Paper Title
Using Social Realist Perspective to Investigate The Relationship Between Parents and Educators

Abstract
The purpose of this study was to investigate the relationship between parents and educators using Social Realist theory. The researcher used the concept of structure, culture and agency to elaborate how parents and educators can work together to improve learners’ academic performance. The paper adopted qualitative approach with case study research design. Interpretive paradigm was used to identify challenges experienced by educators and parents working collaboratively to improve the performance of learners in the school. Population consisted of parents and teachers of one rural based primary school in South Africa. Purposive sampling was used to select four educators who underperformed in grade 3 class. The study revealed poor working relation between educators and parents. Furthermore, the study revealed that due to poor training and professional development educators are unable to relate well with parents and as a results parents also distance themselves from the school. On the other hand, Parents indicated that they receive minimal opportunities to assist with class activities, guidance and support. Archer refers to this as lack of agential role as articulated in the Social Realist theory. The study recommended that educators should receive training on how to work with parents to improve learners’ academic performance. Keywords - Structure, Culture, Agency, Collaboration, Parents and Educators