parents and principals as partners in creating a culture of learning

PARENTS AND PRINCIPALS
AS PARTNERS IN
CREATING A CULTURE
OF LEARNING
DEVALINGUM SAMINATHAN PILLAY

Promoter
Durban
January 1998
PARENTS AND PRINCIPALS AS
PARTNERS IN CREATING A
CULTURE OF LEARNING
by
DEVALINGUM SAMINATHAN PILLAY
B.Paed. (VDW); B.Ed. (VDW); M.Ed. (VZ); DSE (Unisa)
Submitted in fulfilment ofthe requirements
for the degree of
DOCTOR OF EDUCATION
in the
Depanment ofEducational Psychology ofthe
UNIVERSITY OF ZULUlAND
Prof G. Vrbani

( III )
DEDICATION
This work is dedicated to
my wife MALA
and my sons
TREVESH, LESHARIN, and KEVALIN
as well as
my parents, brothers and sisters
for their loving support,
encouragement and inspiration
during the course ofthis study.

CHAPTER 1
ORIENTATION
( vi )
LIST OF CONTENTS
PAGE
1.1 INTRODUCTION 1
1.2 ANALYSIS OF THE PROBLEM 2
1.3 STATEMENT OF THE PROBLEM 4
1.4 ELUCIDATION OF CONCEPTS 5
1.4.1 Culture of Learning 5
1.4.2 Education .. . . . . . . . . . . . . . . . . . . . . . . . . 6
1.4.3 Educative teaching 6
1.4.4 Parents 7
1.4.5 Principal 7
1.4.6 Theory of Partnership 7
(1) Responsibility 9
(2) 1nformation 10
(3) Decision-making 10
(4) Skills II
(5) Accountability 12
1.5 PURPOSE OF THE STUDY 12
1.6 METHOD OF RESEARCH 13
1.7 FURTHER COURSE OF THE STUDY 13

CHAPTER 2
( VII )
CAUSES FOR THE BREAKDOWN IN THE CULTURE
OF LEARNING AT SCHOOLS
PAGE
2.1 INTRODUCTION 14
2.2 PROBLEMS CONCERNING PUPILS 15
2.3 FACTORS CONCERNING THE SCHOOL ENVIRON-
MENT 16
2.4 PROBLEMS CONCERNING HOMES OF PUPILS AND
THEIR LIVING ENVIRONMENT 20
2.5 LACK OF PARENTAL INVOLVEMENT IN FORMAL
EDUCATION 26
2.5.1 Problems with parents .. . . . . . . . . . . . . . . . . . . . . . . . . .. 26
2.5.2 Problems with the school and the principal 26
2.5.3 Problems with teachers 27
2.5.4 Practical problems 27
2.6 SyNTHESIS................................. 28

CHAPTER 3
( viii )
PARENTS AND PRINCIPALS AS EDUCATORS
PAGE
3.1 INTRODUCTION 29
3.2 ROLE OF PARENTS AS PRIMARY EDUCATORS 29
3.2.1 Parenthood 30
3.2.2 Responsible parenthood 31
3.2.3 Parenthood embraces changed attitudes 33
3.2.4 Parenthood implies child-rearing 34
3.2.5 Challenges of parenthood 35
3.2.6 Educational relationships between parent and child 37
(1) Relationship of trust 38
(2) Relationship of understanding 41
(3) Relationship of authority 44
3.3 THE ROLE OF THE PRINCIPAL AS A SECONDARY
EDUCATOR 46
3.3.1 The principal as an educational leader 47
3.3.2 The leadership roles of the school principal 51
3.3.3 Essential leadership tasks for effective schools 52
3.3.4 Management of the school 54
3.4 SyNTHESIS 60

CHAPTER 4
( IX )
AN ACCOUNTABLE PARTNERSHIP BETWEEN PARENTS AND
PRINCIPALS IN CREATING A CULTURE OF LEARNING
PAGE
4.1 INTRODUCTION 62
4.2 RESPONSIBILITY AND RECIPROCAL EXPECTATIONS OF
PARENTS AND SCHOOL 63
4.2.1 Parents' expectations of the school 63
4.2.2 Schools' expectations of the parents 66
4.3 PARENT-PRINCIPAL PARTNERSHIP . . . . . . . . . . . . . . .. 69
4.3.1 Assumptions underpinning the partnership 69
4.3.2 Conditions for genuine partnership 72
4.3.3 The need for a partnership 74
4.3.4 Forms of parent involvement 78
(1) Cooperation 80
(2) Participation.................................. 82
(3) Partnership................................... 83 y'
4.3.5 Areas and possibilities of a partnership 9 I
(1) Formal parental involvement . . . . . . . . . . . . . . .. 92
(a) Governing bodies 92-----
(b) Parent-Teacher Associations 93
(c) Register Class Committees 93
(2) Informal parental involvement 94
(a) Classroom assistance 94
(b) Extra-curricular activities 95
(c) Help with day-to-day running of the school 96
(d) Assisting in learning activities at home " 97

( x )
PAGE
4.3.6 Value of the partnership 98
(1) Advantages for the teacher/principal 98
(2) Advantages for the pupil 100
(3) Advantages for the parents 100
(4) Advantages for the school 10I
4.4 SYNTHESIS................................ 102

CHAPTERS
PLANNING OF THE RESEARCH
( Xl )
PAGE
5.1 INTRODUCTION . . . . . . . . . . . . . . . . . . . . . . . . . . . . 103
5.2 POSTULATES 103
5.2.1 Responsibility 103
5.2.2 Information 104
5.2.3 Decision-making 104
5.2.4 Skills 104
5.2.5 Accountability 104
5.3 PREPARATION FOR AND DESIGN OF THE RESEARCH 104
5.3.1 Permission . . . . . . . .. 104
5.3.2 Selection of respondents 105
5.4 THE RESEARCH INSTRUMENT 105
5.4.1 The questionnaire as research instrument 105
5.4.2 Construction of the questionnaire 107
5.4.3 Characteristics of a good questionnaire . .. 109
5.4.4 Advantages and disadvantages of the questionnaire 110
(I) Advantages of the written questionnaire 111
(2) Disadvantages of the questionnaire 113
5.4.5 Validity and reliability of the questionnaire 114
(I) Validity of the questionnaire 115
(2) Reliability of the questionnaire 117
5.5 PILOT STUDY 119
5.6 ADMINISTRATION OF THE QUESTIOl'

( XII )
PAGE
5.7 THE PROCESSING OF THE DATA 121
5.7.1 Descriptive Statistics 121
5.7.2 Application of data 122
5.8 LIMITATIONS OF THE INVESTIGATION 123
5.9 SYNTHESIS............. . . . . . . . . . . . . . . . . . .. 123

CHAPTER 6
( xiii )
PRESENTATION AND ANALYSIS OF THE RESEARCH DATA
6.1
6.2
6.2.1
6.2.2
6.2.3
6.2.4
6.2.5
6.2.6
6.2.7
6.2.8
6.2.9
6.2.10
6.2.11
6.2.12
6.2.13
6.3
6.3.1
6.3.2
6.3.3
6.3.4
6.3.5
6.3.6
6.3.7
6.3.8
INTRODUCTION .
QUESTIONNAIRE FOR PARENTS .
Gender of children in standard nine .
Gender of parent/guardian .
Age of parent/guardian .
Home language .
Occupation of parents/guardians .
Educational level of parents/guardians .
Number of children in the family .
Number of school-going children in the family .
Sharing of responsibilities .
Sharing of information .
Sharing of decision-making .
Sharing of skills .
Sharing of accountability .
QUESTIONNAIRE FOR PRINCIPALS .
Gender of principals .
Age group of principals .
Professional qualification of principals .
Academic qualification of principals .
Sharing of responsibilities .
Sharing of information .
Sharing of decision-making .
Sharing of skills .
PAGE
125
125
125
126
126
127
128
129
130
131
132
135
141
144
146
152
152
152
153
154
155
159
163
165

( xiv)
PAGE
6.3.9 Sharing of accountability 167
6.4 SYNTHESIS. . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. 171

( xvi)
PAGE
7.5.3 Conduct of teachers 187
(l) Motivation 187
(2) Recommendations 188
7.5.4" Further research 190
(l) Motivation................................. 190
(2) Recommendation............................. 191
7.6 CRITICISM 191
7.7 FINAL REMARK 192
LIST OF SOURCES . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. 193

LIST OF TABLES
TABLE 1
TABLE 2
TABLE 3
( xvii )
Frequency distribution according to gender of the
PAGE
children in Standard 9. 124
Frequency distribution according to the gender of the
parents (guardians) of the Standard 9 pupils. 125
Frequency distribution according to the age of the
parents (guardians) of the Standard 9 pupils. 125
TABLE 4 Frequency distribution according to the home
TABLE 5
TABLE 6
TABLE 7
TABLE 8
TABLE 9
language of the parents (guardians). . . 126
Frequency distribution according to the occupation of
the parents (guardians). . . . . . . . . . . . . . . . . . . . . 127
Frequency distribution according to the educational
level reached by parents (guardians). . . . . . . . . . . . . 128
Frequency distribution according to the total number
of children in the family. . . . . . . . . . . . . . . . . . . . 129
Frequency distribution according to the total number
of school-going children in the family. . . . . . . . . . . . .. 130
Frequency distribution according to the items on the
sharing of responsibilities between parents and
principals as partners in creating a culture of
learning. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. 131

( xviii)
TABLE 10 Frequency distribution according to the items on the
sharing of information between parents and
principals as partners in creating a culture of
PAGE
learning. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. 135
TABLE 11 Frequency distribution according to the items on the
sharing of decision-making between parents and
principals as partners in creating a culture of
learning. 140
TABLE 12 Frequency distribution according to the items on the
sharing of skills between parents and principals as
partners in creating a culture of learning. 143
TABLE 13 Frequency distribution according to the items on the
sharing of accountability between parents and
principals as partners in creating a culture of
learning. 145
TABLE 14 Frequency distribution according to gender of
principals. . . . . . . . . . . . . . . . . . . . . . . . . . . 151
TABLE 15 Frequency distribution according to the age group of
principals. . . . . . . . . . . . . . . . . . . . . . . . . . . . 151
TABLE 16 Frequency distribution according to the professional
qualification of principals. 152

TABLE 17
( XIX)
Frequency distribution according
qualification of principals. . ...
to the academic
TABLE IS Frequency distribution according to the items on the
sharing of responsibilities between parents and
principals as partners in creating a culture of
153
learning. . . 154
TABLE 19 Frequency distribution according to the items on the
TABLE 20
TABLE 21
sharing of information between parents and
principals as partners in creating a culture of
learning. 158
Frequency distribution according to the items on the
sharing of decision-making between parents and
principals in creating a culture of learning. ..
Frequency distribution according to the items on the
sharing of skills between parents and principals as
partners in creating a culture of learning. . .....
TABLE 22 Frequency distribution according to the items on the
sharing of accountability between parents and
principals as partners in creating a culture of
learning. 166
162
164

APPENDIX A
APPENDIXB
APPENDIX C
APPENDIXD
APPENDIXE
APPENDIX F
( xx )
APPENDICES
PAGE
Questionnaire for parents 207
Questionnaire for principals 225
Letter requesting permission from the
Secretary ofthe KwaZulu Department
of Education and Culture 236
Letter granting permission from the
Secretary of the KwaZulu Department
of Education and Culture 237
Letter to parents requesting the
completion of the questionnaire 238
Letter to principals requesting the
completion of the questionnaire 240

( XXI )
SUMMARY
The aim of this study was to pursue an investigation on parents and principals as
partners in creating a culture of learning.
From the literature study it became evident that education in South Africa has
collapsed in many schools. The majority of schools of the former education
departments responsible for Black education are characterised by a high failure
rate, early school dropout, a lack of discipline, low morale and an anti-academic
attitude amongst pupils. To these schools very little has changed since 1994. It
would appear that a "culture of teaching and learning" in these schools does not
exist. The ongoing turmoil in these schools underscores the failure of parents and
principals to work together as partners in assuming responsibility for creating a
culture of learning. Creating a culture of learning involves a collaborative act
between parents and principals. Neither the parent nor the principal alone can
fulfil the task of educating the child adequately. In the interest of the education
of the child, the contact and cooperation between parents and principals should
denote a partnership.
Although the premise exists that parents (child's primary educator) and principals
(child's secondary educator) are indispensable partners for creating a culture of
learning, the situation is far from satisfactory. A huge majority of schools in the
previously disadvantaged African community has failed badly. The causes for the
absence of a learning culture can be attributetl to factors concerning the pupils,
factors concerning the school environment, problems concerning the homes of
pupils and their living environment as well as the lack of parental involvement in
the formal education of their children. Parents and principals as educators have
a vital foie to play in creating a culture of learning. Parents should have no
uncertainties as to their educational responsibilities as primary educators.
Principals are both educational leaders anti managers and their primary task or

( xxii )
responsibility is to ensure that effective teaching and learning takes place at their
schools.
For the purpose of the empirical investigation two separate self-structured
questionnaires for parents and principals were utilised. In addition five postulates
pertaining to a partnership between parents and principals were formulated to give
direction to this study. The questionnaires that were completed by parents and
principals were analyzed and thereafter the data that were obtained was processed
and analyzed. This study has confirmed that a meaningful partnership between the
parents and the principals is lacking in the majority of schools with regard to the
mutual sharing of:
* responsibilities;
* information;
* decision-making;
* skills; and
* accountabil ity.
In conclusion a summary was presented and based on the findings of this study,
the following are some of the recommendations that were made:
* Effective media-based parent education programme on parental involvement
must be instituted.
* The establishment of schools as cOll1ll1unny learning centres must receIve
immediate attention.
* The principal must receive training in and accept respllnsibility for initiating
parental involvement.

( xxiii)
* The Department of Education and Culture must:
o ensure that parents and principals are encouraged and supported to
become partners in creating a culture of learning by providing them with
the necessary guidelines and information;
o make certain that workshops, seminars, lectures and in-service training
programmes are conducted for principals on school management and
parental involvement;
o provide all members servmg on Governing Bodies full training and
support in the responsible exercise of their duties, powers and functions;
and
o actively propagate the importance of nurturing a harmonious partnership
between parents and principals by promoting mutual trust, respect,
loyalty, frankness and understanding for each other.
* The teaching profession and teacher unions must assume responsibility for
creating a culture of learning.
* The principals and inspectors must ensure that effective teaching is taking
place at schools.
* In undertaking their teaching responsibilities, teachers must become highly
professional.
* The principals and teacher unions must take disciplinary actions against those
teachers who violate the code of conduct for teachers.

(xxiv)
OPSOMMING
Hierdie studie was daarop gerig om ondersoek in te stel na die betrokkenheid van
ouers en skoolhoofde as vennote vir die skep van 'n leerkultuur.
Uit die literatuurstudie het dit duidelik geblyk dat onderrig by baie skole in Suid­
Afrika ineengestort het. Die meerderheid van die skole in die voormalige
departemente van onderwys wat verantwoordelik was vir swart onderrig word
gekenmerk deur 'n hoe druipsyfer, vroee skoolverlating, 'n gebrek aan dissipline,
lae moraal en 'n anti-akademiese houding onder skoliere. In hierdie skole het baie
min verander sedert 1994. Dit wil voorkom of "n kultuur van onderrig en leer"
nie in hierdie skole bestaan nie. Die voortslepende ontwrigting in hierdie skole
onderstreep die onvermoe van ouers en skoolhoofde om saam te werk as vennote
vir die aanvaarding van verantwoordelikheid vir die skep van 'n leerkultuur. Die
skep van 'n leerkultuur behels dat ouers en skoolhoofde aktief moet saamwerk.
Nie die ouer Of die skoolhoofkan alleen die taak onderneem om die kind behoorlik
te onderrig nie. In die belang van die kind se opvoeding behoort die kontak en
samewerking tussen ouers en skoolhoofde as 'n vennootskap gesien te word.
Alhoewel die premisse bestaan dat ouers (die kind se primere opvoeder) en
skoolhoofde (die kind se sekondere opvoeder) onvervangbare vennote is vir die
skep van 'n leerkultuur, is die situasie tans onbevredigend. 'n Groot aantal skole
in die voorrnalige agtergeblewe swart gemeenskappe het grootJiks hierin gefaaL
Die oorsake vir die afwesigheid van 'n leerkultuur kan toegeskryf word aan die
probleme wat deur skoliere ondervind word, faktore by die skool, probleme by
ouerhuise en die lewensomstandighede daar, asook die gebrek aan
ouerbetrokkenheid by die formele opvoeding van hulle kinders. Ouers en
skoolhoofde behoort geen onsekerhede te he oor hulle
opvoedingsverantwoordelikhede as primere opvoeders nie. Skoolhoofde is beide
opvoedende leerkragte en bestuurders, en hulle primere taak of

( xxv )
verantwoordelikheid is om te verseker dat doeltreffende leer en onderrig in hulle
skole geskied.
In die empiriese ondersoek is gebruik gemaak van twee aparte selfgestruktureerde
vraelyste vir ouers en skoolhoofde onderskeidelik. Bykomend hiertoe is vyf
postulate geformuleer betreffende 'n vennootskap tussen ouers en skoolhoofde ten
einde die ondersoek te rig. Die vraelyste wat deur die ouers en skoolhoofde
voltooi is, is ontleed. Die ondersoek het bevestig dat die postulate waar is en
derhalwe aanvaar moet word. Die empiriese ondersoek bevestig die bevindinge
van die literatuurstudie, naamlik dat ouers en skoolhoofde nie as vennote in die
skep van 'n leerkultuur funksioneer nie, met spesifieke verwysing na onderlinge
deelname in:
• verantwoordelikhede;
• inligting;
• besluitneming;
• kundigheid; en
• verantwoordbaarheid.
Ten slotte word 'n opsomming van sekere bevindinge wat voortvloei uit hierdie
studie, voorgele. Gebaseer op hierdie bevindinge, word die volgende aanbevelings
gemaak:
• doeltreffende media-gebaseerde opvoedingsprogramme oor ouerbetrokkenhied
moet ingestel word.
• Die Departement van Onderwys en Kultuur moet:
o toesien dat die ouers en skoolhoofde aangemoedig en ondersteun word ten
einde vennote te word vir die skep van 'n leerkultuur deur hulle te voorsien
van die nodige riglyne en inligting;

( xxvi)
o verseker dat werkswinkels, semmare, lesings en indiensopleidings­
programme gehou word vir skoolhoofde oor skoolbestuur en
ouerbetrokkenheid;
o almal wat in Regeringsliggame dien volledig oplei en ondersteun vir die
verantwoordelike uitvoer van hulle pligte, magte en funksies; en
o aktief die belangrikheid van 'n harmonieuse vennootskap tussen ouers en
skoolhoofde propageer deur onderlinge vertroue, respek, lojaliteit,
openhanigheid en begrip vir mekaar te bevorder;
• Die onderwysprofessie en onderwysunies moet verantwoordelikheid aanvaar
vir die skep van 'n leerkultuur.
• Die skoolhoofde en inspekteurs moet toesien dat doeltreffende onderrig
plaasvind by skole.
• In die aanvaarding van hulle verantwoordelikhede as onderwysers, moet
leerkragte hoogs professioneel optree.
• Die skoolhoofde en onderwysunies moet dissiplinere aksies instel teen
onderwysers wat die gedragskode vir onderwysers oortree.

CHAPTER I
ORIENTATION
PAGE
1.1 INTRODUCTION _ _ . . . . . . . . . . . . . . . 1
1.2 ANALYSIS OF THE PROBLEM . _ _ 2
1.3 STATEMENT OF THE PROBLEM _ _ 4
1.4 ELUCIDATIOl': OF COl':CEPTS __ _ 5
1.4.1 Culture of Learning . _ _ _ _ . . . 5
1.4.2 Education .. __ _ _.. _ . _ _.. _ _ . 6
1.4.3 Educative reaching _ _ _ . _ _ . 6
1.4.4 Parems _. _.. _.. _ . _ __ _ . . . 7
1.4.5 Principal __ . __ . _ . _.. _ _ _ __ . _ _ . . . 7
1.4.6 Theory ot Parmership . __ __ .. _ _ . 7
(1) Responsibiliry _ _ . __ .. _ __ . _ _ . __ __ .. 9
(2) Information __ . _ _.. __ .. __ .. 10
(3) Decision-making _.. _.. __ . _.. __ . __ .. _.. . 10
(4) Skills .. __ .. _.. _ _ _.. _.. _.. __ . . . .. 11
(5) Accountability . _.. _.. _ _ _ . _ . . . . . .. 12
1.5 PURPOSE OF THE STUDY _ _ . _ 12
1.6 METHOD OF RESEARCH ... __ ... _ . _ . _.... _.... , 13
1.7 Ft:RTIIER COLRSE OF THE STUDY 13

CHAPTER 1
ORIENTATION
1.1 INTRODUCTION
[ 1 1
Education in South Africa has collapsed in many schools. Instead of improving
in recent years after the democratic elections of 1994, the culture of learning in
many schools has continued to break down. These schools which are characterised
by a high failure rate, early school dropout, a lack of discipline, low morale and
an anti-academic attitude amongst pupils can, inter alia, be regarded as
symptomatic of the collapse in the culture of learning (Smith & Pacheco, 1996: 1;
De Villiers, 1997:76).
According to Kruger (1996:37) creating and restoring a culture of learning
involves a collaborative act between parents and principals. In the interest of the
education of the child, the contact and cooperation between the parent and the
principal should denote a partnership. Neither the parent nor the principal alone
can fulfil the task of educating the child completely (Badenhorst (ed.), 1995: 109).
Oosthuizen (ed.) (1994:142) is of the view that much common ground exists
between the parents and the principals despite the fact that they have differing
tasks and roles. Both are concerned with the education of the child. The parent
is involved with the child as the primary educator and the principal as secondary
educator (Lemmer & Squelch, 1993: lOO). The only effective manner in which
these common educating tasks may be unified, is by considering the parents and
principals to be partners in creating a culture of learning. Van Schalkwyk
(1990:39-40) says that a partnership of this nature is the best way of getting the
parents and the principal to work together on education and to share the
responsibility for creating a culture of learning.

