FULL REFERENCE: Veldsman, A., Dzamesi, F.E., Tadi, P. & Sadeghi, A. (2022). Parent engagement and its influence on early childhood education teachers and their teaching practices – South African teachers’ perception. NZ International Research in Early Childhood Education Journal, 24, 59 – 70.
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ABSTRACT: Parents play an important role in their children’s learning and their involvement is encouraged. Various studies report that parents are not always engaged in their children’s learning for various reasons. This paper explores South African early childhood teachers’ perceptions of low parent engagement and whether this phenomenon influences teachers and their teaching practices. Bronfenbrenner’s ecological systems theory provides the theoretical framework for this study and highlights the role the environment can play in parents’ involvement. Three case studies involving 13 teachers from three early childhood education (ECE) centres in South Africa were conducted using reflective narratives and focus group interviews. Two themes emerged from thematic analysis focusing on the influence of low parent engagement on teacher well-being and their teaching practices. The study found that ECE teachers and their teaching practices are influenced by low parent engagement. The main reason for low parent engagement is a result of parents’ financial hardship. This study suggests that building resilient parent-teacher relationships and ultimately stronger parent engagement in ECE, an open-door policy, various communication opportunities, and building trust with families are necessary. Through collaboration between parents and teachers, gaps in children’s education can be filled, and parent-teacher relationships and family engagement will be enhanced. Teacher well-being and teaching practices may be improved as a result.
Key words: Parent engagement, low parent engagement, financial hardship, teacher well-being, teaching practices.
