Parental Perceptions on Opening of Schools During the Covid-19 Pandemic Period. A Case Study of Nketa Cluster Schools

Abstract

This research explored the parental perceptions on opening of schools during the COVID-19 pandemic period with particular emphasis on Nketa cluster schools. The objectives were to identify the parental perceptions on opening of schools during the COVID-19 pandemic period, to find out the impact of parental perceptions on opening of schools during the COVID-19 pandemic and to suggest possible ways which parental perceptions can be improved ar Nketa Cluster schools. A theoretical framework which was used for the study was the stakeholder theory which was developed by Freeman in 1984. Parents have been realised as one the key stakeholders in education during COVID-19 as most learning programs were now being conducted at home. Empirical literature revealed that health measures by schools as means to reduce the spread of COVID-19 has been questioned by parents in most countries. The importance of parental perceptions on reopening of schools was established. The study employed a descriptive design in order to gain an opportunity to use both the qualitative and quantitative approaches in order to have an in-depth understanding of the study. The study population consisted of the SDC members and schools administration at schools located in Nketa cluster. Semi-structured questionnaires and interviews were used to collect data from 20 SDC members and four school administrators in the cluster. The results obtained indicated that there were mixed feelings from parents about reopening of schools during COVID-19 pandemic period. It seems that the perceptions of parents were influenced by many factors which included their understanding of COVID-19, conspiracy theories, other related additional economic costs and the capacity of schools to follow COVID-19 protocols to protect their children. Furthermore, findings showed that the schools were implemented some COVID-19 prevention measures such as hand washing stations, hand sanitizing, protective wear, social distancing and cleaning and disinfecting of the school. It could also be noted that parental involvement was not prioritised at Nketa cluster schools because of lack of adequate time to consult them and their ignorance in attending school meetings. The study concluded that parental perceptions were not adequately used by Nketa cluster schools which created a gap between the schools and the parents because parental perceptions influence involvement. It was recommended that the national education leadership needs to develop new and creative ways of engaging the education stakeholders whenever new policies, and protocols are being crafted. Good communication will trust between the school and parents which is a crucial way to show that the school management understands and care about them and their children. In this Covid-19 pandemic, Nketa cluster schools should focus on engaging the community in meaningful and various ways of having parental involvement in schools. School need to strictly follow the COVID-19 policy and provide a safe learning environment to the learners. This makes the parents feel more confident to send their children to school and to support the schools’ efforts as well. The study suggest further research to be conducted focusing on assessing the COVID-19 safety protocols as stipulated by the government and health experts.