[ 2 1
This study deals with some of the problems encountered by parents and principals
in becoming partners to create a culture of learning and also provides some
possible solutions as to how these problems could be resolved.
1.2 ANALYSIS OF THE PROBLEM
The ongoing turmoil in many schools in South Africa underscores the failure of
parents and principals in assuming responsibility to create a culture of learning
(Alexander, 1993:1). Nearly twenty years after the children of Soweto turned
school playgrounds into battlefields in the ·war against apartheid· , education in the
·new· democratic South Africa is still in tatters. Children have become immersed
in politics and anti-social behaviour for so long that parents face an uphill struggle
to convince them that going to school is politically acceptable, let alone essential
and vital for their progress towards adulthood (Mkondo, 1995: 11).
Conflict in many schools manifests itself physically as confrontations between
students and teachers, students and principals as well as between students and their
parents (Alexander, 1993:2-3; Bissetty, 1997: 1). A major problem facing parents
and principals according to Ngakane & Naidoo (1995:13) and Van Niekerk &
Meier (1995:74-77) is how to get children to attend school and how to make those
children who attend school to gain the full benefit of their education. As South
Africa commits more and more of its resources to the provision of education,
parents and principals have to make sure the conditions for teaching and learning
are in place (De VilIiers, 1997:76). According to Ngakane & Naidoo (1995:13)
and Ramphele (1992:17) a well-equipped school will be of no use if parents and
principals fail in their responsibilities to ensure that the conditions for teaching and
learning are in place.
For too long according to Van Wyk (1996 b:22) education has been seen as the
exclusive domain of the schools, and parental participation has therefore been

[ 3 I
limited. More recently, however, there has been a gradual move away from a
total separation between home and school towards an increasing awareness and
recognition of the central role ofparents as equal partners in the education process
(Squelch & Bray, 1996:212). Education is not solely the responsibility of
principals and teachers. Effective and meaningful education requires the
participation of both principals and parents (Lemmer & Squelch, 1993:96).
Although the premise exists that the parents and the principals are indispensable
partners in the education process to create a culture of learning, the situation is far
from satisfactory. Parental involvement in and acceptance of responsibilities for
their children's education does not exist. The cause for this state of affairs rests
with the parents and principals (Badenhorst (ed.), 1995: I 10).
The parent-principal relationship has a common goal - the education of the child.
Although parents and principals are united by this common purpose, practice has
shown that undefined roles in the respective rights and obl igations of the associates
have led to disharmony in the relationship (Oosthuizen, 1992: 12l). Parent
involvement according to Van Schalkwyk (1994:5) is perceived as a threat by
many principals because they do not know what it entails, how they should
"handle" parents, or how they should exploit this phenomenon to the advantage of
the school and the pupils.
Schools are man-made, secondary designs which were created because parents no
longer felt fully competent to perform their educative tasks (Van Schalkwyk,
1988:265). The relationship between the home and the school is supplementary
education-and not substitutive education. The school can never replace the home,
and the principal is never a substitute for the parents. A principal is never in loco
parentis (in place of the parent) but in fact fulfils his educative task cum parente
(together with parents). That is why it is so important that the principal should be
aware of and show respect for the values and norms that are observed in the home
and in society (Munnik & Swanepoel, 1990:77). Parents on the other hand

[ 4 1
according to Dekker & Lemmer (1993:157-158) cannot and may not delegate to
the school their privilege and responsibility of educating their children. Parents
retain the primary responsibility for the education and personal actualization of
their children. Consequently it is essential that parents should be involved with
the school (Dekker, 1995:9).
Creating a culture of learning involves the creation of accountability. This means
the development of a common purpose or mission among the parents and the
principals, with clear, mutually agreed and understood responsibilities.
(Department of Education, 1995:22).
1.3 STATEMENT OF THE PROBLEM
In essence the problem that will be investigated in this study pertains to parents
and principals as partners in creating a culture of learning. If one has to
understand the core of the problem, answers will have to be found to such
questions as:
*
*
*
*
*
What are the causes for the collapse in the culture of learning?
Who should be held responsible for the child's education?
Are parents and principals accountable to each other for creating a culture
of learning?
How should parents become actively involved in the education of their
children?
Does the principal encourage parental involvement?

*
1.4
[ 5 I
Can the establishment of a partnership between the parents and principals
lead to the creation of a culture of learning?
ELUCIDAnON OF CONCEPTS
In the interest of clarity and understanding, important concepts in this study need
to be elucidated.
1.4.1 Culture of learning
According to Nxumalo (1993:55-69) and Smith & Pacheco (1996:3-5), a culture
of learning refers to the attitude pupils have towards learning and the spirit or
commitment in a school which arises through the joint effect of the personal
characteristics of pupils, factors in the family, school-related factors as well as
societal factors.
"Attitude towards learning" refers to the attitude pupils have towards or interest
they show in a learning task in a school. "Attitude towards learning" can also be
described as "learning climate". "Attitude towards learning" or "learning climate"
also points to the "mood", "aura", "tendency", "feeling" or "atmosphere" with
regard to the learning task in a school. In the light of the above a "culture of
learning" can be described as the learning climate, attitude towards learning or
"aura" in a school which inhibits or facilitates learning.
"Personal characteristics" refer to the intrinsic characteristics of the pupil such
as his attitude and motivation to study and his values that influence learning.
"Factors in the family" and "living environment" refer to factors in the home
environment of the pupil, for example poverty, living conditions, literacy of the
parents and composition of the family. These factors have a direct impact on the
pupil and influence the culture of learning.

[ 6 l
"School-related factors" with regard to influencing a culture of learning include
classroom factors, the influence of the teachers, leadership of the principal,
discipline and school climate.
"Societal factors" refer to the macro factors namely economic, demographic,
socio-cultural, technological and political factors which have a direct or indirect
influence on the community, the family and the pupil. Also included are the roles
of the Department of Education and Teacher Unions like South African
Democratic Teachers' Unions (SADTU) and National Professional Teachers'
Organisation of South Africa (NAPTOSA).
1.4.2 Education
Education is a practice - the educator's (parents and principals) concern in assisting
the child on his way to responsible adulthood. Education may be defined as the
conscious, purposive intervention by an adult (educator) in the life of a non-adult
(child) to lead him to independence (Van Rensburg, Landman & Bodenstein,
1994:366). Education as pedagogic assistance is the positive influencing of a non­
adult by an adult, with the specific purpose of effecting changes of significant
value. Du Toit & Kruger (1994:5) contend that education refers to the help and
support which the child receives from an adult with a view of attaining responsible
adulthood.
1.4.3 Educative teaching
Educative teaching according to Van Schalkwyk (1988:28) and Dreckmeyr
(1989:52) comprises five essential components, namely educand, educator,
educational content, teaching and learning and the aim ofeducation. Educative
teaching is essentially the unfolding/development of a pupil's potential by an
educator (parent, principal or teacher) in order to attain a particular educational
goal, namely guiding the child towards responsible adulthood.

1.4.4 Parents
[ 7 I
Reference is usually made to "the parents" as a collective term. However, not
everyone shares the same understanding of the concept. Some view parents as
"those entitled to educate". Others think of a specific group within the whole (for
example, working parents) or consider the concept serves to differentiate parents
from the "non-parents" in the community (Dekker & Lemmer, 1993:153). The
researcher is of the view that parents are neither an amorphous nor a homogenous
mass. They have only one trait in common, namely that they have children.
Parents come in all sizes, shapes, attitudes, races and ethnic groups, and display
all kinds of skills, attitudes, and interests. This study assumes that "parents"
include the entire parent community of a specific school in a specific environment
with all the diversity which may occur in that parent school community.
1.4.5 Principal
The principal in a school situation means the person who is first in rank. The fact
that the principal is referred to as an educational leader and/or educational
manager automatically implies that he is in charge of a particular kind of an
organisation - a school. It also implies that he offers guidance to teachers and
pupils of his school as well as to the parents and other parties concerned, and that
his guidance is calculated to bring out the best in every facet of teaching and
learning (De Witt, 1993:9).
1.4.6 Theory of Partnership
Van Rensburg, Landman & Bodenstein (1994:554) describe the concept "theory"
as a plan or scheme existing in the mind only but based on principles verifiable by
experiment and observation; a proposed explanation designed to account for any
phenomenon.

[ 8 1
The concept of 'partnership' is gaining ground rapidly in the field of education.
Partner (Latin: pars) can refer to a part or piece of a whole. On the other hand
it also indicates the nature of the relationship between the parts, namely that it is
a confidential, considerate and deeply positive relationship. Partners are
participants in the general activity (which includes tasks and responsibilities
shouldered on behalf of the common good) but they nevertheless remain separate
'parts' with their own interests and goals (Dekker, 1995:39).
'Partnership' is an institutionalised confidential relationship between partners.
Where there is equity (notwithstanding social differences, differing interests or
personal or material inequality), partnership embodies a social principle by means
of which common aims can be achieved. The question of cooperation arises, but
each party's sovereignty in its own field is recognised. There is no question of
fusion; instead limits are set. This very fact makes it possible for a partnership
to brave conflict without falling apart (Dekker & Lemmer, 1993: 157-158).
According to Kruger (1996:25) the principal can no longer perform his educational
task without the full partnership of parents. The parent must be involved in the
actuality ofteaching, that is, the curricular, extra-curricular and management tasks
of the school. Because the parent and the principal are responsible for the same
child, the family and the school forge a partnership. The meaning of this is that
these two social institutions accept responsibility for the child in partnership (Van
Schalkwyk, 1988:265).
Van Rensburg, Landman & Bodenstein (1994:468) maintain that a partnership
involves an agreement of cooperation according to which each partner will accept
specific responsibilities and carry out commitments. When each partner
completely fulfils his obligation, the aim of the partnership has been realised. A
partner therefore has the right to expect that:

*
*
[ 9 I
the other partner will entirely fulfil his obligations and carry out his tasks;
and
all tasks will be fulfilled in a coordinated manner.
Within this partnership between parents and principals, each partner has a
particular obligation, related to the different life tasks and roles which they as
parents and principals are normally expected to fulfil within the community (Van
der Westhuizen (ed.), (1995:430--431). Wolfendale (ed.), (1989:5-6) and Squelch
& Bray (1996:213) define partnership as "a working relationship that is
characterised by a shared sense of purpose, mutual respect and the willingness to
negotiate which implies a sharing of responsibility, information, decision-making,
skills and accountability".
(1) Responsibility
Responsibility implies being answerable to, accountable to, having a charge, a
trust, a duty. In the educational situation the helplessness and limitations of a
child places a heavy responsibility on educators (parents and principals)
(Wolfendale (ed.), 1989:120-121). Educators should talk educatively with the
child to encourage and motivate the child to accept responsibility for his actions.
The educators are initially responsible for the child's behaviour but as he gradually
becomes less and less dependent on them he assumes in his turn, responsibility for
his own actions as an individual (Dekker, 1995:5). The educator should accept
responsibility for the child otherwise his help will be meaningless - the child's
attitude could become negative and instead of accepting help he could reject it.
Responsibility acknowledges the authority of norms and values and the bearing of
the consequences of one's actions. Responsibility involves trust and dependability
(Van den Aardweg & Van den Aardweg, 1988: 199).

(2) Information
[ 10 I
Van der Westhuizen (ed.), (1995:46) describes information as "... knowledge for
the purpose of taking effective action". Information can be defined in terms of its
functionality, namely that it is an entity which reduces uncertainty. When a person
has a need for certainty and security, information (knowledge) provides the
possibility of escape from uncertainty and of an existence with greater significance
and of greater consequence (Kruger, 1996:37).
The complete and optimum development of the child rests with the educative
teaching partnership between the parents and the principals. Regular and effective
two-way communication between the school and the home is needed to bind the
various components of this partnership into a closely-knit unit for the mutual
exchange of information regarding the child. For various reasons the principal's
communication with parents will vary from the scholastic to the behavioural
problems of children (Wolfendale (ed.), 1989:5-6).
(3) Decision-making
Decision-making is a thought process which is carried out consciously to direct the
achievement of goals. It could be regarded as a process of consciously choosing
the most suitable way ofacting to solve or handle a particular problem or situation
once the various alternatives and possibilities have been considered for the
achievement of the desired goals (Mosage & Van der Westhuizen, 1997: 196).
Decisions are made by parents and principals to achieve effective educative
teaching. Purposeful and effective planning is therefore required in effective
decision-making (Van der Westhuizen (ed.), 1995:152). Decision-making
according to Theron & Bothma (1990: 182) is an integral part of planning, "the
process of making a judgement or making one's mind up". The issue here is that
a choice has to be made and when it comes to decision-making in education, the

[ 11 I
persons (parents and principals) making the decisions must at all times consider the
fact that the future of children is at stake. Ill-considered decisions by parents and
principals can cause irreparable damage to the education of children (Van der
Westhuizen (ed.), 1995: 152-158).
It is accepted that human behaviour is always purposeful. For this reason making
decisions is important, especially as decisions should be coordinated to achieve a
particular objective (Theron & Bothma, 1990: 182-183). Information is needed for
accountable decision-making. "How important is it to be informed?" is a question
which may be asked. When it is taken into account that man is a religious being,
it is realised that the ability to make choices, taking responsibility for choices made
are all part of the process of being human. Being human implies the ability to
make decisions. Correct decision-making by parents and principals on educational
issues makes certain demands on them in the sense that they must be responsible,
accountable and well informed (Wolfendale (ed.), 1989:6-7; Van der Westhuizen
(ed.), 1995:75).
(4) Skills
Skills refers to the abilities, knowledge, expertise or technique a person has to do
something well. Van Schalkwyk (1990:40) says that a true partnership between
the parents and the principals calls for a division of labour that enables each
partner to specialise in the skills of the instructional tasks in which he or she is
competent. [n the partnership specialised skills/knowledge of each partner is
employed to serve the interests of the partnership, namely providing the child with
quality education (Kruger, 1996:37).
The parents and the principals function as equal partners. In the field of
pedagogical knowledge the principal may be superior to the parents, whereas the
parents may in their turn have superior knowledge/skills of theology, economics,

I 12 1
farming or some or other trade. The principals and the parents have their own
distinctive knowledge and skills to contribute to each other's understanding of how
best to help children in their education (Wolfendale (ed.), 1989:4). These parties
pool their abilities/skills for the sake of mutually supporting each other in respect
of educative teaching of the same children (Munnik & Swanepoel, 1990:81).
(5) Accountability
Accountability refers to the educator's (parent/principal) duty to give an account
of having executed his task of educating the child in terms of set criteria and
determined standards - in other words, whether the task of educating the child has
been satisfactorily completed (Wolfendale (ed.), 1989:64-66). In spite of the fact
that the parents delegate some oftheir authority and responsibility to the principal,
the parents remain primarily responsible and accountable for the education of their
children. The fact that parents are empowered legally to delegate certain rights
and duties to the principal, renders the principal accountable to the parents and to
the parent community (Prinsloo & Beckmann, 1995:42-43; Munnik & Swanepoel,
1990:81; Van der Westhuizen (ed.), 1995:173). Accountability involves the
development of a common purpose or mission among the parents and the
principals, with clear, mutually agreed and understood responsibilities.
(Department of Education, 1995:22).
The above theory forms the foundation on which this study is based.
1.5 PURPOSE OF THE STUDY
The aims of this study are:
* To pursue a study of relevant literature on parents and principals as
partners in creating a culture of learning.

*
*
1.6
[ 131
To undertake an empirical investigation concerning parents and principals
as partners in creating a culture of learning.
To formulate certain recommendations that may serve as guidelines for the
establishment of an effective partnership between parents and principals in
creating a culture of learning.
METHOD OF RESEARCH
Research with regard to this study will be conducted as follows:
*
*
1.7
A literature study of available, relevant literature.
An empirical survey comprIsIng two separate questionnaires to be
completed by parents with children in standard nine and principals of
secondary schools respectively selected by random sampling.
FURTHER COURSE OF THE STUDY
Chapter 2 will focus on the causes for the collapse in the culture of learning.
Parents and principals as educators will be dealt with in Chapter 3.
Chapter 4 will focus on an accountable partnership between parents and principals
in creating a culture of learning.
Planning of the research will be contained in Chapter 5.
Chapter 6 will involve the presentation of the empirical survey.
A summary together with findings and certain recommendations will receive
attention in Chapter 7.

CHAPTER 2
CAUSES FOR THE BREAKDOWN IN THE CULTURE
OF LEAR.!.'iING AT SCHOOLS
PAGE
2.1 L'iTRODUCTION 14
2.2 PROBLEMS CONCERNING PUPILS . .. 15
2.3 FACTORS CO:\CER"iING THE SCHOOL ENVIRON-
MENT 16
2.4 PROBLEMS CO:\CERNING HO\IES OF PUPILS AND
THEIR LIVI"iG E:\VIRO:\\IENT 20
2.5 LACK OF PARENTAL I:\VOLVEMENT IN FORMAL
EDUCHIO:\ 26
2.5.1 Problems wirh parenrs 26
2.5.2 Problems with the school and the principal 26
2.5.3 Probkms wirh reachers 27
2.5.4 Pracrical problems ............................. 27
2.6 SYI\THESIS................................. 28·

CHAPTER 2
[ 14 I
CAUSES FOR THE BREAKDOWN IN THE CULTURE OF LEARNING AT
SCHOOLS
2.1 INTRODUCTION
With more than sixty percent of the pupils in the former Black Department of
Education having failed at least once during their schooling career or having left
school, indicates that these schools are characterised by an apparent absence of a
learning culture (Van der Vyver (ed.), 1997: 156-158).
The pass rates in the former education departments responsible for Black education
are very disappointing (Smith, 1996:1-2). Approximately 37% of the pupils fail
or leave the system within the first two years of their schooling career. During
the rest of the primary school phase pass rates in excess of 86% are achieved.
Despite this fact only 35 % of pupils who start class I reach standard 6 within the
normal 7 years. The pass rates in the high school phase are consistently in the
region of 84%. except in standard 10 where the rate drops drastically.
Approximately 22 % of standard 6 pupils pass standard 10 successfully within the
normal 5 years. Only 8 out of every 100 class I pupils pass matric within 12
years. The high failure rate at high schools is an indication that primary school
pupils pass easily, but the poor pass rate in standard 10 shows that even at high
school the standard of promotion may be too lenient (De Villiers, 1997:80).
An increasing number of Black pupils are entering the South African school system
each year but they do not progress successfully (De Villiers, 1997:76). This
chapter therefore deals with some of the causes for the collapse in the culture of
learning.

[ 15 1
2.2 PROBLEMS CONCERNING THE PUPILS
According to Booyse, Dednam, Du Toit, Landsberg & Van Wyk (1994:50-60);
Vorster & Van der Spuy (1995:62); Van Niekerk & Meier (1995:73-75); Smith
(1996:6-7); De ViIliers (1997:76-81) and Urbani (1997: 17) the following are the
problems concerning the pupils that have led to the collapse in the culture of
learning:
* Lack ofa proper foundation of knowledge and study habits. They lack,
*
*
*
*
for example, basic numeracy and literacy skills. They lack knowledge of
how to study and how to write exams. Most children are not ready for
school when they enter the first grade. They have therefore built up a
backlog over twelve years. Some of the reasons for this deprived situation
are:
o
o
deprived home environment, e.g.lack of books and intellectual
stimulation; and
automatic promotion in many schools.
A limited language code and a limited ability to express themselves.
Lack of a work ethic in pupils. A culture of doing the minimum to pass
exists among most black pupils. The majority of pupils do not know what
it means to work hard over a prolonged period, partly because they lack a
comparative example of how much study is needed to pass well. Their
study input is fragmented, uncoordinated and uncommitted.
An apparent lack of the ability to concentrate in class exists.
Pupils display a lack of self-discipline to study and to be punctual for
school and for classes.

