Parents’ Perceptions on Parental Involvement in Their Children’s Education in Giyani Municipality Rural-based Schools, Limpopo Province, South Africa


  • Nomazulu Ngozwana University of South Africa
  • Amohelang Machobane University of South Africa
  • Thulani Chauke University of South Africa
  • Maphuthi Lepholletse University of South Africa



Parental involvement,, Children’s education,, Educational partners, Rural schools, Educational achievement, Emotional support


The importance of parental involvement in children’s education cannot be overemphasized. This study aimed to explore the role that parents play in the education of their children in the Giyani Municipality, Limpopo Province South Africa. The study followed Epstein's model of school-parent-community partnerships to understand the participation of parents in the education of their children. A qualitative approach was employed to guide the gathering and analysis of the data. Fifty-eight parents that were purposively selected from the four rural schools participated in the focus group discussions that were audio-recorded. Inductive qualitative thematic analysis was used, and the ethics were observed. The findings revealed the role of parental involvement in their children’s education as working with schools, home-schooling, modelling positive attitudes, emotional support, and career counselling. This study has implications for policy and practice in a parent-teacher relationship in rural schools by suggesting that parents should be involved in policy development such as when the curriculum changes.

Author Biographies

Amohelang Machobane, University of South Africa

Mrs Amohelang Masibongile Machobane is a Lecturer at the Department: Adult Community and Continuing Education (DACCE), School of Educational Studies, College of Education, University of South Africa Email: Research Interests: Adult education, Student support in Open Distance and eLearning, Community Education.

Thulani Chauke, University of South Africa

Dr Thulani Andrew Chauke was born in a small village called Madonsi Village in Limpopo Province. After school, he started his higher education at the University of Venda (Univen) where he did a four-year Bachelor of Arts, in Youth Development, he majored in Psychology. In 2018, he graduated with a Master’s degree in Youth Development with distinction from the University of Venda. He continued with a Doctorate degree in Education at Tshwane University of Technology (TUT), which he completed in 2021. His interest in youth development was influenced by his early involvement in student politics and the challenges that young people faced at institutions of higher learning. He served in student leadership positions that ended with election onto the Student Representative Council of the University of Venda in 2013/2014.

Maphuthi Lepholletse, University of South Africa

Dr Augusta Maria Maphuti Lepholletse was born in Warm baths (Bela-Bela) Limpopo Province. Augusta is a South African citizen.   She is a frank, decisive, self-motivated, and hardworking person.  She assumes leadership role readily.  She has a solid background in the teaching -learning fraternity both at primary and secondary schools. She obtained her BA degree in (Kinesiology and human movement science); Honours degree in Human Movement science; Master’s in education degree in Natural science and PhD in Curriculum and instructional science. Augusta participated in TVET colleges as a facilitator in Capricorn district Limpopo Province.  She also became an executive member of Netball South Africa at provincial level in Northwest Province. She is currently employed as a lecturer at UNISA in the Department of Adult Continuing and Community Education.




How to Cite

Ngozwana, N., Machobane, A. ., Chauke, T. ., & Lepholletse, M. (2024). Parents’ Perceptions on Parental Involvement in Their Children’s Education in Giyani Municipality Rural-based Schools, Limpopo Province, South Africa. Australian and International Journal of Rural Education, 34(1), 93–107.