Abstract:
This study explored the influence of parental involvement in formal education at selected Lesotho high school, in the Mohale‟s Hoek District. A qualitative research design was adopted. A sample of nineteen participants, comprising of a school principal, six educators, six parents and six learners was interviewed on their perceptions of the influence of parental involvement in formal education. The sample was purposively selected as it was adjudged information rich. Data were collected through semi-structured interviews with the principal, educators and parents. Focus group interviews with learners were also carried out. All interviews were conducted on the school premises of one school. Data were anlysed using the thematic approach. The results of the study showed that learners‟ performance improved in situations where there is teamwork between educators and parents. Parental involvement develops the relationship between all the parties involved in learners‟ education in high schools in the Mohale‟s Hoek district. However, some parents were still not aware of their responsibility in their children‟s formal education. The study recommends that parents be supported for them to be involved in their children‟s education. They could also be capacitated in learning strategies on how to work with educators, learners and the community at large. The study implores government to strengthen the policy on parental involvement in formal education at high schools.