*
*
*
2.3
[ 16 I
Alcohol and drug abuse is common among pupils.
Cheating is a general practice during school tests and exams.
Irregular attendance and truancy is rife among most pupils.
FACTORS CONCERNING THE SCHOOL ENVIRONMENT
In the year 150 BC a philosopher, Kwantzu, said the following (Van Wyk,
1994:22): "When planning for a year, sow corn; when planning for a decade,
plant a tree, but when planning for life, train and educate people". It is true
that very few occupations have such a lasting effect on the lives of others. The
question teachers and principals need to answer is whether they are going about
it in the best and most effective way (Van Wyk, 1996:6-22). The school has a
special role to play in this country. In spite of this vital role, some teachers and
principals contribute to the collapse in the culture of learning (Wolpe, 1995:6).
According to De Koning (1994:9); Van Wyk (1996:40-41); Wolpe (1995:6); Smith
(1996:8-10); De Villiers (1997:76-81) and Calitz (1998: 14) the following are the
factors concerning the school environment that have led to the erosion in the
culture of learning:
*
*
Lack of authority, discipline and respect among teachers cause a severe
barrier to an effective culture of teaching and learning.
Order and discipline have been undermined by:
o
o
over-actualising freedom and rights and an understatement of
responsibilities and obligations;
marginalisation of the authority of the principal;

*
*
*
*
*
o
o
o
o
[ 17 l
depopulation of families (44% of pupils grow up without a father­
figure at home);
poor example/role models set by teachers and parents;
lack of resources such as textbooks, chairs and desks; and
hesitancy on the side ofprincipals and teachers to discipline pupils.
Lack of proper role models. Teachers and parents do not fulfil this role
as one would expect them to.
Education is boring and meaningless to pupils - they do not see its worth
in a society where 'crime does pay'.
English as the medium of instruction is quite often a third or fourth
language to pupils.
Lack of a comparative nono of what kind of effort is needed to achieve
at school.
Lack of a professional work ethic in a large number of teachers:
o
o
Some teachers lack commitment - many teachers do not take
ownership of their teaching responsibilities.
Some teachers lack punctuality: they arrive late for classes and for
school.

*
*
o
o
o
o
o
[ 18 1
Dodging of classes by teachers. Teachers do not teach during all
given teaching periods.
Unionist attitude of some teachers - they allow politics to enter the
classroom. Unions become a refuge for those who couldn't make
it in class.
Being unprepared for classes and lectures resulting In teachers
reverting to the textbook method.
Misuse of alcohol and abuse of schoolgirls by some male teachers.
Lack of knowledge of their subject.
School guidance and unrealistic career expectations. The need for career
guidance in schools for black children is a serious problem. Very few
schools have any form of career guidance. Pupils have no idea of career
opportunities. They lack knowledge and support of where and how to
apply to tertiary and other institutions. Pupils also need special guidance
about a work ethic and how to study (study methods). Another problem
is the unrealistic expectations of most pupils. Many aspire to top level
occupations for which strict entrance criteria exist. Almost without
exception these pupils hardly manage to pass at school. These pupils are
characterised by a negative self-concept, an aspect that should also be
addressed by means of school guidance.
Classrooms are overcrowded. Many classes have up to 80 pupils. Pupils
must often carry a chair and desk around from class to class if they hope
to sit down at all. Overcrowded classrooms also result in a lack of
individual attention such as:

*
*
*
o
o
o
checking of homework;
[ 19 1
motivating individual pupils; and
helping individual pupils with their school work.
Laxed discipline in many schools. Pupils can do as they please.
Many pupils are not examined properly before standard 10. Some are
promoted on the basis of age, others through intimidation, and still others
on the basis of 'pass one, pass all".
Political factor: The influence of politics as a factor in the culture of
teaching and learning has shifted from a physical, violent and radical to a
more subtle force. The main focus of influential unions such as the South
African Democratic Teachers Union (SADTU) and the Congress of South
African Students (COSAS) is to empower teachers and pupils respectively
to get things done their way. In the process:
o
o
The authority and influence of principals are marginalised. Militant
teachers and unions prevent principals access to the classrooms for
supervision and assessment so as to ensure that certain standards are
maintained. Principals have lost accountability and dare not
confront teachers anymore. No teacher can be brought to book if
he arrives late or leaves early as unions which have site committees
at schools would defend undisciplined teachers to the hilt;
A professional approach to teaching is replaced by a unionist
approach. Teaching is no longer viewed as a calling and a
profession in which teachers commit themselves to the education of
pupils. In a unionist approach teaching is regarded as a job In
which the worker's rights receive first priority; and

o
[ 20 I
Unions such as SADTU and COSAS act as gatekeepers through
which all information and communication, either in or out, must be
channelled. Those who are not members of these organisations
mostly refrain from voicing their opinion for fear of retaliation.
The effect is a monopoly for the unions and a violation of true
democracy.
2.4 PROBLEMS CONCERNING HOMES OF PUPILS AND THEIR
LIVING ENVIRONMENT
Political, economic and social change is taking place in South Africa. The South
African society and its value system is also changing and in certain respects it has
a negative effect on the family. In South Africa, in the previous century, people's
whole lives centred around the family. The extended family and kinship networks
which included strong kinship bonds, adaptability of family roles, strong religious
orientation, emotional support and strong survival and socioeconomic skills were
a uniting force. People lived in close proximity. Previously, family dinners were
places where families gathered to share the day's news and plan for the next day.
Children learnt most of their values in the family situation and strong family ties
existed (Munnik & Swanepoel, 1990:18-22).
Today, modern members of society according to Van Wyk (l996a:27) are
expected to participate in the activities of many different groups. Family members
belong to different organisations, sport clubs and have diverse hobbies. Nowadays
each family member is involved with his or her own interests. Parents have hectic
schedules and the family members rarely find themselves together at the dinner
hour. Mothers used to stay at home and take care of the house and the children.
This is no longer the case today because the majority of married women have
outside jobs. Although this is not an argument for mothers to stay at home,
families need to share some time together. The reason for this is that the family

[ 21 ]
is losing control over the child. There are children who come home to an empty
house and no-one to talk to. He or she faces the temptations of drugs, sex and
alcohol (Oliver, Smith, Le Roux, 1996:51-56).
Where parents are substance abusers, children are victimised by physical abuse;
they may also suffer because of economic deprivation and instability. There is
also a high divorce rate in South Africa, a condition which is harmful to society
in general (Van Wyk, 1994:40). In today's society, schools alone cannot meet all
children's needs. The sheer number of at-risk children, street children, problem
situations, economic disadvantages, unemployment, crime and the scars of
apartheid all combine to form a formidable negative force against sound education.
Perhaps the most under-utilised resource in the schooling of South Africa's
children is the parent (Gelderblom & McKay, 1995:29-33).
According to Tiddy (1987:49) family units "have the potential to be powerful
influences for social change, towards a more equitable and just society." The
parents' example of moral and civic values, and choices are important because
they are the child's most important role models. If children are to become aware
of their own and other people's values, they need practice in recognising and
evaluating these values (Lemin, Potts & Welsford (eds), 1994:2).
It is logical to state that the inadequate family is the antithesis of the stable family
- no love, no internal control, no mutual understanding, interest and respect and
no guidance towards ultimate emancipation from the parent. The inadequate
family is found on all socioeconomic and cultural levels but tends to be more
prevalent among poor, large families (Booyse et al., 1994:60). In such families
according to Vorster & Van der Spuy (1995:62) children speak poorly and have
trouble communicating; the parents are often separated or overwhelmed with
trouble and problems; they live from hand-to-mouth and from day-to-day. They
therefore have little or no time for their children's needs. Instead of close bonds

[ 22 1
between child and the parent there is distance, suspicion and lack of understanding.
The children are left at home to find their own way. They are thus vulnerable to
outside influences. The home offers no discipline or example and only shallow
affection. Discouragement and alienation are the home's dominant themes (Kokot,
Lessing, Prinsloo, Van den Aardweg, Vorster & Oosthuizen, 1988:129).
There is a strong link between school performance and the socioeconomic status
of the community (Unicef 1993a:56): the worse the socioeconomic status of the
particular community the greater the chance that the children of that community
will not realise their true potential owing to negative environmental influences.
Most inhabitants of South Africa have poor economic status. This is reflected in
the fact that the majority do not have houses. They live in overcrowded squatter
huts or other temporary shelters that are unhygienic, dangerous and located far
from the workplace. They are vulnerable and an easy target for criminals and
swindlers (Booyse et al., 1994:49). Unemployment, poverty and crime are rife
in these areas. The basic needs of these families for things such as furniture,
food, water and clothing are not always met. This destructive social impact has
a chain reaction, because in these squatters' communities there are seldom any
schools or the teaching is not up to standard and the teachers are not properly
qualified. Children lapse into "social isolation" and do not come into contact with
other children who represent the mainstream of the community. Living conditions
in the community therefore do not motivate children to learn (Waxman, De Felix,
Anderson & Baptiste, 1992:2).
According to Vorster & Van der Spuy, (1995:62) children from these poor
socioeconomic conditions also lack sufficient mental stimulation in their homes.
Often their parents have had no school training themselves and do not encourage
their children to attend school regularly. These parents use simple, concrete
language which does not serve as the ideal model for youngsters and school-going
children. Children are often left without supervision with no-one to monitor their

[ 23 1
school attendance or homework (Oliver, Smith, Le Roux, 1996:52-53). Very
often their houses are overcrowded and extremely noisy. There is seldom enough
space for school-going children to study in peace and quiet. Books, radios and
television are not readily available for them to learn more about the world around
them. Some children have to work in the afternoons or over weekends to
supplement the family's income. They therefore have limited time for study.
Although they do have many learning experiences, these are not suitable for
academic advancement. On the whole, therefore, their environment does not lend
itself to cognitive stimulation and academic achievement (Kokot et al., 1988: 125­
127).
The style of upbringing used by parents from the lower socioeconomic level of
society does not always contribute to the child's cognitive development. They
have a tendency to act impulsively and emotionally rather than reasoning calmly
with children or explaining why they do not approve of the child's behaviour.
This does not encourage children to think critically or to justify their decisions.
Reglin (1993:5) believes that it would be possible to improve the performance of
the fast growing number of demotivated children from the lower socioeconomic
status level of society if family members cared about and showed an interest in
their children's academic progress and in academic and social events at school
(Booyse et at., 1994:50).
According to Hundeide, (1991:24-25) illiteracy is much higher in rural areas than
in cities. This also appears to be the case in South Africa (Unicef 1993b:26).
Parents who are themselves illiterate do not always see the value of education for
their children, particularly when there are few job opportunities in the
environment. Many children in agricultural areas and on farms attend school
irregularly as a result of tasks that their parents give them, such as looking after
cattle, tilling fields, and fetching water. From an early age, perhaps eight years
old, children work as labourers on farms (Unicef 1993b:26). This means that

[ 24 ]
sometimes during the planting and harvesting seasons they miss school for weeks
at a time. Girls are kept out of school to look after younger siblings while the
mother goes to work. The lack of books, magazines, television and radio
contributes further to the impoverishment of their life-world. In addition, children
of labourers grow up with the idea of also becoming farm labourers or domestics.
The result is that children are not motivated to attend school and therefore show
little advancement when they do attend (Booyse, et aI., 1994:50-51).
Traditionally the father is the figure ofauthority but absence of both parents is also
common. The breakdown of family structures has played a major role in shaping
the lives of children. Children have been left in the care of grandparents, and
have had little contact with their parents, who travel long distances to work and
return late at night. Grandparents often have many children to look after, and do
not offer normal parental input (Van Niekerk, 1988:456-459). Children in these
situations look to their peers for replacement values (often political or criminal
leaders in the townships) at a much younger age than a child brought up in a
normal family environment (Oliver, Smith & Le Roux, 1996:51-53).
In poverty-stricken families parents usually work long hours away from home and
earn a mInImUm wage. Given the demands of their employment, parents are
rarely in a position to pay adequate anenrion to the education of their children.
Often the breadwinner has to feed as many as 15 mouths (Richter, 1989: 12).
Poverty often starts a vicious cycle. Job opportunities for unskilled adults are
scarce. The result is that parents are unable to give their children the opportunity
to obtain an education. The frustration of being deprived of education because of
financial hardship has resulted in the youth turning to sub-and counter-cultural
activities (Wilson & Ramphele 1989: 190-196). A low income usually also means
poor housing. Low-income groups usually have large families, which results in
a lack of privacy, the absence of a learning environment and inadequate sleep:
deprivations that engender tension. Violence forces many families to live in
refugee camps where the social environmem is even more deprived (Van Niekerk
& Meier, 1995:73).

[ 25 I
Ramphele (1992:15-16); Gelderblom & McKay (1995:23-24) and Van Niekerk &
Meier (1995:75) distinguish the following as economic factors that played a role
in the erosion of the culture of learning.
*
*
*
*
Most black people in South Africa are of the opinion that they were
deliberately impoverished by the white regime. This perception led to
intense conflict between parents and children because children felt that their
parents had not done enough to throw off the yoke of the apartheid system.
Having lost respect for their parents because they failed to protect them
against poveny and the consequences of the apartheid dispensation,
children made common cause with militant subcultures that challenged the
machinery of state in various ways.
Unemployment mainly affected those who had been disadvantaged and
denied education, training and other essential resources for successful
economic performance. Those who have been kept out of the cities and the
poorly educated are hardest hit. They are therefore also very angry and
resentful of those who seem to succeed. Conflict between the "haves" and
the "have-nots" is common.
The migrant labour system further eroded morale in the black community.
Black workers were usually housed in migrant labour compounds where
women and children were not admitted. This had a disruptive effect on
family life.
The system of Bantu education introduced in 1953 only produced "hewers
of wood and drawers of water". South Africans with a matric certificate
obtained through black education were met at best by an indifferent job
market, and at worst by a hostile one which sought to keep them in their
place. Job reservation also contributed considerably to unemployment,
which fuelled the cycle of illiteracy and consequent crime and violence.

[ 26 1
2.5 LACK OFPARENTAL INVOLVEMENT IN FORMAL EDUCATION
In 1994 extensive research was conducted on hundreds of teachers in the vicinity
of Pretoria. The following includes some of the findings of this research (Van
Wyk, 1996b:27-28).
2.5.1 Problems with parents
With regard to the involvement of parents in the education of their children,
teachers are of the opinion that:
*
*
*
*
*
*
parents were uninterested in what was happening in school;
parents are negative towards the school and teachers;
parents are mostly uneducated and there is a high rate of illiteracy;
parents are unwilling to accept responsibility for school matters;
parents felt intimidated by the school. its staff members, the organised
student movement and the prevailing political climate; and
parents are unable to play a role in the education of their children because
of a lack of training.
2.5.2 Problems with the school and the principal
Whereas. most teachers placed the blame for the lack of parental involvement on
parents, a significant number of teachers indicated that:

*
*
*
[ 27 I
schools do not make parents feel welcome.
schools do not give parents enough opportunities to become involved in the
education of their children.
school principals do not facilitate parental involvement in their schools.
2.5.3 Problems with teachers
A large percentage of the respondents. some with many years of teaching
experience, indicated that:
*
*
*
teachers have little or no experience of parental involvement.
there is a lack of cooperation and trust between teachers and parents.
teachers have a limited view of the role parents can play in school matters.
2.5.4 Practical problems
Various problems of a more practical nature were also mentioned by teachers.
such as:
*
*
*
Parents work long hours and get home late.
Children often do not stay with their parents. but are in the care of
grandparents. or older brothers and sisters.
There is a lot of poverty in the community, making parents afraid to
become involved in school activities, for fear that they will have to spend
money.

*
*
*
2.6
[ 28 I
Violent situations in some townships make it impossible to attend meetings
which are held at night.
Many parents do not have transport to the school, which makes it difficult
for them to attend school functions.
Single parents often find it difficult to become involved in school activities.
SYNTHESIS
An increasing number of Black pupils are entering the school system each year but
they do not progress successfully. The pass rates in the former education
departments responsible for Black education are very disappointing. It is a matter
of common knowledge that the culture of learning in approximately sixty to
seventy percent of schools in South Africa leaves much to be desired. These
schools are characterised by inter alia, a high failure rate, early school dropout,
a lack of discipline, low morale and an anti-academic attitude amongst pupils. The
elements ofa culture of learning, namely the pupil and his personal characteristics,
factors in the family and living environment, school-related factors and societal
factors work together to create a certain attitude towards learning or learning
climate in a school. The causes for the apparent absence of a learning culture in
many schools can be attributed to factors concerning pupils, factors concerning the
school environment, problems concerning homes of pupils and their living
environment and the lack of parental involvement in formal education. In essence
the causes for the collapse in the culture of learning centre around the home and
the school. Chapter 3 will therefore focus on parents (primary educators) and
principals (secondary educators) as educators of a child.

CHAPTER 3
PARENTS AND PRINCIPALS AS EDUCATORS
PAGE
3.1 INTRODUCTION .. . . . . . . . . . . . . . . . .. 29
3.2 ROLE OF PARENTS AS PRIMARY EDUCATORS _... 29
3.2.1 Parenthood _ . _ _ . __ . _ _ _ 30
3.2.2 Responsible parenthood _ . . . . . . . . . . .. 31
3.2.3 Parenthood embraces changed attitudes . _ _ . . . . . . . . .. 33
3.2.4 Parenthood implies child-rearing _ . .. 34
3.2.5 Challenges of parenthood .. _ . _ _ .. _ . _ __ . . . .. 35
3.2.6 EducatiLlIlal relationships between parenr and child . _. 37
(1) Relationship of trust __ . _ _ _ __ . _ . .. 38
(2) Relationship of understanding _ _ . _ _ _ _ 41
(3) Relatiollship of authority __ _.. _ .. _ . __ . _ . _ . __ . .. 44
3.3 THE ROLE OF THE PRINCIPAL AS A SECONDARY
EDUCATOR .. _.. _.. __ ... _.. _.... __ . . . . . . . . .. 46
3.3.\ The principal as an educational leader . .. _ . . . . . .. 47
3.3.2 The leadership roles or the school principal _ .. __ . ... _ _ _ 51
3.3.3 Essenrial leadership tasks ror effective schools .. _ . . . . . . . . .. 52
3.3.4 Managemellt or the school _ _ _ . . . .. 54
3.4 SYNTHESIS .. _ . __ .... __ . _ . .... ... _.. 60

CHAYfER3
[ 29 1
PARENTS AND PRINCIPALS AS EDUCATORS
3.1 INTRODUCTION
Parents should have no uncertainties as to their educational responsibility as
parents. According to Dekker and Lemmer (1993: 161) parents, as the child's
primary educators, are responsible for adequate education at home which serves
as a basis for school education. Parents should be fully aware ofthe role, purpose
and task, as well as the possibilities and limitations of their activities as regards
the education of their children. The purpose of the child's education is not only
adequate support and guidance towards adulthood, but also optimal realisation of
the child's unique potential (Landman, Bodenstein, Van der Merwe, Smith &
Windell, 1992:22).
The school complements, extends and formalises the life-world of the child's
home, hence of education in the family situation. A school is a secondary human
design which came about because parents no longer felt fully competent to
accomplish their educational tasks (Munnik & Swanepoel, 1990:76-77). The
principal is responsible for a variety of tasks related to the effective functioning
of the school. The prime task and responsibility of the principal remains the
management of all aspects of the school as a complex organisation in such a way
that it can contribute to the actualization of effective teaching and learning by
creating a culture of learning (Kruger, 1996:10).
3.2 ROLE OF PARENTS AS PRIMARY EDUCATORS
The child's welfare (physical, emotional, intellectual, volitional and spiritual) must
be high priorities in his parents' lives. Parents must be fully aware that their child

[ 30 l
has to be guided, protected, and safeguarded in a responsible manner (Du Plooy
& Kilian, 1990: 13). His potential and limitations have to be taken into
consideration on all his niveaux of becoming. Pringle (1987:40) is of the opinion
that the limitations of a child impose a greater responsibility on his parents. They
have to consider the extent to which the child's limitations require special attention
without being detrimental to other children in the family.
Parents assume responsibility for a child's existence from conception until the time
when he gradually becomes less dependent on them and simultaneously he assumes
ever greater responsibility for his own life as an individual, that is, to live his own
life though his parents still accept final responsibility and accountability for what
he says and does (Du Plooy & Kilian, 1990:14).
3.2.1 Parenthood
When a child is born from the biological union of a married couple, guided by the
ethical (love), or when a child is adopted, the traditional family comes into being
(Van Schalkwyk, 1990:147). The complete family consists of parents (father and
mother) and a child or children. Parenthood comes into existence when a child is
born or adopted into a family and the parents accept the responsibility for the
adequate upbringing of the child.
No fixed pattern, formula or method can be prescribed to parents in regard to their
educational responsibilities. However, according to Pringle (1987:159), Du Plooy
and Kilian (1990: 13-17) and Le Roux (ed.), (1993: 110-112) the following can be
considered as skills needed by parents in the responsible guiding of the child
towards optimal self-actualization:
* Parents must clearly show that they accept the task of bringing up a child
with loving support and acceptance. Such parents demonstrate a

*
*
[ 31 1
relationship of warm, emotional closeness to the child and also show
emotional involvement. This allows the child to experience security, trust
and self-esteem.
Responsible parents frequently communicate with the child. Frequent and
efficient communication stimulates the child's intellectual development,
acquisition of language and communication skills and enriches the child's
educational milieu.
Parents are the most important persons in the child's life and have the
greatest influence on the development of a child's self-image. Parents who
give credit for a child's positive qualities, listen to the child actively, show
interest in him and have high expectations of and respect for him, help the
child to develop a positive self-esteem.
3.2.2 Responsible parenthood
The word ·parenthood· is synonymous with the acceptance of responsibility for
the procreation and rearing of one's child. Parenthood is loving obedience to God
and the voluntary acceptance of responsibility towards a being whom God has
brought into the life of man. Parenthood is a task of love in thankfulness for a
. kind deed of God - it is the fulfilment of a task and an answering to a call from
eternity (Urbani, 1982:42-43).
The family situation is one in which parents and children encounter one another.
The parents are the adults who must accompany their children to adulthood.
Parents educate their children so that they can become fully-fledged members of
their society. Parenthood implies specific demands made of parents. The first
demand is that the parents themselves should be proper adults and must be aware
of the requirements of adulthood (Munnik & Swanepoel, 1990:3).

