Leadership for parental involvement

Abstract

School leaders are expected to initiate and maintain partnerships with families, where all stakeholders are equal. This call is felt both locally and abroad, mostly through policies, but even by the different stakeholders’ expectations. There are various models of leadership which can help the leader fulfil this role. However, each school is unique and partnerships do not depend solely on the leader, but also on educators and parents; where knowledge, skills and attitudes, have a significant impact. Consequently, the leader’s role can prove challenging. The aim of this study is to analyse the needs of a primary state school, to propose the way forward in better involving parents, as was being sought. A qualitative case study approach was adopted. Data was collected from the perspective of three stakeholders: Senior Leadership Team members, educators and parents. All the data gathered was thematically analysed and discussed in relation to literature. The results of the study indicated that the Head of School was distributing leadership, mainly to educators. Moreover, educators at the school were eager to work with parents. Good practices were existent, but some resistance was evident too. The Head of School, educators and parents need to reflect on the situation to analyse what is helping or hindering Parental Involvement, so that the study serves as a basis for school improvement. This research concluded that the best way forward is for the leader to distribute power for a common purpose – that of strengthening the school as a learning community, mainly by working on culture, policy and practice, with educators and parents as equal partners. In this way all stakeholders feel empowered and work for a school for all.