This study surveyed 45 selected primary and secondary schools in Botswana which aimed to identify how parent and community involvement in the governance of schools affect teacher effectiveness and improvement of learner performance. The study started from January 2005 to December 2006. Literature review, administration of questionnaires, interview schedules and local conferencing at the chiefs’ palaces (kgotla) and in churches were used to gather data. The conclusion that could be drawn is that in schools where parents and community involvement is visible, teachers are highly effective and this contributes to learners’ positive behaviour and improvement in their performance.

 

Key words: Parent-community involvement, governance of schools, teacher effectiveness, improvement, learner performance.