[ 32 J
Pringle (1987:37) describes the family as a typically normative, ethical or loving
community united by mutual ties of solidarity, unity being the hallmark of the
normal family. Members are bound by ties ofblood in the most intimate way and,
in a happy home, there is a feeling of interdependence and intimate solidarity.
The members of the family enjoy one another's company, differ lovingly and live
in harmony because, on the whole, they share the same view of life and the world.
According to Grobler and Moller (1991:134) education in the home is education
in a community in microcosm on account of the:
*
*
*
*
*
intimate unity and solidarity;
sovereignty in its own sphere;
shaped view of life and reality;
distinctive norms; and
distinctive values.
Munnik and Swanepoel (1990:5-7) contend that education is possible because of
the mutual ties of:
*
*
*
*
love (community of love);
blood (blood relationship);
dependence; and
intimate solidarity.
As a result of education members of the family are able to (Grobler & Moller,
1991: 134):
*
*
*
*
enjoy one another's company;
differ lovingly;
Iive in harmony; and
preserve unity among themselves.

[ 33 1
A child is a human being, a person. He is born weak, unable to help himself, but
he has a great deal of potential for maturity. To mature in a specific culture, the
child needs to be educated (Vrey, 1990:11). In its purest and most original form
education is characterized through the mother's intimate involvement with her
child. The mother gives birth to the child and creates security for him by
establishing for him an intimate and safe space at home. Education at home,
according to Griessel, Louw and Swan (1993:8), constitutes the primary educative
milieu (environment). The safe space at home becomes the springboard for the
child in his exploration of reality surrounding him. Because of an intuitive feeling
for the child's need - a need based on the fact that the child knows and
acknowledges his dependence on an adult who calls upon him to realise himself ­
the mother gives herself unconditionally (Vrey, 1990:22-24).
A child needs both parents to provide him with enough self-confidence to lead him
to extend the horizons of his life-world and simultaneously to accept his task as a
co-designer of a world of human coexistence. Practising a particular occupation.
the father leaves the intimate atmosphere of home every day to earn a living in the
outside world, and the child experiences this world as alien and threatening. In
this way the father provides for the livelihood of his family. and to the child he
becomes the trusted symbol constituting a bridge between the known (home) and
the unknown (world of adults). Thus he not only represents the unknown living
·space, but he also provides the child with a glimpse of the future (Kruger (ed.).
1992:56; Griessel. Louw & Swan. 1993:8-9).
3.2.3 Parenthood embraces changed attirudes
Parenthood implies in all circumstances changed attitudes among the members of
the family concerned, and more particularly the parents. Even before the birth of
the baby, the attitude of the mother changes when she experiences it as a reality.
After the baby's birth her attitude changes to one of gratefulness and she welcomes
this unique being as a new member of the family (Vrey, 1990:95-96).

[ 34 1
To the father the baby only becomes a reality when it is physically in the world.
After the birth the father is grateful that everything has gone well and he
experiences an overwhelming feeling of responsibility towards mother and child
(Le Roux: (ed.), 1993:55). When it is a first child the addition of a third person
to the family where initially there were only two persons dependent on each other.
requires a change of attitude. The parents realise that now they are not living for
each other alone, but that they have to and want to live for the baby as well
(Honig (00.), 1990:37-38).
Parenthood implies a whole series of attitudes, actions and inclinations that have
to be acquired (Phoenix, Woollett & L1oyd, 1991:88). The arrival of a child
brings about a change in the everyday family routine and family budget.
3.2.4 Parenthood implies child-rearing
The family is regarded as the primary environment for rearing the child (Kruger
(ed.), 1992:54). The parent who follows the Calvinistic Christian philosophy, for
example, will accept child-rearing as a transaction between two or more persons ­
on the one hand the educator and on the other. the educand. Conscious of his
vocation, the educator (parent) concentrates on the educand (child) in order to
equip, mould, lead him to and convince him of meaningful, conscious, voluntary
-and responsible acceptance of his task in life. The educand on the other hand is
a minor who requires assistance, advice, guidance and moulding from the adult to
enable him to fulfil his vocation as a responsible person (i.e. to love his God with
all his heart, soul and mind and all his strength and to love his neighbour as
himself (Grobler & M611er, 1991:134-135).
Child-rearing in its true form must therefore answer to specific norms. The
parents' task in rearing his child includes the following (Urbani, 1982:44; Munnik
& Swanepoel, 1990:5-7):

*
*
*
*
*
*
*
*
*
*
to win the child's confidence;
to show faith in his child;
to show that he accepts his child;
[ 35 I
to show an interest in his child, that he cares for him and is sympathetic
towards him;
to make his child feel safe and secure;
to build up a stable, effective relationship with his child;
to support his child in his educational need;
to show an understanding of his child;
to exercise authority over his child (set requirements and limits); and
to set norms and values for his child.
3.2.5 Challenges of parenthood
Parents remain the primary influence on the child's cognitive, conative, social,
affective, aesthetic, moral, religious and physical development towards realization
of the goal of becoming, which is adulthood (Van den Aardweg & Van den
Aardweg, 1988:60). The paramount challenge of parenthood is to adequately
provide for the needs of the child. The child's need for love, acceptance, security,
belonging, confidence, discipline, new experiences, praise and recognition and
responsibility have to be met by parents to ensure optimal becoming (Pringle,
1987:148-151).

[ 36 1
Cicirelli (1992:54-58) maintains that in modern society parenthood becomes more
challenging because of the following reasons:
*
*
*
*
Parents are required to master attitudes and techniques that differ
considerably from the ones they learned from their parents.
Today parents rear their children in a pluralist society, characterised by
diverse and conflicting values. Often alien values which they have to
observe and conduct their lives accordingly in order to guide the child
effectively.
Parents have to compete with several other factors that may influence the
child, for example the school, church, peers, television, movies and books.
Experts in child-rearing (education) disagree among themselves which
aggravates the confusion of parents.
From the first moments of the child's existence in the world, he announces that he
is someone who will take part in the life-world, a participation which continues to
the end of his life. Because of the child's openness and directedness to the world,
from the beginning he is actively busy actualising his given possibilities and this
-means that he is busy changing. This becoming involves a progressive and
continuous movement in the direction of the life-world of the adult (Griessel,
Louw & Swart, 1993:4-5). Becoming, as the necessary change which must arise
in the child's life, is directed to becoming a proper adult. This means that a child
must and should become different. Because the child is a human being, he is
someone who himself will become (change). As given possibilities, the structure
of his psychic life disposes the child to become grown up. Because of this, the
child is able to take an active part in his becoming. It is also an irrefutable fact
that a child, because of his essential nature, needs the help and support of an adult.

[ 37 1
Without upbringing the child cannot become a proper grown-up. The child's
becoming an adult implies the necessity for education (PiIlay, 1995: 17-18).
3.2.6 Educational relationships between parent and child
The relationship between parent and child is unique in the sense that it is based on
parental love and care, acceptance, trust, understanding and most important, ties
ofblood. Van den Aardweg & Van den Aardweg (1988: 193) say the bond formed
in the parent-child relationship is both cognitive and affective. Parent and child
get to know each other and the nature of the relationship is affective in quality ­
love, care, trust, respect, acceptance, security, rejection, concern and interest.
The relationship is also cognitive in quality concerning perception, memory,
differentiation, understanding and knowledge.
The parent-child relationship affects physical growth, personality and intellectual
development of the child (Prinsloo & Beckmann, 1995:50). The way the child
develops a sense of competence and self-worth is related to the way in which he
or she is treated and evaluated in the family. To the child the knowledge of love
and being loved is vital. This means that a healthy parent-child relationship is
found in love (Gouws & Kruger, 1994: 12). Parents as primary educators display
their love for their child by making it constantly recognisable as acceptance,
affection, rapport and self-sacrifice. For the child love is the purest and most
selfless expression of humaneness. Baldwin (1988:3) says that children who do
not receive love and respect from parents experience the world as harsh and
unforgiving, with the result that they display resentment against anything and
everything from an early age. Vrey (1990: 174) states that children who can rely
on parental love feel freer to take risks, to explore, find themselves, toy out their
abilities, develop decision-making powers and openly compare alternatives. They
feel free to make the inevitable mistakes without fearing that these will mean total
rejection by their parents. A child who does not receive love and good care from

[ 38 1
parents is not likely to have the necessary respect for them and may well extend
this perception of adults to all other people of authority in his life, including his
teachers and school itself (Mwamwenda, 1995:312).
The education relationship can be defined as a relationship between the educator
and one or more educands formed with the specific aim of educating the child or
children (Nel & Urbani, 1990:11). The pedagogic situation develops within this
relationship. The quality of the relationship has a direct influence on the success
or otherwise of the education act. Conversely, the quality of the relationship is
also influenced by the success or failure of the educational act (Van Niekerk,
1987:9).
In the pedagogic situation, according to Landman (Du Plooy & Kilian, 1990:66),
the educator (parent) and the educand (child) are related in a special way. They
become involved in education relationships, which are:
*
*
*
Pedagogic relationship of trust.
Pedagogic relationship of understanding.
Pedagogic relationship of authority.
These pedagogic relationship structures are fundamental-pedagogic structures. if
they are not realised, no genuine education (pedagogic) situation will be realised,
and education cannot be fully actualised.
(1) Relationship of Trust
To become an adult, a child must learn to explore his life-world and come to know
it. If the child does not feel secure, he will be reluctant to venture into the
unknown and his learning will cease to progress adequately. This confidence and
security are experienced by the child when the adult accepts the child as he is, and

[ 39 1
the child trusts and accepts the adult as a guide to and an image of his own future.
This resulting sense of confidence and security promotes the child's readiness and
willingness to explore and to learn (Du Toit & Kruger, 1994:11).
From the above, it is evident that the relationship of trust is significantly
pathic/affective in nature. It is primarily within this relationship that the trusted
adult accompanies the trusting child and provides emotional support. The qual ity
of the relationship of trust, or affective guidance, is directly related to the quality
of the child's learning (Sonnekus, 1985:51; Vrey, 1990:24).
Whatever the educator and the educand accomplish during their pedagogic
encounter, there is a specific goal, namely that the events are aimed towards a
future about which the educand is still uncertain. He searches for certainty. His
human form of existence is a venturing out to the future. Because this is
inevitable, he has to depend on the support of the adult to do so. Since his future
actually represents a grater existential venturing than in the present, he needs
someone he can trust, in this way he will gain a foothold or 'anchorage' in life,
today, tomorrow and in the days to follow. He wants to be certain that life (with
his educator) is meaningful, and that his participation in life and in reality is not
without significance. He hankers after safety and security and once he has
acquired this, he experiences emotional security (Du Plooy, Griessel &
Oberholzer, 1992:95).
A trusting sphere in which the child and the educator (parent) accept each other
as persons who are bearers of human dignity is necessary to constitute the
education relationship. In accepting the child, the adult must accept the child as
he is, but also as he wants to be, must be and should be. The mutual involvement
of the educator and the child is indicated in the adult's accosting of the child as a
"child". In calling out the name "child" the adult concurs that he accepts the
existence of an ontic bond between himself and the child. This ontic bond is a

[ 40 1
pre-condition for the constitution of a co-existential world as life-world in which
the child can trust the adult as someone who welcomes him on the grounds of his
indisputable human dignity (Van Rensburg, Landman & Bodenstein, 1994:511).
According to Kruger (ed.) (1992:54) the child should not be viewed in an
unsympathetic manner. He should be lovingly accepted by the adult as a fellow
human being. Since one is concerned here with the mutual involvement of adult
and child, it is also of great importance for the child to trust the adult. The child's
trust in the adult is shown by his willingness to accept and realise the norms
himself that are exemplified through the adult's life. The relationship of trust as
a pre-condition for education implies active and meaningful involvement of adult
and child. In actually calling to the child, the adult exhibits his trust in the child.
In other words, the adult shows his trust in the child to lead a life which is worthy
ofbeing human. In his being together with the child in trust, the adult is presently
related to the child in the pedagogic situation on account of his faith in the child's
potential to become that which he ought to be through increasing humanisation.
The key to the understanding of trust is faith. One can only trust a person if one
has complete faith in him. Faith always configures within a relationship. Faith
is lasting, firm and consistent. To the one who has faith it encompasses the
sensible, the valuable and the truth. It is dynamic and is a fulfilment of the
demands emanating from what the person who has faith views as the"good order".
It ensures security, consistency and safety to the person who trusts. Pedagogic
trust manifests numerous dimensions. The educator must have faith that the child
is educable within the society. He must also have trust in the social order within
which he educates. If his faith in any of the two (spheres) is inconsistent or
fluctuates, then the pedagogic situation will be weakened, especially because the
child's faith in the educator (parent) depends on the educator's trustworthiness
(Griessel, Louw & Swan, 1993:53-54).

[ 41 I
A child has expectations of "his world" which, although still very much founded
in the present situation, are also to a great extent future directed. A well-educated
child has a diffused, still naive but explicit faith in his educator. His
orientatedness is equally undifferentiated and unrefined. As the child grows older
and his psychic life develops within the pedagogic situation, his orientatedness
becomes more differentiated and refined (Nel & Urbani, 1990:76). There is
enough evidence to prove that the psychic life of a pedagogically neglected child
(abused child) develops inadequately and that his orientatedness remains relatively
undifferentiated and unrefined (Van Niekerk, 1987: I I). The crucial point of the
problem is the under-development of the feelings which are not only weakened,
but are mainly directed at satisfaction on the sensory level.
(2) Relationship of understanding
The child desires to be someone and also needs to and wants to know and
understand. In order to adequately actualise this cognitive directedness
(intentionality), the child relies on the accompaniment or guidance ofa trustworthy
as well as an understanding adult. This accompaniment of the child by the adult
towards increasing knowledge and understanding requires that the educator
generally understands not only the nature of children and the role of education in
their becoming, but also the uniqueness and particularity of this child in his
actuality and potentiality. This understanding should also reflect a respect for the
dignity of the individual child (Grobler & Moller, 1991:42-43). The child's
acceptance of such accompaniment emanates from his belief and trust in the adult
as someone who offers advice and knowledge worth following. This implies that
the child regards the adult as someone who understands him well and is always
ready to be there for his benefit. Because the child wants to be grown up, he has
a perceptive understanding that he is directed towards adulthood. In this way the
child's willingness is impelled to explore and learn to understand the life-world as
learning content (Nel, 1988:57-58).

[ 43 1
responsible decisions befitting the norms of adulthood. His action is essentially
the design of a significant world as 'home' for him (Du Plooy, Griessel &
Oberholzer, 1992:98-1(0).
To begin with, the child does not understand himself, because the horizons of the
situation in which he finds himself are still diffused. It is for this reason that the
adult must continuously explicate the as yet unknown reality to the adult-in-the
making. However, in explaining reality to the child, the adult should
simultaneously call on the child to participate, to enable the child himself to start
giving personal meaning to reality in order to get to know himself. The child on
his own cannot get to know himself or life reality without the expert guidance of
the educator who helps to show him the way. Reality will then become known and
comprehensible to the child. In this way the child gets to know his own reality
situatedness (Landman et aI., 1992:58-59).
According to Van Rensburg, Landman & Bodenstein (1994:511) it is imperative
for the child to give meaning to reality and his own reality-related position.
Meaning-giving is very important for knowing reality as life reality. and must be
done willingly by every human being (child). By constituting meaning through
giving meaning the child in fact realises himself. In verbalizing reality the child
verbalizes himself, and by so doing the child gets to know himself and reality.
But because reality to the child is at first concealed reality, the educator has to
illuminate concealed reality so that the child can get to know it. The child must
also start giving meaning to illuminate reality and himself. It is the adult's duty.
knowing his life-world, to explain very lucidly to the child that it is crucial to his
becoming an adult to personally know reality and his related position to reality
(Kilian & Viljoen, 1990:165; Grobler & Moller, 1991:42-43).

(3) Relationship of authority
[ 44 I
Pedagogic authority cannot be imposed on children, but can be acquired or
developed through interaction between the educator and the child in a spirit of
mutual trust, respect and understanding. The educator, as a symbol of authority,
has to display certain qualities in his inter-personal relationships or contact with
the child in order to get him to accept and respect his authority (Grobler & M611er,
1991:35-36; Van Rensburg, Landman and Bodenstein, 1994:511).
According to Nel and Urbani (1990: 15) pedagogic authority differs from all other
forms of authority because it has roots in love. Pedagogical love, according to
Vrey (1990:94), is the most important attribute of the parent-child relationship.
Yet later in the course of the child's becoming, this pedagogical love IS
increasingly significant in the adult/educator-educand relationship when it
underpins the relationship of pedagogic authority. The components of this
pedagogical love are knowledge, care, respect, responsibility and trust (Griessel,
Louw & Swart, 1993:137-138).
An educator (parent or teacher) can only be entrusted with pedagogic authority if
he displays love for the child, concern for his well-being and a genuine interest in
his progress. Pedagogic love implies an affective disposition that indicates a
feeling of mutual attraction, affection and closeness and sacrifice between the adult
(parent) and the child. But before pedagogic authority can succeed, there must be
mutual understanding between the adult and the child. If the parent or adult does
not know the child well enough to impart the norms and values inherent in the
societal code of conduct, then the progress of pedagogic authority may flounder.
Their bond of mutual acceptance may be weak. Through respect the adult and the
child will accept each other just as they are - as a unique person each in their own
right. The child has to perceive the adult's demeanour as reliable, consistent and
trustworthy before he can submit himself to the educator's guidance, and attach

[ 45 1
appropriate meanings to what is wrong and what is right (Du Plooy, Griessel &
Oberholzer, 1992:102-103; Kruger (ed.), 1992:55).
In the course of the child's becoming and learning there are many areas of
emotional development that may be affected. Du Toit and Kruger (1994:90)
observe that although discipline is essential, it is unnecessary to exercise rigidity
and excessive strictness in the name of authority. A child who is intentionalised
towards success in attaining the accepted standard ofadulthood, may rebel against
too much authority and regard it as suppressive of his personality or actualization
of his possibilities if there is no pedagogic love displayed. According to Nel and
Urbani (1990: 16), parents may teach children verbally to be non-violent but can
at the same time demonstrate the exact opposite by the instrumental violence of
physical (corporal) punishment as an authoritative figure. Physical punishment is
often accompanied by verbal communication which justifies the parents' behaviour
and along with it violence or the germ of violence. The best predator of future
violence has a history of past violent behaviour. Without the child being thwarted
in his journey of exploration towards his future, he should through pedagogical
love learn from an early age to obey rules and show deference to authority. When
strict discipline by parents is accompanied by emotional rejection and an
atmosphere of animosity, the dividing line between discipline and violence may
indeed be blurred (Vrey, 1990:94; Nel & Urbani, 1990:16-17; Du Toit & Kruger,
1994:61-62).
Initially, most of the life-world is concealed from or is unknown to the child. The
educator should gradually present aspects of the life-world which have been
reduced to their essential core, such that the child can grasp and learn to know the
content. It is also obvious to the educator that within the particular community
into which a child is being brought up, there are important and unimportant aspects
of the life-world as well as hierarchies of acceptable and unacceptable meanings
and behaviours. In this way the question of the responsible giving and receiving
of meaning becomes evident (Van Rensburg, Landman & Bodenstein, 1994:511).

[ 46 1
This means that the giving and experiencing of meaning are always matters of
norms and values. Since the adult already understands and lives these norms and
values, he has something to ·show and tell" the child regarding them. But this
showing and telling must take place within a dialogue between the adult and the
child and not a monologue directed at the child by the adult. If the pedagogic
relationship structures of trust and understanding have been adequately actualised,
the adult can appeal to the child to listen to and respond to the authority of these
norms and values. At the same time the child, because of his helplessness, IS
appealing to the adult for normative guidance (Kruger (ed.), 1992:55).
The source of pedagogic authority according to Van Rensburg, Landman &
Bodenstein (1994:511) is not invested in the adult as such, but in his observance
of the norms and values to which the adult is committed. These norms and values
are exemplified to the child by the adult's word and deed in a trusting and
understanding way. In this manner within the relationship of authority, the child
experiences ·sympathetic and authoritative guidance·. The establishment of
authority as one of the major aspects of all education and every education action
is so paramount that Du Plooy, Griessel and Oberholzer (1992: 107) believe that,
if authority and unsympathetic, yet authoritative guidance are lacking, adulthood
can never be attained. This would clearly indicate that the relationship of knowing
and the relationship of trust are pre-eonditions for the existence of the relationship
of authority (Kilian & Viljoen, 1990:171; Griessel, Louw & Swart, 1993:138­
140).
3.3 THE ROLE OF THE PRINCIPAL AS A SECONDARY EDUCATOR
According to Marx (1981:57) all persons occupying supervisory posts are engaged
in managerial activities regardless of either the hierarchic levels at which such
persons are employed or of the nature and scale of the tasks assigned to them.

