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Submitted
September 16, 2024
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August 3, 2025
Published
August 30, 2025
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Abstract

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.

Keywords

Parental involvement children’s learning process education Zimbabwe

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Copyright (c) 2025 Christopher Ndlovu, Sikhumbuzo Dube, Nomusa Nyadza, Zandile Zanamwe

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This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.

Author Biographies

Christopher Ndlovu, Lupane State University, Zimbabwe

Christopher Ndlovu is a distinguished academic and educator with a strong background in Science Education and Sociology of Education. He holds a PhD in Science Education. His Master’s degree in Sociology of Education highlights his understanding of the social dynamics within the educational dynamics. Dr. Ndlovu is currently a lecturer at Lupane State University, where he imparts knowledge and skills to students in the field of education. Dr. Ndlovu has published more than 40 works, including books and book chapters.

Sikhumbuzo Dube, West Zimbabwe Conference of Seventh-day Adventists, Zimbabwe

Sikhumbuzo Dube serves as the president of the West Zimbabwe Conference of the Seventh-day Adventists and is an adjunct lecturer at Solusi University in Bulawayo, Zimbabwe. Dube has worked as a teacher, district pastor, chaplain, conference departmental director, and executive secretary. He holds a BA in Theology from Solusi University, a Master of Chaplaincy from the Adventist University of Africa, and four units of Clinical Pastoral Education from the Adventist Chaplaincy Institute and the College of Pastoral Supervision and Psychotherapy in the USA. He has published several articles on spiritual care, mental health, chaplaincy, and involuntary childlessness.

Nomusa Nyadza, United College of Education, Zimbabwe

Nomusa Nyadza is a Physics lecturer at the United College of Education in Bulawayo, Zimbabwe. She holds a Diploma in Education, Bachelor of Education (Hons) in Physics, MSc Education in Physics and MA in Curriculum and Instruction. Nomusa has 31 years of experience in the field of education, most of it as a teacher. She is interested in research, particularly in the areas of Educational research and science, technology, engineering and mathematics (STEM).

Zandile Zanamwe, United College of Education, Zimbabwe

Zandile Zanamwe is a Lecturer in charge of Work Integrated Learning at United College of Education in Bulawayo, Zimbabwe. She holds a Diploma in Education, a Bachelor of Education (Hons) in Mathematics, and MSc in Education with a focus on Mathematics. Zanamwe is an experienced educator. Her areas of research include curriculum design, pedagogy, concept formulation in mathematics, learning outcomes, technology integration, and assessment and evaluation.

How to Cite
Ndlovu, C., Dube, S., Nyadza, N., & Zanamwe, Z. (2025). Exploration of Parents’ Perceptions of their Roles in their Children’s Learning Process in Bulawayo, Zimbabwe. Pan-African Journal of Education and Social Sciences, 6(2), 49–61. https://doi.org/10.56893/pajes2025v06i02.04
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