Strategies to Enhance Communication with the Parents in School Setting: A Case Study of One High School in Lejweleputswa District
List of Authors
Mahlape Mokone, Tebogo Matlho
Keyword
Strategies, principals, communication, parents
Abstract
Since the beginning of last year, COVID-19 has forced education systems worldwide to shift from traditional learning to blended learning. This transition has not been easy, as many teachers had little prior experience using technology for teaching. Some expressed fear of the unknown and reluctance to embrace change. This paper explores strategies used to strengthen communication between a school and its community, from the perspective of one principal at a high school in South Africa’s Lejweleputswa district. Communication is the glue that holds the school community together. It enables stakeholders to form and maintain healthy home-to-school relationships. Conversely, communication gaps can turn stakeholders into strangers rather than partners in children’s education. Miscommunication, lack of communication, or even overcommunication can divide the school community and lead to unhealthy relationships. In South Africa, communication is particularly sensitive due to language diversity, cultural dynamics, and unequal access to communication tools. Effective communication is therefore vital in building strong home-school partnerships. The principal highlighted several strategies to engage parents, including handwritten notes, WhatsApp, the school’s Facebook page, SMS, letters, local radio, and billboards. A qualitative research approach was employed, with data collected through interviews and analyzed using thematic content analysis. Results revealed that the school uses both traditional methods, such as flyers and radio announcements, and non-traditional methods, such as phone calls and emails, to reach parents. While these strategies are accessible, some parents remain unresponsive to invitations and school activities. The study calls for improved parental participation, particularly in attending meetings and responding to invitations. The principal could provide opportunities for parents to voice concerns about their lack of enthusiasm. The paper recommends proactive communication about children’s progress and emphasizes the need for two-way communication between schools and parents to foster stronger partnerships and encourage active parental involvement.