[ 47 1
Every person in the teaching profession who is charged with duties involving
organisation and decision-making, leadership and policy formulation is in fact
engaged in management, which entails the initiation and maintenance of dynamic
interaction that could lead to more effective education and teaching (De Witt,
1993:8).
The principal is dependent on teachers to help him pursue his vocation and
management is necessary and present wherever someone is in control of people's
activities and wants to direct those activities by offering guidance towards the
attainment ofcollective goals. Seen in this light, according to Van der Westhuizen
(ed.), (1995:46), management includes the thought and action applied by
supervisors towards dealing with problems and professional stress, towards finding
solutions and making decisions.
The principal's function is not exclusively confined to educational management,
however. Since he is the leader in a school, management is only one of his many
tasks, and it would therefore be a mistake for him to act the part of an educational
manager plain and simple. Constant vigilance is required to guard against
overemphasis of school management at the cost of all other leadership activities
(Van Schalkwyk, 1994: 14).
3.3.1 The Principal as an educational leader
The fact that a person is referred to as an educational leader automatically implies
that he is in charge of a particular kind of organisation - a school. It also implies
that he offers guidance to the teaching staff and the pupils of his school as well as
to the parents and other parties concerned, and that his guidance is calculated to
bring out the best in every facet of education and teaching (De Will, 1993:9).

[ 48 ]
"As the principal, so the school" an axiom as old as schooling itself, simply means
that nobody has a greater influence on every facet of school life than the
educational leader (Pretorius, 1994:83-84). His perception of education and
teaching is exemplified in all facets of his school's life, and his personality not
only influences the job satisfaction of all his staff members, but with the passage
of years becomes a cardinal factor that guides the morale and quality of the school
as an educational institution in a particular direction. An incompetent teacher can
do considerable damage at a school, but this is far surpassed by the influence of
an incompetent educational leader, who not only disrupts the school's
administration and organisation to the core, but can derail the entire educational
potential of the school in short order (Shah, 1994: 18-19).
The educational leader is not only the pivot on which the whole administration and
organisation of the school turns, but as a key figure he is held responsible for the
quality of the teaching offered to the children of a whole community. He is the
manager of a school and the organiser of all its multifarious activities (Oosthuizen
(ed.), 1994:138-139). At the same time he also serves as the educational
representative on committees and boards offering representation to other social
institutions. In society at large he is also the embodiment of the principles the
school stands for. In brief, he directs everything that happens in the school (De
Witt, 1993:9).
A study of the literature on leadership by Alan and Paisey (1987: 10-20), Lemmer
& Squelch (1994: 10-13) and Kruger (I995a:6-8) reveals unmistakably that the
following qualities are universally required for leaders (including educational
leaders to be effective):
* A leader must set a high premIUm un the value of good human
relationships for an organisation.

*
*
*
*
He must be prepared to serve.
A leader gives instructions.
[ 49 1
He earns the approbation of his subordinates.
He must put the satisfaction of his subordinates' spiritual and physical
needs first.
Grobler (1993:15) contends that leadership is concerned with:
*
*
*
*
the ability to orchestrate and cope with change,
the ability to create a vision for the future,
the insight and understanding with which this vision is communicated to
followers, and
the ability to motivate and inspire followers towards the achievement ofthis
vision despite the presence of obstacles.
KeY characteristics of effective leaders, according to Theron & Bothma, (1990:69)
and Van der Westhuizen (ed.) (1995:192-193) are the following:
*
*
*
*
*
*
self-confidence;
determination;
high energy level;
flexibility;
high level of motivation;
a keen sense of responsibility;

*
*
*
*
*
*
honesty and trustworthiness;
consistency;
objectivity;
patience;
[ 50 I
ability to make difficult decisions; and
respect for others.
According to Kruger (I995b:6-7), a leader is a visionary that energises others.
In this definition there are two key dimensions:
*
*
creating a vision of the future, and
inspiring people to make the vision a reality.
Principals and other school managers with a vision (the first key dimension)of a
better school must also have the knowledge, understanding and skills to inspire
their staff members, followers and clients to make that vision a reality. A few of
those skills are the following, what Kruger (1995b:2-7) calls the ten
commandments of leadership.
*
*
*
*
*
Treat everyone with respect.
Set the example for others to follow.
Be an active coach.
Maintain the highest standards of honesty and integrity.
Insist on excellence and hold your people accountable.
Build group cohesiveness and pride.

*
*
*
*
Show confidence in your people.
[ 51 1
Maintain a strong sense of urgency.
Be available and visible to your staff.
Develop yourself to your highest potential.
3.3.2 The Leadership Roles of the School Principal
The purpose of effective school leadership is essentially to make schools more
effective and successful in order to improve the quality of learning for pupils. The
principal is the most important leader in the school but is not the only person who
is responsible for school improvement. The principal should be supported by an
efficient team of staff and the parent community. Nowadays the principal's roles
are more varied and complex. They even include non-traditional roles such as
public relations and marketing. Some of the important roles according to Lemmer
& Squelch (1994:11-12), Oosthuizen (ed.) (1994:143) and Van der Westhuizen
(ed.) (1995: 193) are:
*Educator. First and foremost the principal should be a good teacher so that he
or she understands the educational needs of the child, and is able to develop and
manage a sound instructional programme. The principal should also be in a
position to advise his or her staff on all educational matters relating to pupils.
*Manager. A principal has to be a good manager. This implies an ability to
plan, organise, supervise and motivate people. Principals also need to be financial
managers because they are becoming increasingly responsible for the financial
control of the school.

[ 52 I
*Communicator. Good communication skills are essential for effective school
practice. Principals spend the largest part of their time communicating in many
different ways with staff, pupils, education departments, parents and the broader
community.
*Evaluator. The principal needs skills for evaluating and monitoring general
school processes. He has to do staff appraisals and monitor pupil performance on
a regular basis.
*Counsellor. A principal is expected to be able to counsel staff, pupils and
parents on a variety of matters. This involves recognising and understanding
needs and problems, listening, giving advice, making recommendations and solving
problems.
*Public relations officer Public relations and marketing are becoming important
features in a principal's job. Principals have to be able to communicate the
school's policy and educational aims to the community as a whole. With
competition among schools on the increase, principals have to be able to actively
market their schools.
3.3.3 Essential Leadership Tasks for Effective Schools
Principals are required to fulfil a number of leadership tasks. Research on
effective schools has produced numerous types of leadership behaviour leading to
the attainment of high academic achievements. Some of the most important tasks
that have been identified include the following (Theron & Bothma, 1990:85-91;
Blairs, 1992:30; Lemmer & Squelch, 1994:13-14):
*Emphasis on achievement An important feature of an effective school is the
attainment of high academic achievements. The principal who is ultimately

[ 53 1
responsible for the management and coordination of the instructional programme,
should set high standards. All students should be expected to attain established
mastery levels and all teachers should be expected to ensure that their students
reach the required levels.
*Building a positive learning climate Establishing a positive learning culture and
environment is also essential for a successful school. This, however, depends
largely on the attitudes of teachers, parents and pupils towards learning, and
education in general. When education is valued and its importance recognised, the
chance of creating a positive learning culture increases.
*Ensuring safety and order in the school An orderly environment is essential
for meaningful learning. The school should be free from disruption, chaos and
danger. This also implies effective school discipline.
*Monitoring students' progress continuously The frequent monitoring and
evaluation of students' progress and their performance in general and as
individuals, can contribute to achieving good results. The information obtained
can be used to help students to improve their performance, to provide essential
information to teachers, and to address areas in need of improvement.
*CoUegiality Another important leadership task is to develop positive staff
attitudes and collegiality. This involves motivating and supporting staff, involving
them in decision-making, promoting teamwork, instilling trust and confidence and
showing appreciation for their work.
The leadership tasks that have been described above are essential components of
an effective school. However, it may be easy to identify and list leadership tasks
but it is a different matter to fulfil them in practice.

3.3.4 Management of the School
[ 54 1
The school is essentially an organisation that exists within the education system
with the educative teaching as its primary goal. The structural elements that give
a school its unique nature and character can be summarised as follows according
to Kruger (1996:5-6) and Van Schalkwyk (1988:113-118):
*
*
*
*
*
*
*
The school is a unique, independent, public social institution with its own
unique task and domain, namely, the planned, organised unfolding of the
student and subject matter.
The school involves learners (pupils) whose nature and characteristics
determine its limits and possibilities.
The school involves professional educators who are equipped with
philosophies of life, expertise and professional knowledge.
The teaching task (developmental task) of the school is executed usmg
selected and systemised subject matter.
The purpose of the school is to meet the teaching, educational and learning
needs of a specific group of people.
The school is effectively supported by professional supporting services for
teachers and educators as well as community structures that have an interest
in education.
A school is an institution that is managed, and universal management
functions are tailored to suit the nature and objective of each particular type
of school.

[ 55 1
From these structural characteristics of the school it would appear that its nature,
being, function and purpose are largely determined by the nature of its pupils.
Within these structural confines, the school must provide its pupils with a life­
world environment where they feel secure enough to master new and unfamiliar
subject content (Kruger, 1995b:24). According to Kruger (l995a:6), to
accomplish this, the school must meet certain essential requirements, including the
following:
*
*
*
*
The school must focus on the nature of the child.
It must create a habitable and safe life-world for the child.
It should be so equipped and managed that the child can be guided to full
self-actualization.
It should create a didactic-pedagogic situation within which effective
education and learning are possible.
Theron (1992:4) gives the following useful definition of an organisation:
•An organisation is the framework within which human activities are
directed and coordinated and a formal authority structure is established by
grouping them in sections and subsections in an orderly arrangement. •
Therefore, an organisation refers to a formal structure with two identifiable
dimensions, firstly, a human dimension that refers to the interpersonal relations
within the organisation, and secondly, a task dimension refers to the task-related
activities of the people focusing on a common goal (Basson, Van der Westhuizen
& Niemann, 1991:613).

[ 56 I
From this short overview ofthe structural characteristics ofa school and the nature
ofan organisation, it would appear that the school is an organisation within which
people are grouped together in an orderly, hierarchical authority (Theron 1992:5;
Badenhorst (ed.), 1993:7-8).
A school is a complex organisation characterised by uncertainty as a result of the
ambivalent nature and outcome of its task (Van Schalkwyk, 1994: 14).
Uncertainty, instability, uniqueness, conflict of values and the lack of a single
technology or teaching method are characteristic of the Context of the organisation
within which principals function - nor will these characteristics simply disappear
or necessarily be reduced as a result of good management (Van der Westhuizen
(ed.), 1995:1-2; Badenhorst 1993:1-3). Principals (educational managers) should
always be aware of these Characteristics and so equip and manage the school that
teaching and learning can take place effectively. Therefore, principals should note
the different ways in which the school can be thought of as an organisation - and
be capable of understanding and interpreting the different realisations of this
organisation in order to carry out their task effectively (Owens & Shakeshaft.
1992:11). Bush (1989:3) expresses it succinctly as follows: "There is no single
all-embracing theory of educational management. Rather several different
perspectives compete to explain events and behaviour in schools."
Pri'ncipals manage the school as an enterprise for the realisation of the functional
task of the school, teaching and learning (Kruger, 1995a:7). In order to manage
the school as an organisation, principals should execute certain management
functions such as planning, policy-making, organising, leadership, controlling,
decision-making, motivation and communication within certain areas of
management. School management can therefore be regarded as all the
management activities or management tasks ofprincipals, in conjunction with their
management teams, within particular areas of management, with the intention of
facilitating effective teaching and learning by creating a culture of learning

[ 57 1
(Badenhorst, Botha, Lion-Cachet & Van der Linde, 1994a:4-6; Van Wyk,
1994:3-4; Shah, 1994: 18).
Task analyses of the principal's work have highlighted the following management
areas (Van der Westhuizen (ed.), 1995:47-49; Purkey & Smith, 1983:443-444):
*
*
*
*
*
*
*
*
personnel issues;
teaching and learning issues (programme management);
pupil concerns;
physical facilities;
routine school administration;
financial affairs;
school-community relations (school marketing. parent involvement); and
classroom management.
Beare, Caldwell & Millikan (1989:83-89) describe the school as a
multidimensional organisation, since the principal's management functions can be
divided into different areas, and add that the application of management functions
might differ within these different areas. Kruger. (l995a:8) identify the following
four management dimensions or domains that will incorporate the different
management areas and in which management functions and approaches will be
differently applied:

*
*
*
*
[ 58 I
The operational dimension: this includes ordinary routine issues.
The project and planning dimension: this includes special projects that
need temporary structures.
The professional dimension: this includes teaching and learning issues.
The political dimension; this includes policy aspects and school-community
and parent-management bodies.
However, the prime task and responsibility of the principal remains the
management of all aspects of the school as a complex organisation in such a way
that it can contribute to the actualization of effective teaching and learning by
creating a culture of learning (Lemmer & Squelch, 1994:10-11). Recent research
shows that principals can also exert considerable influence on teaching and
learning despite the fact that these activities occur in the isolation of the classroom,
away from their colleagues. Authors such as Beare, Caldwell & Millikan
(1989:98), Firestone & Wilson (1985:9-10) and Dwens & Shakeshaft (1992: 10)
emphasise the principals' influence on the effective actualization of teaching and
learning through their various management and leadership functions in the formal
structure of the school as well as in respect of the school's organisational climate
and organisational culture. While the formal organisational structure restricts as
well as facilitates the educative task of the teacher, the school's climate and culture
form the basis on which the teacher is able to use the formal structure, with all its
limitations and potentials. Principals are the managers of complex organisations
in which individual teachers should enjoy a great deal of autonomy in the
classroom and the climate and culture of the school form the cohesive factor in
focusing their activities on effective teaching and learning (Kruger, 1996: 10).

[ 59 )
School management is directed at the effective realisation ofeducative teaching and
entails the application of management actions in a number of management areas
of the school. The school principal occupies a special position in the school and
his influence in creating a culture of learning is decisive for the effective
functioning of all facets of school life. His leadership determines the following,
among others (Badenhorst, et aI., 1994b:17-18; Kruger, 1996:5).
*
*
*
*
the school climate;
the climate of the teaching and learning events;
the morale of personnel members; and
the school's success.
The school principal is both a professional leader and a manager of the school, and
his management and leadership style also affect classroom management and,
therefore, the pupils' performance. Teaching is a very personal activity that can
take place in isolation in every classroom - the principal can influence it effectively
by means of his leadership style, his personality and his educational leadership
programme, which includes the following (Kruger, 1995a:5-6):
*
*
*
formulating and disseminating the mission of the school;
didactic guidance;
remediation; and
climate creation.
The principal's attitude towards the important role played by educative teaching
in the school programme must be clearly reflected in his educational leadership
style.

3.4 SYNTHESIS
[ 60 I
Education is primarily the task of the parents. Within the family context education
is promoted by the fact that family ties of the parental homes as primary social
group are much closer and more intimate than any other bond within any other
social group. This duty of education is confirmed by the baptismal vow made by
parents after the child is born. Parents should have no uncertainties as to their
educational responsibility as parents. They must assume responsibility for a
child's existence from conception until he accepts responsibility for his own life
as an individual - to live his own life though his parents still accept final
accountability for what he says and does.
Parents are a child's first advocate, that is, a person who speaks for the child's
welfare and acts on behalf of the child. Parents' responsibilities therefore lie
mainly in the care of their children and their obligation to protect them and their
interests. In terms of family law, parents have a duty to support their children.
This support requires parents to provide for the physical and emotional needs of
their children, and to bring up and educate their children so that they can adjust
to and participate in society.
The educational relationship (which is founded on the relationship of trust,
understanding and authority) between parent and child is formed with the specific
aim of educating the child. The quality of the relationship has a direct influence
on the success or failure by parents to create a culture of learning.
Leadership and management are not necessarily the same but they are not mutually
exclusive. Management is essentially the process of planning, organising, leading
and control. Leadership is more a process of encouraging and influencing people
to cooperate in achieving goals that are perceived to be mutually satisfying.
Principals must be both leaders and managers in order to create a culture of

[ 61 1
learning. As managers they must ensure that fiscal and human resources are used
effectively for achieving organisational goals. As leaders they must display the
vision and skills necessary to create and maintain a suitable teaching and learning
climate or environment, to develop goals, and to inspire others to achieve these
goals.
Parents and principals as partners in creating a culture of learning will receive
attention in the next chapter.

4.3.6 Value of the partnership .
(I) Advantages for the teacher/principal .
(2) Advantages for the pupil .
(3) Advantages for the parents .
PAGE
98
. . . . .. 98
(4) Advantages for the school .
4.4 SyNTHESIS................................ 102
lOO
lOO
101

CHAYfER4
[ 62 I
AN ACCOUNTABLE PARTNERSHIP BETWEEN PARENTS AND
PRINCIPAlS IN CREATING A CULTURE OF LEARNING
4.1 INTRODUCTION
The school according to Kruger (1996:26) is set apart from other societal
institutions by its task, namely educative teaching. For education to be effective,
it must also contribute to the child's education. The school and the principal are
however merely the secondary educators of the child while the parent is considered
to be the primary educator (Bondesio, 1989: 105). Because the education task is
indivisible the principals and parents are therefore jointly responsible for assuring
that education is effective by creating a culture of learning (Van Schalkwyk,
1988:164; Postma, 1990:19; Kruger, 1996:26). According to Oberholzer et al.,
(1990:149) it is essential to achieve maximum and optimal cooperation.
coordination and continuity in the common task of educating the child. This can
be achieved only if parents and principals become partners in creating a culture of
learning.
Research in recent years has revealed two important facts (Van Schalkwyk.
1990:27; Hess (ed.), 1992:131; Kruger, 1996:30):
*
*
Parent involvement has a significant effect on the quality of the teaching
and learning experiences in the school and on the pupils' results.
Without cooperation between the parents and principals the child cannot be
adequately educated. The parent and the principal each has a special role
to play in the education of the child. They can play this role of educating
the child by becoming partners in creating in culture of learning.

[ 63 I
New developments in the field of education in South Africa according to the
Schools Act imply, among other things, a greater say on the part of parents. In
view of the above two research findings, parent involvement and parent-principal
partnership in creating a culture of learning in particular have become an urgent
educational issue that needs immediate attention (Kruger, 1996:30).
4.2 RESPONSffiILITY AND RECIPROCAL EXPECTATIONS OF
PARENTS AND SCHOOL
One can hardly refer to the school as an extension of the parental home, or to a
supplementary relationship between parents and principals, without also
considering the partnership between parents and principals. It is generally
acknowledged that this partnership is indispensable for the harmonious, functional
and effective accomplishment, not only ofeducative teaching, but also ofeducation
in the primary education situation. Parents and principals function as equal
partners in a harmonious partnership (Munnik &Swanepoel, 1990:81).
Gunter (1990:205) is of the opinion that the education situation in the home and
the teaching situation in the school are both essentially social situations. Both
situations are based on cooperation between people and as such are interpersonal
social phenomena. According to Van Schalkwyk (1982: 128-129) the family and
the school as social institutions are uniquely interrelated within the education
system.
4.2.1 Parents' expectations of the school
The family is essentially a community of love. As such it is responsible for the
healthy development (including educative teaching) of its non-adult members. The
family is not structured in such a way that it can unfold the child fully and in a
differentiated manner. The school undertakes this on its behalf. The family

[ 64 1
remains primarily responsible for what becomes of its non-adult members and
therefore it remains sympathetically, actively and helpfully involved in formal
education (Badenhorst (ed.), 1995:111).
The parents may therefore require the following, among other things, ofthe school
(Badenhorst (ed.), 1995:111-112; Van Schalkwyk, 1988:178-179; Oberholzer, et
aI., 1990:160-164; Van Wyk, 1994:24-25).
*
*
*
Education must be in harmony with the spirit and character of the home.
The school must build on the foundations laid by the family and must strive
to attain the same general educational goal. In the case of a Christian
family, the educational objectives and content (i.e.the principles and
viewpoints put forward), the teaching methods, together with the attitudes
and behaviour of the teachers and principals, and much more, must be in
line with Christian principles. Should the school begin to assume a more
heterogenous and multicultural character, it is still essential for the school
and family to be in agreement regarding the broad and general spirit and
character of the community. The school will then be concerned with
instruction and learning in the sense ofgeneral community values while the
family will have to be responsible for education in the particular values it
wishes to inculcate.
It must instil acceptable principles and values in the child and teach him to
put them into practice. In the case of a Christian child, this would mean
the inculcation of Christian principles and values.
It must provide education in accordance with the best and most
educationally accountable educational principles, points of view and
methods. The school may not, for instance, indoctrinate the child
politically or religiously.

