africa. Method This study used a descriptive multisite case study design, a qualitative approach for gathering information from 90 participants comprised of three proprietors, six administrators, 19 teachers and 62 parents. Data collection methods included interviews, focus groups, observation, open-ended questionnaires and document analysis. Grounded theory, an inductive methodology that uses constant comparative data analysis process, was used to make generalizations and discover emergent themes from the data. Finally, a cross-case analysis was conducted to explore similarities and differences across the cases. Results The cross-case analysis portrayed a package of contrasting ideologies held by proprietors, educators and parents which formed the bedrock of the type of partnership that existed between parents and educators. These ideological influences resulted in the formation of perspectives and attitudes, which in turn translated into participants’ practices. However, because of their position and ideological dispositions, the proprietors exerted greater influence on the type of Parental Involvement model, policies and practices at the schools. While in one school, the educators held a deficit thinking ideology against parents resulting in implementing an Ali…
author: Katenga, Josephine
keywords: Parental Involvement, Secondary Education, Malawi
date published: 2017-01-01T08:00:00Z
date modified: 2026-07-24T00:53:14Z
provider: Andrews University
publisher: Networked Digital Library of Theses and Dissertations
type: WebPage
source organization: Andrews University