Home-school communication in South African primary schools

  • E Lemmer
  • N Van Wyk


Home-school communication is one of the most traditional and vital forms of parent involvement but it is often poorly implemented. According to Epstein's model of parent involvement, home-school communication should be two-way communication and reflect a co-equal partnership between families and schools. In this article we examine school practices of home-school communication in South African primary schools using quantitative data derived from a survey of primary schools and qualitative data derived from interviews held with a small sample of primary school principals who also participated in the survey. The aims in this research endeavour were twofold: to explore the nature, frequency and effectiveness of home-school communication practices, and to make recommendations how home-school communication can be improved to facilitate better home-school partnerships.

South African Journal of Education Vol.24(3) 2004: 183-188

Journal Identifiers

eISSN: 2076-3433
print ISSN: 0256-0100