*
*
*
*
*
*
*
*
*
[ 65 I
Education must be of a generally formative nature, that is, it must develop
the child's general ability optimally in order to establish where his
particular gifts lie.
It must gradually assume a differentiated character which will accord with
the particular abilities and interests of the child.
It must be balanced and not place undue emphasis on sport, cultural matters
or academic schooling - for example it must not over-emphasise
Mathematics at the expense of Language teaching or Art at the expense of
Religious Instruction. The child must receive a balanced education.
Education must be relevant; that is, it must mould and educate the child to
take his rightful place in a particular life-world in South Africa. The
parent has the right to expect that the education system will prepare his
child for the world of the future, for our multicultural society and for the
information age in which we find ourselves at present.
The level ofeducation must be ofa standard which will develop the child's
potential to the full.
It must further the career expectations of the child and his parents.
It must provide for the right and just treatment of each child.
The principal and teachers, as the ones in loco parentis during school
hours, must discipline the child judiciously.
The principal must ensure that the teacher seeks the wholehearted
cooperation of the parents of children under his care. The teacher may

[ 66 I
therefore not seek to educate the child on his own, but must do so in
cooperation with the parents. Wholehearted cooperation implies the
removal of stumbling blocks, sympathy for the parent expectations,
consultation, good communication, goodwill, mutual trust, loyalty,
understanding of parents' problems, appreciation for the parents'
upbringing of the child and respect for the parents' authority and status.
The teacher must do everything in his power to uphold the parents'
authority and to encourage the child to trust his parents.
* The principal and teachers must keep the parents fully informed of the
child's progress.
4.2.2 Schools' expectations of the parents
For the partnership between the family and the school to be effective, parents
themselves must assume certain responsibilities and bear certain things in mind
aboutthe school (Van Schalkwyk, 1982: 127; Van der Westhuizen (ed.), 1995:430­
431). The school is the seat of professional educative teaching. In order to
increase the school's effectiveness, both the principal and the school expect the
following from the parent (Van Schalkwyk, 1982:126-127; Dreckmeyr, 1989:545­
57; Munnik & Swanepoel, 1990:81-85; Oosthuizen, 1992: 123; Griessel, Louw &
Swart, 1993:50-52; Van Wyk, 1996b:25-26).
* To ensure that the child receives maximum benefit from education by:
o
o
offering him the security and love which he needs to enable him to
venture out into the world;
caring for his physical needs by providing sufficient wholesome
food, clothing and shelter and looking after his health;

*
*
*
*
*
*
o
o
[ 67 1
providing the best possible physical environment (e.g.a desk, light,
own room where possible, magazines, newspapers, etc); and
supervising and exercising control over activities at home so that
the child lives a balanced life and does not neglect important issues.
To see to it that the child attends school regularly.
To ensure that the child contributes in a positive way to his own education.
The child is not a passive 'pawn' in the educational event but should
participate actively. The parent must guide, help, support, motivate and
stimulate the child's interest in his work.
Not to frustrate the teacher's efforts or interrupt the teacher unnecessarily
when he is teaching.
To exercise control over the life-view put forward in the school through
critical evaluation of educational content, methods and activities. In this
way the parent can keep his partner, the teacher, on his toes - as it were ­
and contribute to the effectiveness of education.
To accept part ofthe responsibility for the management of the school. The
parent can, for instance, play an important part in formulating local policy
(for instance the homework, sport, cultural and school wear policy),
selecting and recommending the appointment of teachers, raising funds.
etc.
To support and amplify the education provided by the school by following
up and correcting the child's work, practising certain skills, revising and
repeating work.

*
*
*
*
*
*
[ 68 1
To enrich the education provided by the school by creating additional
learning opportunities for the child and then supplementing and extending
such opportunities.
To provide specific services to the school in the form of improving the
grounds, entertaining guests, raising funds, coaching sport, etc.
To acknowledge and further the principal's and teacher's professional
status.
To cooperate wholeheartedly with the principals and teachers. This implies
the removal of stumbling blocks, an understanding of the teacher's and
principal's task and the problems this involves, consultations,
communication, goodwill, mutual trust, loyalty, appreciation for the
principal's and teacher's work and respect for their authority and status.
The parent must do everything possible to uphold the principal's and
teacher's authority and to further the child's trust in the teachers and
principals.
To respect the teaching profession and further its interest. The parent who
runs down the teacher or principal in front of his child and the community
is prejudicing not only his own child's education but that of future
generations and thereby the life of the people and the community.
To support his partner's (principal's!teacher's) search for better conditions
of service and to further his partner's interests. No community can
flourish without good teachers and principals. The liaison and cooperation
between the parent community and the school is usually controlled by
bodies such as the school committee, parents' association, parent-teachers'
association and governing bodies. Through structures such as these, the

[ 69 I
family and the school with their particular interest are connected to one
another and the family (as a structure with an interest in education)
becomes part of the fabric of the education system.
4.3 PARENT-PRINCIPAL PARTNERSHIP
A parent-principal partnership according to Wolfendale (ed.), (1989:5) can be
defined as a dynamic process whereby principals and parents work together for the
ultimate benefit of the child. The process involves collaboration on educational
matters, setting goals, finding solutions, implementing and evaluating shared goals
as well as inspiring and maintaining trust between parents and principals. Parent­
principal partnership is intended essentially to promote and support pupils'
learning, school performance and general well-being (Lemmer & Squelch,
1993:96).
4.3.1 Assumotions underpinning the partnership
According to Bondesio, Beckmann, Oosthuizen, Prinsloo & Van Wyk (1989: 1Ol);
Kruger, (1989:1-2); Theron & Bothma (1990:162-163) and Van der Vyver (ed.),
(1997:167-168) the assumptions underpinning parent-principal partnership are:
*
*
*
*
Parents are primary educators.
Parents have a right to be involved as they have the final responsibility for
their children.
All parents care about their children's welfare and well-being.
Parents want their children to succeed academically.

*
*
*
*
*
*
*
*
*
*
*
Parents want to cooperate.
[ 70 l
All parents can make a contribution.
Schools do best when they involve parents.
The skills of parents and principals complement one another.
Parents can provide vital information and offer valuable insights about their
children.
Parents can help improve their children's academic performance, attitudes
and aspirations.
Parents can be effectively involved in teaching their children.
Parents can assist in the management of the school.
Parent involvement reduces misunderstanding and possible conflict with the
school.
Parent involvement can prevent the school from becoming isolated.
Parent involvement improves home-school communication.
A survey of literature and research attests to the following assumptions
underpinning the partnership (Squelch & Bray, 1996:212-213).
* Parents are the most important, influential people in a child's life.

*
*
*
*
*
*
*
*
[ 71 ]
Parents in general are concerned about their children's education.
Parents have a responsibility to support the school.
Parents can help teachers in understanding their children.
Cooperation between principals and parents is essential for positive home­
school relations.
Parents have a legal obligation to ensure that their children attend school.
Parents can share the management responsibilities of a school.
Parents have a right to know how their children are progressing.
Parents can offer disciplinary back-up.
Similarly, Kruger (1996:33) provides the following five points to explain the
rationale for parent participation:
(1) Parents are responsible in the law for their children's education.
(2) If most ofa child's education happens outside the school. especially in the
home, and if parents are educators of the child with teachers, then it seems
logical to make the two elements of school-learning and home-learning
compatible.
(3) Research indicates that family-based learning intluences the effectiveness
of SChool on a child.

[ 72 I
(4) Principals, as agents of the education authority, have a responsibility to
ensure that parents fulfil their duties.
(5) In a democratic decentralised system, parents are major stakeholders and
should be able to influence school policy through representatives.
4.3.2 Conditions for genuine partnership
Kruger (1989:1) and Squelch & Lemmer (1994:91-94) refer to four conditions
which are necessary for the effective functioning of a partnership between parents
and principals. These are as follows:
*
*
*
*
The first condition is that ofgain. The "gain" referred to here is not aimed
directly at financial gain - it is more of a joint effort aimed at forming the
educand into a productive adult of society to which the partners belong.
Secondly, the common activities of the parties should be aimed at their
"joint benefit". The common benefit both parties derive from their years
of input in regard to dedication, time and money, is the educand's
formation to maturity.
In the third place, the agreement should be placed on a legal basis to
confirm the structured division of mutual rights and duties according to
common and statutory law.
In the fourth place, each partner is expected to make a contribution to the
partnership. The parent may, for instance, make a financial, advisory or
supporting contribution, while the principal, because of his professional
preparation, makes inputs regarding the contents of subjects.

[ 73 I
According to Postma (1990: 164), educative teaching is a unified action in which
parents and principals are both concerned with the formal and informal education
of the same child, and in the interests of the education of the child, contact and
cooperation should assume the form of a partnership. According to Van
Schalkwyk (1990:39), there is no better way to cement the parents and principals'
joint work and responsibility in education than in a partnership. Van Schalkwyk
(1990:40) and Kruger (1996:37) identify the following characteristics that require
a true partnership between parent and principal to be effective:
*
*
*
*
*
*
*
*
mutual trust that the goals and intentions of each are sincere, honest and
pure;
mutual understanding and acceptance ofeach other's particular possibilities
and limitations to achieve the goal;
mutual respect for each other's position, situation and expectations;
healthy honesty towards each other for the sake of what is best for the
child;
a relationship in which the parent and principal stand together and support
each other wholeheartedly;
supporting, complementing and enriching each other's work;
equality between the partners in the midst of their differences;
task division that enables each partner to specialise in the areas or facets
of the teaching task that he or she is best qualified to perform;

*
*
*
*
*
*
[ 74 I
the common goals and aspirations of the partners;
the expertise and specialised knowledge ofeach partner which can serve the
partnership;
effective and efficient communication between the partners with a view to
optimal communication;
mutual encouragement and assistance to ensure that the partners play their
roles to the best of their ability;
cordial cooperation between the partners; and
mutual loyalty.
4.3.3 The need for a Partnership
Schools are man-made, secondary designs which were created because parents no
longer felt fully competent to perform their educative task. Although the function
of the school is defined as teaching or tuition, in a broader sense it remains the
education ofchildren. This is, however, supplementary education. Parents cannot
and may not delegate to the school their privilege and responsibility of educating
their children. Parents retain the primary responsibility for the education and
personal actualization of their children. Consequently it is essential that parents
should be involved with the school (Munnik & Swanepoel, 1990:76-80; Van der
Vyver (ed.), 1997: 166-168).
True educative teaching necessitates a partnership between home and school in
order to uphold unity in education (Stone, 1984:3). The act of educating is
indivisible and cannot be split into two isolated spheres of home and school as this

[ 75 I
would be detrimental to the child's social, emotional and cognitive development.
Parental education and school education do not represent two opposing worlds ­
school education activities accord with and build upon the foundations of home
education (Dekker, 1995:55).
Neither the parent nor the principal alone can fulfil the education task completely.
As partners they should collaborate in the closest possible way. The parent as the
primary educator of his child, and the principal as the child's secondary educator,
are in a state of mutual interdependence - a relationship which has to develop, or
even better;evolve. This can therefore be identified as a symbiotic relationship
(Badenhorst (ed.), 1995:109).
Responsible parents consider their children's education important. They want to
be kept informed of their child's progress in school and to be involved in their
child's education. Parents also need and are interested in other kinds of
information, education and involvement. Parent involvement in school activities
is based on the natural right ofparents to educate their children (Badenhorst et at.,
I994b: 15). From various research projects regarding the maintenance and
improvement ofhome-school relations, consistent findings emerge, such as the fact
that parent involvement in schools is significantly related to the following (Dekker
& Lemmer, 1993:154; Lemmer & Squelch, 1993:96; PiIlay, 1995:36).
*
*
*
*
improved student academic achievement;
improved student attendance at school;
improved student behaviour at school; and
increased community support for schools, including human, financial and
material resources.

[ 76 I
If anything has been established about home-school relations, it is that there are
many ways for schools and homes to cooperate, and that no one way is superior.
They simply accomplish different purposes. Schools, parents and children almost
always benefit (Lemmer & Squelch, 1993:96).
There are several reasons why it is vital for a partnership to come into its own in
order to create a culture of learning (Kruger, 1996:31-32):
*
*
*
Education in South Africa has collapsed in some schools. Factors that have
caused this in some schools include the undermining of authority and
discipline, attitude problems on the part of some teachers and pupils,
financial and provisioning problems and a failure on the part of
communities to regard schools as community property.
In some cases some schools in South Africa have failed in their purpose.
Schools have become places that are unattractive and where pupils are
sometimes treated as objects and where creativity is suppressed. where
pupils do not feel at home and do not want to spend time.
Society as a whole is facing a crisis at present with societal problems such
as the following:
0
0
0
0
0
0
drug abuse;
cnme;
violence;
broken homes;
poverty; and
environmental pollution.

[ 77 I
By combining the forces of the home, the school and the community the quality
of education can be much improved. However, this is a task that no school can
undertake on its own.
Van Schalkwyk (1990:19-24) and Kruger (1996:33) cite, among others, the
following essential reasons for parent involvement in order to create and promote
a culture of learning:
*
*
*
*
Parent involvement is a matter of principle. Parents, on the strength of
their parenthood are the primary and natural educators of their children,
and are therefore fully responsible for their formal and informal education.
Parents are co-responsible for what happens to their children in formal
education.
Parent involvement informal education is compulsory by law. The South
African Schools Act, 84 of 1996 makes provision for parent involvement.
Parents are obliged to see that their children attend school for as long as
they are of school age.
Formal education alone cannot completely meet the needs ofthe twentyjirst
century. The school alone cannot satisfy all the requirements for complete,
comprehensive, differentiated, normative and relevant education. For the
sake of complete education parents need to play a supportive role in formal
education.
Guaranteeforupholding community values. By becoming involved in their
children's education, parents can ensure that the values, spirit, direction
and character of the community are established and upheld in the school.

*
*
[ 78 I
The high costs ofeducation require the best possible utilisation thereof At
present about a quarter of the RSA's national budget is allocated to
education. Parents and the private sector also make large financial
contributions - hence through their involvement, parents must ensure that
effective teaching and learning are taking place.
The mental development ofthe childdemands parent-principal cooperation.
The first seventeen years of a child's life are crucial in the development of
his or her intelligence and parents play an important role in this regard.
It is imperative therefore that parents also become involved in the formal
education of their children.
4.3.4 Forms of parent involvement
The following three definitions provide guidelines on what parent involvement
should be:
*
*
Squelch and Lemmer (1994:93) define parent involvement as follows:
It is the active and willing panicipation of parents in a wide range of
school-based and home-based activities which may be educational or non­
educational. It extends from supponing and upholding the school ethos to
supervising children's homework at home. Parent involvement involves
mutual sharing, cooperation and suppon.
The UNISA METROPOLITAN LIFE project for the training of teachers
in parent involvement (1994:2) defines parent involvement as follows:

Parent involvement is:
o
o
o
o
o
o
o
o
o
the active and supportive,
participation ofparents,
[ 79 I
as partner and allies ofthe teacher,
in the primary aspects,
offormal and informal education,
of their own child and/or school and/or broad education of their
community,
in an individual and/or collective way,
in a structured/orderly manner,
in order to achieve the objectives of education as fully as possible.
* Dekker (1993: 155) describes the concept ofparent involvement as follows:
Parent involvement helps parents discover their strengths, potentialities and
talents and to use them for the benefit of themselves, the family and the
school. Parent involvement can take the fonn Of'
o
o
o
cooperation (which leads to)
participation (which leads to)
partnership.

[ 80 ]
It can be deduced from these three definitions that parent involvement involves far
more than serving on school committees or helping at school functions.
(1) Cooperation
The effectiveness of parental cooperation depends on its nature (does it amount to
fund-raising only?), the level (is it at the school level only?) and the meaning (is
it only of an advisory nature?) of the activities. The purpose of cooperation lies
mainly in according to Dekker (1995:6):
*
*
*
*
reducing the gap between the educational institution and the parental home;
giving the parents an insight into school activities, in order to counteract
any sense of alienation;
equipping the parents and to be able to express objective and relevant
opinions; and
helping the parents, to enable them to help their children in turn.
From the sociopolitical perspective, one could probably say that parental
cooperation could serve as an instrument for:
*
*
introducing or creating "internal" democracy at the school; and
evening out class differences and achieving equality of opportunity In
education.
It must be recognised that the quality of education and teaching in schools
improves with an improvement in the quality of cooperation between schools and
parents (Badenhorst et aI., 1994b:26). "Parental cooperation" is crucial for a
school policy to work (NECC, 1993:190). For a situation of real cooperation to

[ 81 I
exist Kruger (1996:29-34); Mittler & Mittler (1982:48); Clark (1983:207) &
Oosthuizen (ed.), (1994:136-142) believe that the following aspects have to be
taken into account:
*
*
*
*
*
Parents and principals need each other. They are in pursuit of a common
goal, namely effective educative teaching, and to achieve it they have to
cooperate with one another.
One of the basic requirements for cooperation between home and the school
arises from the recognition of how much they have in common and how
much they have to learn from one another. They have no alternative but
to keep the communication channels between them open for the sake of the
child's education. Cooperation implies active involvement which arises
from the parent's interest in his child's welfare.
If the intention is to stimulate interest, the school must involve parents and
children as quickly as possible, before a feeling of apathy takes rool. Only
when a determined effort is made by principals and parents to get to know
each other really well is it discovered that their aspirations for the children
are very much in accord. When parents and principals possess a mutual
appreciation of the role each has to play in the education of the child,
opportunities for developments are increased.
Cooperation will improve if education is regarded as a key avenue to
economic advancement as well as having a value of its own. Lifelong
cooperation and participation in the educational process must be viewed as
providing inestimable benefits to self, family and community. As school
becomes meaningful and purposeful for the student, school issues become
an integral part of family consciousness.
For real cooperation parents and principals have to share skills and
information with each other and to do so in an open, honest way which

[ 82 1
includes a recognition of each others' limitations In knowledge and
expertise.
(2) Participation
Parental joint authority (participation) always implies recognition of and respect
for the typical authority structure of the school, which is determined in practice
by specially trained, competent and officially appointed principals. At all times
and at all managerial levels, these skilled principals should have a vote (a say in
the decisions taken). Within authority structures of this kind, participation
regarding certain didactic matters should be considered essential and in fact
welcomed. Parents should be free to criticise - or to make positive contributions
to - important aspects of education, but they do not have the right to prescribe to
the school's internal educational authority (Dekker, 1995:8).
Just as the school cannot replace the internal authority of the home, so the home
cannot trespass upon the internal authority of school education. Participation does
not mean sole authority or domination. In the final analysis participation comes
down to the mutual recognition and respect of the school and the home for one
another as independent partners, which is really a question of sound ethics
(Sandfort, 1987:101-102).
Only when the above conditions are met does the partnership have a good chance
ofsucceeding, to the benefit ofthe pupil and education as a whole. Joint authority
may be exercised individually or collectively (in organised parent bodies) (Dekker,
1995:8).
Through partICIpation the parent can restore his natural right in education.
Participation does not mean that everyone participates in everything, but rather that
parents are represented on all levels of school management (Dekker & Lemmer,
1993: 136).

[ 83 1
In future the school and the family will have to communicate with each other in
an organised manner. Apart from their work in the classroom teachers and
principals will thus have to be trained for effective communication with parents.
If not, they are likely to develop a defensive attitude towards any form of parent
involvement. It is important that every teacher and principal should be convinced
ofthe necessity of a sound partnership between these two parties (SAOR, 1985:3).
(3) Partnership
Education is primarily the task of the parents (Van den Aardweg & Van den
Aardweg, 1988: 181). Within the family context education is promoted by the fact
that family ties of the parental homes as primary social group are much closer and
more intimate than any other bond within any other social group. This duty of
education is confirmed by the baptismal vow made by parents (Theron & Bothma,
1990:160).
Linked to parents' responsibility to educate and guide the child towards adulthood,
the following legal requirements apply (Van der Vyver & Jouben, 1988:611;
Oosthuizen (ed.), 1994:143-144; Kruger, 1996:29):
*
*
*
The parent is responsible for the physical education of the child. Related
to this is the parent's duty to physically care for, protect and clothe the
child.
The formation of the character of the child includes aspects such as
honesty, diligence, obedience, patience and dependability.
Religious instruction is the right of the parent.

*
*
[ 84 I
The development of the child's mental capabilities through his subjection
to formal education.
The child is born in a particular community where certain values and
norms, which are unique to a particular culture group, apply. The parent's
duty to educate, consequently is that of the cultural formation of the
educand.
The parent's ability to educate is, however, restricted in two ways (Kruger (ed.),
1992:91-92; Griessel, Louw & Swart, 1993:49-50):
*
*
The parent does not have the ability to guide and accompany the child in
respect of all specialised subject contents.
The parent is not able to prepare the child for the specialised requirements
of the market-place.
It is for this reason that the parent should turn to his partner in education, the
principal, who is professionally equipped for the above tasks (Bondesio et at.,
1989:103).
Whereas in the home, education usually takes place spontaneously, intuitively and
informally, education in the school is carried out in a formal, purposeful,
differentiated and specialised manner by professionally trained persons. However,
formal instruction at school is and remains a continuation of the educational basis
laid in the parental home (Louw (ed.), 1983:46; Oosthuizen, 1992:123).
Prinsloo & Beckmann (1995:42-43) maintain that parents are compelled to delegate
some of their rights and duties to the principal. Under modern conditions of life,
parents must send their children to school and entrust principals with the education

[ 85 1
oftheir children. They have to follow their good conscience and custom, with due
regard to the true interest of their children. The education that takes place in
school is, therefore, not isolated from the parental home: it should be a
continuation of, and should link up with, the spirit and direction of the parental
education (Van der Westhuizen (ed.), 1995:430). The principal's authority as a
secondary educator (that is, one who is in loco parentis - a common law principle)
is also based on statutory law (Bondesio et al., 1989: 104). The fact that parents
are empowered legally to delegate certain right and duties, renders the principal
to some extent accountable to the parent and to the community (Prinsloo &
Beckmann, 1995:42-43).
The school complements, extends and formalises the life-world of the child's
home, hence of education in the family situation. The home is the primary
education situation where education is spontaneous and informal. In the small,
intimate family group values, norms, knowledge and skills are conveyed to the
child in a spontaneous, unplanned, often haphazard manner. The home situation
provides a secure place for experience and the practice of life skills which the
child must increasingly and systematically practise independently and self­
responsibly in society (Van der Westhuizen (ed.), 1995:430-431). A school is a
secondary human design which came about because parents no longer felt fully
competent to accomplish their educational task. Although the school's task is
defined as teachingor instruction, in essence it remains the education of children
(Van Schalkwyk, 1988:265). It is, however, supplementary education. The
school can never replace the home, nor can teachers or principals ever be parent
substitutes. Teachers or principals are never in loco parentis but perform their
educational task cum parente (in conjunction with parents). The school builds on
the foundation laid by the parents at home. Consequently it is of the utmost
importance that teachers/principals should know and respect the norms and values
endorsed both at home and in the community (Munnik & Swanepoel, 1990:82-83).

