Exploration of Parents’ Perceptions of their Roles in their Children’s Learning Process in Bulawayo, Zimbabwe

Introducing a new curriculum and dynamics in the Zimbabwean education system demands parental involvement. Therefore, this study aimed to contribute to the ongoing debate exploring the perceptions of parents from the city of Bulawayo, Zimbabwe. A qualitative study was conducted using 12 parents selected from stratified sampled locations in the city. In addition to determining the perceived roles of parents, this study also sought to determine whether the economic and social backgrounds of the parents influence these perceived roles. The findings of this study indicate that parents are aware of their primary roles, particularly their financial responsibilities. The study also showed that perceived roles are determined by the economic class of the parents, where parents in low-income groups tend to think that their role is limited to financial obligations. In contrast, those in the upper-income group see their roles as encompassing far more than financial obligations. The study concludes by recommending that all parents should be assisted in understanding that their roles extend far beyond financial provisions.