Parental involvement in children’s primary education: A case study from a rural district in Malawi

In the study reported on here, we analysed parents’ involvement in their children’s primary education 4 schools rural Malawi, focusing home and school. Through interviews focus-group discussions, information was obtained from 19 parents, 24 teachers (6 each school), head teachers. Bronfenbrenner’s ecological systems theory used to design interpret data, mainly micro- mesosystem elements. The school settings represent autonomous microsystem, whereas parental is part of mesosystem. microsystem appeared be active both with learner-parent learner-teacher actions; however, mesosystemic interactions were limited. We found that parents needed develop stronger mutual relationships support learners better. Schools also need communicate positive aspects learning parents. Enhancing reinforcement could enhance involvement.