[ 86 I
One can hardly talk about the school as an extension of the home, or of a
complementary relationship between parent and principal, without acknowledging
the parent-principal partnership. It is universally recognised that such a
partnership is indispensable for the harmonious, functional and effective
continuation not only of educative teaching in schools but also of education in the
primary education situation. Parents and teachers are equal partners in a
harmonious partnership. As such they are not just companions but share a
common destiny (Oberholzer, Van Rensburg, Gerber, Barnard & M6ller,
1990:149).
Van Schalkwyk (1988:101) says that these two people - parent and principal - are
the child's main educators. To the parent (primary educator) education is just one
among many tasks; to teachers/principals (secondary educators) it is their
profession. But to both parties it is essential to achieve maximum and optimal
cooperation, coordination and continuity in their common task. They should be
and become partners in education in the true sense of the word "partnership". In
such a parent-principal partnership parent and principal are equal partners, their
actions directed to the same goal: proper adulthood of the child (Oberholzer, et
al.,1990:149).
Van Schalkwyk (1988: 101) points out that in a partnership both the responsibilities
and the privileges of the enterprise are shared. Each partner performs part of the
task - usually the part for which he or she is best qualified. Shared responsibility
implies that both are fully involved in the overall task, even though each partner
performs only a specified part of it. This applies equally to the parent-ehild
partnership. Each deals with a particular facet of the child's education and
teaching, but both are fully involved in all facets of educative teaching and carry
the same responsibility for it (Oosthuizen (ed.), 1994:142).

[ 87 I
Although parents and principals are equal partners it is not implied that they are
equal in all respects. Thus the principal's knowledge of a particular subject and
of Education may be superior, while the parent may be the principal's superior
because of specialised knowledge of theology, economics, agriculture, or some
building trade. But as human beings and as partners in education they have equal
worth, complement each other and should respect each other's expertise. They
should understand each other's strengths and weaknesses. They have an agogic
relationship, which entails mutual trust, respect, authority and responsibility
(Munnik & Swanepoel, 1990:81). Both parents and principals have a fundamental
task as regards their involvement in a partnership. A partnership can only be
harmonious and effective if there is good communication (Oberholzer, et aI.,
1990:150).
Postma (1990:163) and Oosthuizen (ed), (1994:142) mention the following basic
characteristics of a harmonious parent-principal partnership in order to create a
culture of learning:
*
*
*
*
*
A parent-principal partnership involves two or more parties.
In their functioning these parties pool their abilities and skills for the sake
of goal achievement.
The partners share both successes and failures in their activities; neither
may disregard the other's share in success or blame the other for failure.
Responsibility and accountability are undertaken jointly and separately.
Specialisation is built into the partnership, each partner undertaking the
share for which he or she is best qualified. This characteristic implies that
parents and teachers should respect one another's sovereign spheres of

*
*
*
[ 88 I
competence. Hence the principles of equal worth and mutual respect are
basic to the parent-principal partnership.
A parent-principal partnership presupposes planning, thinking and
codetermination.
Parents and principals should trust one another. To this end candour,
honesty and interest in each other should be built into their relationship.
Harmony is prerequisite for (and characteristic of) the parent-child
partnership. If parents and principals understand and appreciate one
another and actively cooperate, there is continuity in the educative teaching
of children, so that they have security in their life-world.
Rapid change has become a characteristic of our society, which places emphasis
on action: active involvement and participation for maximum mutual benefit. The
dynamic provision of education in our country is a process which requires constant
revision and renewal. Dialogue amongst parents, principals, the community at
large and employers is most important in establishing priorities. Parents and
principals have to be partners because the demands made by society on education
ofchildren necessitate cooperation between the partners in all fields (Kruger (ed.),
1992:91-92; Griessel, Louw & Swart, 1993:49-50).
Nowhere in education is the principle ofpartnership more important than the level
where the question of how to provide the most effective education for all children
in South Africa is addressed (Department of Education, 1997:8). The principle
of partnership management is of the utmost importance and is based on a
fundamental relationship of trust and openness between partners (Dekker, 1995:6­
7). In a partnership, people's rights, and particularly their privileges, cannot be
adequately addressed by legal definitions alone. Mutual appreciation,

[ 89 I
understanding and respect surmount any limitations imposed by such definitions.
The foundations of the structure of partnership should be such that, when a
problem arises, the flfst resource is not to law, but rather to mutual understanding
which exists within the partnership(Wolfendale (ed.), 1989: 121; Dekker &
Lemmer, 1993:157).
Van Rensburg, Landman & Bodenstein, (1994:468) are of the opinion that there
is no hierarchy ofpartners, but only an unwritten agreement that each partner will
accept his responsibilities and pull his weight. If one partner neglects his
obligations, he places a heavier burden on the other partners. The efforts of
parents and principals in defining their reciprocal responsibilities in education, help
to establish a sound foundation of trust. This relationship of trust must be
developed in order to embark upon specific action to establish procedures and
structures which will ensure sound communication. Therefore. each party within
the partnership has to be provided with all the necessary information and
knowledge as to his specific part in the school's activities, how he has to execute
them and within which bounds he has to perform these tasks (Dekker & Lemmer,
1993:157; Badenhorst et al., 1994b:23).
An important requirement for cooperation in a close partnership is a positive
attitude (Munnik & Swanepoel, 1990:80-81). Although the ways and means of
reaching objectives employed by various partners might differ, partners should
never become estranged and unity should never disintegrate. It is clear that
partnership also means joining forces, whilst retaining individuality. A successful
partnership depends, among other things, on parents and principals trusting one
another, being aware of and understanding one another's needs and aspirations,
communicating effectively, and having a say in the education of the child, with due
consideration of each partner's field of expertise (Oosthuizen (ed.), 1994: 147).

[ 90 I
Partnership involves a two-way process of joint activities in which parents and
professionals come together on the basis of equality right from the start. It can
take various forms and may involve setting goals, finding solutions and
implementing and evaluating them (Lemmer & Squelch, 1993:96). Therefore,
partnership requires working in a team which implies (Hall, 1986:5):
*
*
*
cooperation, not confrontation;
integration, not isolation; and
continuity, not competition.
Jenkins (1981:23) and Kruger (1989:1) are of the opinion that true partnership
involves working jointly in concert to educate the child in the fullest sense of the
word, namely building up his:
*
*
*
*
*
*
*
sense of self-worth;
social skills;
human understanding;
communication skills;
thinking capacity;
reasoning; and
self-discipline.

[ 91 1
As parental visits to school are made, knowledge about the student is increased.
With this knowledge, parents are better able to assist the school in helping the
student to the fullest. Without this knowledge, parents and principals may be at
cross purposes or may each deal with the young person in ignorance of the other
setting (PiIlay, 1995:48).
Dekker & Lemmer (1993:159) see parents as:
*
*
*
*
*
partners, performing obligations for the child's education and social
development;
collaborators and problem-solvers, reinforcing the school's efforts with
their child and helping to work out solutions to problems, such as discipline
or safety;
audience, attending and appreciating the school's as well as their child's
performances and productions;
supporters, providing volunteer assistance to teachers, the parent
organisation and to other parents; and
advisors and co-decision-makers, providing input on school policy and
programmes through membership in ad hoc or permanent governance
bodies.
4.3.5 Areas and oossibilities of a partnership
Parents can become a partner to the principal and create a culture of learning by
getting involved in many different ways with the school, some of which are
discussed below.

(l) Formal parental involvement
(a) Governing bodies
[ 92 1
Governing bodies are statutorily constituted bodies whose membership
requirements and functions are stipulated in statutes. These bodies assist
the principal with managing the school on a day-to-day basis. A governing
body consists of the school principal, a non-educator of the school and
parents of the school who are elected by the parent body. Every parent
having one or more children enrolled at the school is entitled to vote at an
election for the members of the governing body. After the election the
principal convenes the first meeting at which the office bearers are elected.
Office bearers include a chairperson, vice-chairperson, secretary and
treasurer. A governing body may appoint committees to advise it and
perform functions as determined by the governing body. Some of the
important functions of a governing body are (Squelch & Bray, 1996:229;
Kruger, 1996:26; Van Wyk, 1996b:33):
o
o
o
o
o
o
formulating the school's mission, goals and objectives;
recommending the appointment of teachers;
drafting a budget;
establishing school policy;
representing the parent body;
determining school rules;

o
o
o
o
o
o
(b)
maintaining facilities;
providing resources;
[ 93 )
making recommendations to the education department on
educational matters;
keeping parents informed on all school matters;
submitting reports and financial statements; and
holding general meetings for the parent body.
Parent-Teacher Associations
According to Van Schalkwyk (1990:91-96) parent-teacher associations are
nonstatutory; free and autonomous associations or committees which are
instituted by parents and teachers to coordinate and arrange a variety of
school functions and activities. Although parent-teacher associations do
fulfil a very valuable service in arranging fund-raising events, doing tuck­
shop duty, organising social events and assisting with sporting events, they
can fulfil other important functions which relate more to fundamental
educational matters. Nowadays parent groups can serve as important
lobbyists and campaigners on a variety of educational issues (Kruger,
1996:38).
(c) Register Class Committees
A very effective informal way of bringing parents and teachers together is
to organise class register parent committees whereby parents of a specific

[ 94 J
class and standard meet regularly in small groups to discuss a variety of
topics and issues relating to the education of their children (Squelch &
Bray, 1996:230).
Register class committees provide opportunities for parents and teachers to
get to know each other, and for parents to support each other in various
educational endeavours. An inviting, comfortable "parent room" could be
set up where parents can meet on a regular basis (Badenhorst (ed.),
1995:117).
(2) Informal parental involvement
The parent-teacher organisations mentioned above allow parents to become
involved in the management ofschools. But participation in these bodies is limited
to a small percentage of the parent community. Many parents feel that they are
not able to consider elections to such bodies. However, such parents may still be
interested in becoming involved. Therefore the average parents who are not part
of one or other body should be included in other ways, so that they may be of
assistance to the school (Lemmer & Squelch, 1993:100-101).
(a) Classroom assistance
Although this aspect is controversial, volunteer parents can effectively assist with
classroom activities. Involving parents in classroom activities positively influences
teachers' interactions with parents. Parent assistance in this regard does require
sound planning and organisation. Examples of classroom assistance include the
following according to Macbeth (1989: 119); Dekker (1995: 14-15); and Oosthuizen
(ed.), (1994: 137).

*
*
*
*
*
*
*
*
*
(b)
reading to groups of children;
listening to reading;
giving talks to pupils;
[ 95 1
supervising classes when teachers are absent;
assisting with art work and teaching displays;
library assistance;
preparing material and equipment;
listening to spelling; and
serving as an interpreter for non-English-speaking pupils.
Extra-curricular activities
Parents can be invited to assist in the organisation and management of extracurricular
activities. Even working parents can be involved in evening activities
and week-end events. Examples ofextra-curricular activities are according to Van
Schalkwyk (1988:181); Wolfendale (ed.), (1989:5-6); and Kruger (1996:38):
*
*
*
*
supervising activities;
running societies;
coachi ng sport;
organising sport and cultural events;

*
*
*
(c)
transporting pupils;
catering; and
fund-raising.
[ 96 1
Help with day-to-day running of the school
'-/
Shah (1994:26-28) maintains that parents as well as other members of the
community can perform a variety of routine tasks which are essential for the day­
to-day running of the school. As many parents as possible should be involved in
this area. Examples of help with day-to-day running of the school include the
following according to Van Schalkwyk (1988: 181); Theron & Bothma (1990: 161);
and Squelch & Lemmer (1994:98-99):
*
*
*
*
*
*
*
*
administering financial affairs;
maintenance and repair of school facilities;
protection of school facilities;
gardening;
assisting with school newsletters and school magazine;
helping with playground duty;
telephoning or helping to notify other parents of important events;
accompanying pupils on field trips and excursions;

*
*
*
*
(d)
[ 97 l
attending school assemblies, sport and cultural events;
typing and editing newsletters;
arranging parent talks and information evenings; and
serving as an interpreter for non-English-speaking parents.
Assisting in learning activities at home
A very important part of parent involvement is assisting with learning activities at
home. The following activities may be coordinated by parents with or without the
knowledge of the principal (Lemmer & Squelch, 1993: 101; Dekker, 1995: 14;
Oosthuizen (ed.), 1994:137; Van der Vyver (ed.), 1997:169-173):
*
*
*
*
*
*
*
*
provide tutoring;
creating a suitable learning environment;
supervising homework;
listening to reading;
helping children select books;
playing educational games;
telling stories;
learning poems;

*
*
reading to children; and
[ 98 I
checking that homework assignments are complete.
4.3.6 Value of the partnership
In a recent publication by Swap (1993: 1), the following statement was made:
"Home-school partnership is no longer a luxury. There is an urgent need
for schools to find ways to support the success of all our children. One
element that we know contributes to more successful children and more
successful schools across all populations is parent involvement in children's
education. When our focus is on improving the achievement of children
at academic risk, partnership with families is not just useful - it is critical
for creating a culture of learning. "
According to Van Schalkwyk (1990:25-32); Oosthuizen (ed.), (1994: 136); Squelch
& Lemmer (1994:91-96); Kruger (1996:33-34) and Van Wyk (1996b:23-25) the
following are the advantages of a partnership in creating a culture of learning:
(1)
*
Advantages for the teacher/principal
Parental involvement will facilitate a positive attitude between parents
and teachers/principals
Teachers and principals who know parents by virtue of their participation in school
activities treat these parents with greater respect. The opposite is also true.
Parents who understand the aims, nature and functioning ofthe school, will be less
likely to criticise the teacher/principal, and more likely to contribute positively to
the education of their children.

* Cooperation leads to trust
[ 99 I
Where parents and principals cooperate, they are more likely to trust each other.
This means a healthy partnership in the education of the child.
* Parental involvement is mutually beneficial
Parents and principals no longer feel alone when dealing with difficult students and
situations, and principals have powerful allies in parents.
* Knowledge of the child's home and school situation can positively
influence his/her education in a positive way.
All parents can contribute valuable information about their children. Information
concerning children's likes and dislikes, strengths and weaknesses, along with any
relevant medical details can often only be obtained from the parents. Such
information can help principals to help the child to succeed.
* bnprovement in a child's behaviour at school as well as decreased
truancy
Studies have shown that a parent-principal partnership is the most successful way
of combating delinquent behaviour and improving school attendance.
* Parental involvement can lessen the teachers' workload
Teaching has become a 24-hour per day task! Parental involvement can help to
lessen the teacher's load, by for example, getting parents to help with sporting
activities, helping in chaperoning children during field trips, helping children with
reading activities, etc.

(2)
*
Advantages for the pupil
Improved grades
[100)
It has been proved, beyond doubt, that parental involvement leads to an
improvement in the academic achievements of students. This is irrespective ofthe
sodo-economic class to which the family belongs.
* Increased security and emotional stability
Students who are aware that their parents are interested in their school work,
experience emotional stability and security and are better able to adjust to school
and better able to overcome any problems which they may encounter, such as
behavioural and learning problems.
* Decreased drop-out rates
Research has shown that the likelihood ofpupils leaving school without completing
their studies is greatly reduced when their parents are actively involved in their
studies.
(3)
*
Advantages for parents
Feeling of fulfilment
All parents are interested in their children's education and would like to contribute
in some way. This is true regardless of the socio-economic class to which the
parent belongs. The problem is that many parents do not know how to contribute.
Once parental involvement has been instituted in a school, the parents can be
taught how to become a partner in their child's education. This leads to a sense
of fulfilment for many parents.

* Increased self-esteem
[ 101 I
Where parents are uneducated or poorly educated, they have a feeling of
inferiority towards the education of the child/children. This feeling can be greatly
aggravated by an uninviting atmosphere in school. Where parents become partners
in their children's education and are shown how important their contribution is,
their self-esteem is greatly increased.
(4)
*
Advantages for the school
Financial support
Parents contribute to the running of the school by paying school fees as well as
taxes. The more involvement there is, the less reluctant the parent will be to fulfil
this duty.
* Service to school
Parents can contribute in many ways to improving the school. This can include
improving the school-grounds, undertaking minor repairs to buildings, transport
of pupils, protecting school property, fund-raising, etc.
* bnproved community support
Parental involvement can lead to feelings of ownership, which can lead to
increased support for schools. This may manifest itself in greater political support
and willingness to pay taxes to fund schools, which are important secondary
effects.

[1021
Clearly, therefore, parents who are involved in one way or another in the
education of their children create a climate that is conducive to teaching and
learning activities.
4.4 SYNTHESIS
The parent (primary educator) and the principal (secondary educator) are the
child's main educators. The parent retains the primary responsibility for the
education and personal actualization of his child. Consequently it is essential that
the parent should be involved with the school in creating a culture of learning.
Parents therefore cannot and may not delegate to the school their privilege and
responsibility of educating their children. The principal occupies a very special
position in the school and his influence in creating a culture of learning is decisive
for the realisation of effective educative teaching.
To the parent education is just one among many tasks; to the principal it is his
profession. But to both parties it is essential to achieve maximum and optimal
cooperation, coordination and continuity in their common task. They should
become partners in education in the true sense of the word ·partnership·. In such
a partnership the parent and the principal are equal partners, their actions directed
to the same goal: creating a culture of learning resulting in the proper adulthood
of the child. This goal can only be achieved if the partners fulfil their respective
obligations and that a relationship of mutual trust, respect and understanding exists
between them. The partnership between parents and principals in creating a
culture of learning is therefore of vital importance for effective teaching and
learning to take place at schools.
This chapter will fonn the basis for the questionnaires to be utilised in this study.
The following chapter will provide a description of the planning of the research,
aimed at establishing whether parents and principals are partners in creating a
culture of learning.

CHAPTERS
PLANNING OF THE RESEARCH
PAGE
5.1 INTRODUCTION 103
5.2 POSTULATES
5.2.1 Responsibility
5.2.2 Information .
5.2.3 Decision-making .
5.2.4 Skills . .
5.2.5 Accountability .
5.3 PREPARATIO:\ fOR AND DESIGN Of THE RESEARCH
5.3.1 Permission _ _ _ .
5.3.2 Selection of respondents .
5.4
5.4.1
5.4.2
5.4.3
5.4.4
(1)
(2)
5.4.5
(1)
(2)
5.5
THE RESEARCH I:\STRUMEl\'T ...
The questionnaire as research instrument .
Construction of the questionnaire .
Characteristics of a good questionnaire .
Advantages and disadvantages of the questionnaire
Advantages of tile written questionnaire .
Disadvantages of the questionnaire . .
Validity and reliability of the questionnaire . .
Validity of the questionnaire .
Reliability of the questionnaire .
PILOT STUDY
103
103
104
104
104
104
104
104
105
105
105
107
109
110
1II
113
114
115
117
5.6 AD.\II'\ISTRATlO:\ OF THE QUESTIONNAIRE 120
119

PAGE
5.7 THE PROCESSING OF THE DATA 121
5.7.1 Descriptive Statistics . . . . . . . . . . . . . . . . _ . . . . . . . _ . .. 121
5.7.2 Application of data .. _ . _ . _.. _ . _ . _ _.. 122
5.8 LIMITATIONS OF THE INVESTIGATION . __ .. _ . . . .. 123
5.9 SYNTHESIS _. _ __ . __ .. _ _.. _. 123

CHAPTER 5
PLANNING OF THE RESEARCH
5.1 INTRODUCTION
[1031
Research in the preceding chapters on parents and principals as partners in creating
a culture of learning was conducted by means ofavailable relevant literature. This
literature study revealed that a partnership between parents and principals is
lacking in creating a culture of learning. In order to investigate the findings in the
literature study, it was necessary to formulate five postulates and undertake an
empirical survey. The collection of data was through administering two separate
self-structured questionnaires to parents who have children in standard nine and
principals of secondary schools respectively (Appendix A and B). Therefore this
chapter will focus on the planning of the research used in the investigation of
parents and principals as partners in creating a culture of learning.
5.2 POSTULATES
A postulate can be defined as: a basic assumption or supposition that is accepted
as true which can serve as a basis for reasoning and deduction (Plug, Meyer,
Louw & Gouws, 1991:280)
The following are the postulates formulated for this research:
5.2.1 Responsibility
Parents and principals will indicate a lack of clarity pertaining to their respective
responsibilities regarding the creation of a culture of learning.

5.2.2 lrrformation
[104]
In order for the partnership between parents and principals to succeed the
importance of exchanging information will be identified.
5.2.3 Decision-moking
The need for parents and principals to become jointly involved in the decision­
making process will be established.
5.2.4 Skills
The establishment of a meaningful partnership between parents and principals is
being hampered due to the lack in the sharing of skills between them.
5.2.5 Accountability
A need exists for parents and principals to become more accountable to each other
in order to create a culture of learning.
5.3 PREPARATION FOR AND DESIGN OF THE RESEARCH
5.3.1 Permission
With the aim ofadministering two separate questionnaires to parents and principals
respectively it was necessary to first request permission from the Secretary of the
Kwazulu Department of Education and Culture. A letter to this effect was drafted
and posted to the Secretary ofthe Department of Education and Culture (Appendix
C). Copies of the questionnaires for parents and principals were also posted as
requested to the Secretary.

[ 105]
The researcher visited the principals of the selected schools with the letter of
approval from the Secretary (Appendix D) and made arrangements for
administering the questionnaires to parents of standard nine pupils and principals
respectively.
5.3.2 Selection of Respondents
In order to administer the questionnaire to parents twenty schools of the former
education department responsible for Black education were randomly selected from
the Port Shepstone, Durban South and Durban North regions. From each of the
twenty schools ten parents of standard nine pupils were randomly selected to
complete the questionnaire. This provided the researcher with 200 parents as
respondents which may be considered an adequate sample for reliable data
analysis.
Fifty secondary school principals also from the former education department
responsible for Black education were randomly selected as respondents to complete
the questionnaire for principals. This provided the researcher with a reasonable
sample for reliable data analysis.
5.4 THE RESEARCH INSTRUMENT
5.4. I The Questionnaire as research instrument
According to Van Rensburg, Landman & Bodenstein (1994:504) a questionnaire
is a set of questions dealing with some topic or related group of topics, given to
a selected group of individuals for the purpose of gathering data on a problem
under consideration. Van den Aardweg & Van den Aardweg (1988:190) say the
questionnaire is a prepared question form submitted to certain persons
(respondents) with a view to obtaining information. Churchill & Peter (SchnetIer

[106]
(ed.), 1993:77) have shown that the measuring instrument has the greatest
influence on the reliability of research data. The characteristics of measurement
are best controlled by the careful construction of the instrument. There is,
however, insufficient appreciation for the fact that a questionnaire should be
constructed according to certain principles (Kidder & Judd, 1986:128-131; Behr,
1988:155-156).
A well-designed questionnaire is the culmination ofa long process of planning the
research objective, formulating the problem, generating the hypothesis, etc. A
questionnaire is not simply thrown together. A poorly-designed questionnaire can
invalidate any research results, notwithstanding the merits of the sample, the field
workers and the statistical techniques (Huysamen, 1989:2). In their criticism of
questionnaires Berchie & Anderson (Schnetler (ed.), (1993:61) object to poor
design rather than to questionnaires as such. A well-designed questionnaire can
boost the reliability and validity of the data to acceptable tolerance (Schumacher
& McMiIlan, 1993:42).
It therefore stands to reason that questionnaire design does not take place in a
vacuum. According to Dane (1990:315-319) the length of individual questions,
the number of response options, as well as the format and wording of questions
are determined by the following:
*
*
*
*
*
Choice of the subject to be researched.
Aim of the research.
Size of the research sample.
Method of data collection.
Analysis of the data.
Against this background the researcher can now look at the principles that
determine whether a questionnaire is well-designed. It is thus necessary to draw

[1071
a distinction between questionnaire content, question format, question order, type
of questions, formulation of questions and validity and reliability of questions.
5.4.2 Construction of the questionnaire
Questionnaire design is an activity that should not take place in isolation. The
researcher consulted and sought advice from specialists and colleagues at all times
during the construction of the questionnaire (Van den Aardweg & Van den
Aardweg, 1988:198). Questions to be taken up in the questionnaire should be
tested on people to eliminate possible errors. A question may appear correct to
the researcher when written down but can be interpreted differently when asked
to another person. There should be no hesitation in changing questions several
times before the final formulation keeping the original purpose in mind. The most
important point to be taken into account in questionnaire design is that it takes time
and effort and that the questionnaire will be re-drafted a number of times before
being finalised. A researcher must therefore ensure that adequate time is budgeted
for in the construction and preliminary testing of the questionnaire (Kidder &
Judd, 1986:243-245). All of the above was taken into consideration by the
researcher during the designing of the questionnaire for this investigation.
An important aim in the construction of the questionnaires for this investigation
was to present the questions as simple and straight-forward as possible. The
reasons for this were that not all members of the target population under
investigation might be adequately· educated to interpret questions correctly or
familiar with the completion of questionnaires. Questions were formulated in
English and Zulu in order to allow the respondents (black parents) to choose the
language they understood best. The accompanying letter and instructions were
also in English and Zulu (Appendix E). The two languages also had the advantage
that fully bilingual respondents, who were unsure of the meaning of a particular
question in one language, could check the other language for possible better

[ 108]
clarification. Questions were formulated in English for principals. The
accompanying letter and instructions were also in English (Appendix F). The
researcher aimed to avoid ambiguity, vagueness, bias, prejudice and technical
language in the questions contained in both the questionnaires.
The aim of administering two separate questionnaires to parents and principals
respectively was to obtain information on whether parents and principals are
working together as partners in creating a culture of learning with regard to the
following:
*
*
*
*
*
The sharing of responsibility.
The sharing of information.
The sharing of decision-making.
The sharing of skills.
The sharing of accountability.
The questionnaires (Appendices A and B) were designed to determine whether
parents and principals are partners in creating a culture of learning. In order to
obtain the information needed for the purpose of this study the questionnaires for
both parents and principals were each sub-divided into two sections as follows:
*
*
*
Section one of the questionnaires for both parents and principals dealt with
the demographic information of the respondents.
Section two of the questionnaire for parents focused on the parent's
perspective of a partnership in creating a culture of learning.
Section two of the questionnaire for principals focused on the principal's
perspective of a partnership in creating a culture of learning.

[109]
Section two of the questionnaires for both parents and principals consisted of 32
closed questions each. The respondents were requested to indicate their responses
to the statements based on parents and principals as partners in creating a culture
of learning in three ways, namely agree, disagree and uncertain.
5.4.3 Characteristics of a good questionnaire
Throughout the construction ofthe questionnaire the researcher had to consider the
characteristics of a good questionnaire in order to meet the requirements necessary
for the research instrument to be reliable. The characteristics of a good
questionnaire that were considered by the researcher are, according to Van den
Aardweg & Van den Aardweg (1988: 190) and Mahlangu (1987:84-85) the
following:
*
*
*
*
*
It has to deal with a significant topic, one the respondent will recognise as
important enough to warrant spending his or her time on. The significance
should be clearly and carefully stated on the questionnaire and on the
accompanying letter.
It must seek only that information which cannot be obtained from other
sources.
It must be as short as possible, but long enough to get the essential data.
Long questionnaires frequently find their way into the waste-paper basket.
Questionnaires should be attractive in appearance, neatly arranged and
clearly duplicated or printed.
Directions for a good questionnaire must be clear and complete and
important terms clearly defined.

*
*
*
*
[ 1101
Each question has to deal with a single concept and should be worked as
simply and straight-forwardly as possible.
Different categories should provide an opportunity for easy, accurate and
unambiguous responses.
Objectively formulated questions with no leading suggestions should render
the desired responses. Leading questions are just as inappropriate in a
questionnaire as they are in a court of law.
Questions should be represented in a proper psychological order, preceding
from general to more specific and sensitive responses. An orderly
grouping helps respondents to organise their own thinking so that their
answers are logical and objective. It is preferable to present questions that
create a favourable attitude before proceeding to those that are more
intimate or delicate in nature. Annoying and/or embarrassing questions
should be avoided if possible.
5.4.4 Advantages and disadvantages of the questionnaire
Data can be gathered by means of a structured questionnaire in inter alia the
following ways: a written questionnaire that is mailed, delivered or handed out
personally; personal interviews; telephone interviews (Kidder & Judd, 1986:221).
Each mode has specific advantages and disadvantages which the researcher needs
to evaluate for their suitability to the research question and the specific target
population being studied, as well as relative cost. The researcher used the written
questionnaire as research instrument taking into consideration certain advantages
(Cohen & Manion, 1989: 11 1-112),

(1)
*
*
*
*
*
*
*
*
[ 111 I
Advantages of the written Questionnaire
Affordability is the primary advantage of written questionnaires because it
is the least expensive means of data gathering.
Written questionnaires preclude possible interviewer bias. The way the
interviewer asks questions and even the interviewer's general appearance
or interaction may influence the respondent's answers. Such biases can be
completely eliminated with a written questionnaire.
A questionnaire permits anonymity. If it is arranged such that responses
were given anonymously, this would increase the researcher's chances of
receiving responses which genuinely represent a person's beliefs, feelings,
opinions or perceptions.
They permit a respondent a sufficient amount of time to consider answers
before responding.
Questionnaires can be given to many people simultaneously, that is to say
that a large sample of the target population can be reached.
They provide greater uniformity across measurement situations than do
interviews. Each person responds to exactly the same questions because
standard instructions are given to the respondents.
Generally the data provided by the questionnaires can be more easily
analyzed and interpreted than the data obtained from verbal responses.
Using a questionnaire solves the problem of non-contact when the
respondent is not at home 'when the interviewer calls'.When the target

*
*
*
*
*
*
*
*
[ 1121
population to be covered is widely and thinly spread. the mail questionnaire
is the only possible method of approach.
Through the use of the questionnaire approach the problems related to
interviews may be avoided. Interview "errors" may seriously undermine
the reliability and validity of survey results.
Respondents may answer questions of a personal or embarrassing nature
more willingly and frankly on a paper questionnaire than in a face-to-face
situation with an interviewer who may be a complete stranger. In some
cases it may happen that respondents report less than expected and make
more critical comments in a mail questionnaire.
Questions requiring considered answers rather than immediate answers
could enable respondents to consult documents in the case of the mail
questionnaire approach.
Respondents can complete questionnaires in their own time and in a more
relaxed atmosphere.
Questionnaire design is relatively easy if the set guidelines are followed.
The administeringof questionnaires. the coding, analysis and interpretation
of data can be done without any special training.
Data obtained from questionnaires can be compared and inferences made.
Questionnaires can elicit information which cannot be obtained from other
sources.

[ 113 I
(2) Disadvantages of the questionnaire
The researcher is also aware of the fact that the written questionnaire has
important disadvantages. According to Van den Aardweg & Van den Aardweg
(1988: 190) and Kidder & Judd (1986:223-224) the disadvantages of the
questionnaire are inter alia the following:
*
*
*
*
*
Questionnaires do not provide the flexibility of interviews. In an interview
an idea or comment can be explored. This makes it possible to gauge how
people are interpreting the question. If questions asked are interpreted
differently by respondent the validity of the information obtained is
jeopardised.
People are generally better able to express their views verbally than in
writing.
Questions can be answered only when they are sufficiently easy and
straight-forward to be understood with the given instructions and
definitions.
The mail questionnaire does not make provision for obtaining the views of
more than one person at a time. It requires uninfluenced views of one
person only.
Answers to mail questionnaires must be seen as final. Re-checking of
responses cannot be done. There is no chance of investigating beyond the
given answer for a clarification of ambiguous answers. If respondents are
unwilling to answer certain questions nothing can be done to it because the
mail questionnaire is essentially flexible.

*
*
*
[ 114 J
In a mail questionnaire the respondent examines all the questions at the
same time before answering them and the answers to the different questions
can therefore not be treated as "independent".
The researcher is unable to control the context of question answering and
specifically, the presence ofother people. Respondents may ask friends or
family members to examine the questionnaire or comment on their answers,
causing bias if the respondent's own private opinions are desired.
Written questionnaires do not allow the researcher to correct
misunderstanding or answer questions that the respondents may have.
Respondents might answer questions incorrectly or not at all due to
confusion or misinterpretation.
5.4.5 Validity and reliability of the Questionnaire
There are two concepts that are of critical importance in understanding issues of
measurement in social science research, namely validity and reliability (Huysamen,
1989:1-3). All too rarely do questionnaire designers deal consciously with the
degree of validity and reliability of their instrument. This is one reason why so
many questionnaires are lacking in these two qualities. Questionnaires have a very
limited purpose. In fact, they are often one-time data gathering devices with a very
short life, administered to a limited population. There are ways to improve both
the validity and reliability of questionnaires. Basic to the validity of a
questionnaire is asking the right questions phrased in the least ambiguous way. In
other words, do the items sample a significant aspect of the purpose of the
investigation? Terms must be clearly defined so that they have the same meaning
to all respondents (Cohen & Manion, 1989:111-112).
Kidder & Judd (1986:53-54) mention the fact that although reliability and validity
are two different characteristics of measurement, they 'shade into each other".

[ 115 I
They are two ends of a continuum but at points in the middle it is difficult to
distinguish between them. Validity and reliability are especially important in
educational research because most of the measurements attempted in this area are
obtained directly. Researchers can never guarantee that an educational or
psychological measuring instrument measures precisely and dependably what it is
intended to measure (Van den Aardweg & Van den Aardweg, 1988: 198). It is
essential, therefore, to assess the validity and reliability of these instruments.
Researchers must therefore have a general knowledge as to what validity and
reliability are and how one goes about validating a research instrument and
establishing its reliability (Huysamen. 1989: 1-3).
(1) Validity of the questionnaire
Van Rensburg, Landman & Bodenstein (1994:560) define validity as the extent to
which a measuring instrument satisfies the purpose for which it was constructed.
It also refers to the extent to which it correlates with some criterion external to the
instrument itself. Validity is that quality of a data-gathering instrument or
procedure that enables it to determine what it was designed to determine. In
general terms validity refers to the degree to which an instrument succeeds in
measuring what it has set out to measure. Behr (1988: 122) regards validity as an
indispensable characteristic of measuring devices.
Van den Aardweg & Van den Aardweg (1988:237), Mulder (1989:215-217) and
Dane (1990:257-258) distinguish between three different types of validity:
* Content validity where content and cognitive processes are included can be
measured. Topics, skills and abilities should be prepared and items from
each category randomly drawn.

[ 115 I
They are two ends of a continuum but at points in the middle it is difficult to
distinguish between them. Validity and reliability are especially important in
educational research because most of the measurements attempted in this area are
obtained direct!y. Researchers can never guarantee that an educational or
psychological measuring instrument measures precisely and dependably what it is
intended to measure (Van den Aardweg & Van den Aardweg, 1988: 198). It is
essential, therefore, to assess the validity and reliability of these instruments.
Researchers must therefore have a general knowledge as to what validity and
reliability are and how one goes about validating a research instrument and
establishing its reliability (Huysamen. 1989: 1-3).
(1) Validity of the questionnaire
Van Rensburg, Landman & Bodenstein (1994:560) define validity as the extent to
which a measuring instrument satisfies the purpose for which it was constructed.
It also refers to the extent to which it correlates with some criterion external to the
instrument itself. Validity is that quality of a data-gathering instrument or
procedure that enables it to determine what it was designed to determine. In
general terms validity refers to the degree to which an instrument succeeds in
measuring what it has set out to measure. Behr (1988: 122) regards validity as an
indispensable characteristic of measuring devices.
Van den Aardweg & Van den Aardweg (1988:237), Mulder (1989:215-217) and
Dane (1990:257-258) distinguish between three different types of validity:
* Content validity where content and cognitive processes are included can be
measured. Topics, skills and abilities should be prepared and items from
each category randomly drawn.

*
*
[ 116 I
Criterium validity which refers to the relationship between scores on a
measuring instrument and an independent variable (criterion) believed to
measure directly the behaviour of characteristics in question. The criterion
should be relevant, reliable and free from bias and contamination.
Construct validity where the extent to which the test measures a specific
trait or construct is concerned, for example, intelligence, reasoning, ability,
attitudes, etceteras.
It means that validity of the questionnaire indicates how worthwhile a measure is
likely to be in a given situation. Validity shows whether the instrument is
reflecting the true story, or at least something approximating the truth. A valid
research instrument is one that has demonstrated that it detects some "real" ability,
attitude, or prevailing situation that the researcher can identify. and characterise
(SchnetIer (ed.), 1993:71). If the ability or attitude is itself.stable, and if a
respondent's answer to the items are not affected by other unpredictable factors,
'then each administration of the instrument should yield essentially the same results
(Dane, 1990:158).
The validity of the questionnaire as a research instrument reflects the sureness with
which conclusions can be drawn. It refers to the extent to which interpretations of
the instrument's results, other than the ones the researcher wishes to make, can be
ruled out. Establishing validity requires that the researcher anticipates the
potential arguments that sceptics might use to dismiss the research results (Dane,
1990: 148-149).
The researcher, employed the questionnaire as an indirect method to measure
whether parents and principals are partners in creating a culture of learning.
Because of the complexity of the respondents' attributes one is never sure that the
questionnaire devised will actually measure what it purports to measure. Items in

[ 117 1
the questionnaire cannot be measured like height, mass, length or size. From the
interpretation ofthe results obtained and the sureness with which conclusions could
be drawn, the researcher is, however, convinced that the questionnaire to a great
extent did measure that which it was designed for.
(2) Reliability of the Questionnaire
According to Mulder (1989:209) and Van Rensburg, Landman & Bodenstein
(1994:512) reliability is a statistical concept and relates to consistency and
dependability of obtaining the same relative answer when measuring phenomena
that have not changed. A reliable measuring instrument is one that, if repeated
under similar conditions, would present the same result or a near approximation
of the initial result. Van den Aardweg & Van den Aardweg (1988:194) and
Kidder & Judd (1986:47-48) distinguish between the following types of reliability:
*
*
*
Test-retest reliability (coefficient of stability) - consistency estimated by
comparing two or more repeated administrations of the measuring
instrument. This gives an indication of the dependability of the results on
one occasion which may then be compared with the results obtained on
another occasion.
Internal consistency reliability. This indicates how well the test items
measure the same thing.
Split-half reliability. By correlating the results obtained from two halves
of the same measuring instrument, we can calculate the split-half reliability.
In essence, reliability refers to consistency, but consistency does not guarantee
truthfulness. The reliability of the question is no proof that the answers given

[ 118 I
reflect the respondent's true feelings (Dane, 1990:256). A demonstration of
reliability is necessary but not conclusive evidence that an instrument is valid.
Reliability refers to the extent to which measurement results are free of
unpredictable kinds of error. Sources of error that affect reliability are inter alia
the following (Mulder, 1989:209; Kidder & Judd, 1986:45):
*
*
*
*
Fluctuations in the mood or alertness of respondents because of illness,
fatigue, recent good or bad experiences, or temporary differences amongst
members of the group being measured.
Variations in the conditions ofadministration between groups. These range
from various distractions, such as unusual outside noise to inconsistencies
in the administration of the measuring instrument such as omissions in
verbal instructions.
Differences in scoring or interpretation of results, chance differences in
what the observer notices and errors in computing scores.
Random effects by respondents who guess or check offattitude alternatives
without trying to understand them.
When the questionnaire is used as an empirical research instrument there is no
specific method, for example the "test-retest" method, to determine the reliability
of the questionnaire. Therefore, it will be difficult to establish to what extent the
answers of the respondents were reliable. The researcher, however, believes that
the questionnaires in this investigation were completed with the necessary honesty
and sincerity required to render the maximum possible reliability.

5.5 PILOT STUDY
[1191
A pilot study is an abbreviated version of a research project III which the
researcher practises or tests the procedures to be used in the subsequent full-scale
project (Dane, 1990:42). The pilot study is a preliminary or"trial run"
investigation using similar questions and similar subjects as in the final survey.
Kidder & Judd (1986:211-212) say the basic purpose of a pilot study is to
determine how the design of the subsequent study can be improved and to identify
flaws in the measuring instrument. A pilot study gives the researcher an idea of
what the method will actually look like in operation and what effects (intended or
not) it is likely to have. In other words, by generating many of the practical
problems that will ultimately arise, a pilot study enables the researcher to avert
these problems by changing procedures, instructions and questions.
The number ofparticipants in the pilot study or group is normally smaller than the
number scheduled to take part in the final survey. Participants in the pilot study
and the sample for the final study must be selected from the same target
population. For the purpose of this study the researcher conducted a pilot run on
his colleagues (parents and principals). According to Plug, Meyer, Louw &
Gouws (1991:49-66) the following are the purposes of a pilot study, and these
were also the aim of the researcher in this survey:
,.
*
It provided the researcher with ideas, approaches and clues not foreseen
prior to the pilot study.
It permitted a thorough check of the plarmed statistical and analytical
procedures, thus allowing an appraisal of their adequacy in treating the
data.

*
*
*
*
*
*
[120)
It greatly reduced the number of treatment errors because unforeseen
problems revealed in the pilot study resulted in redesigning the main study.
It saved the researcher major expenditures of time and money on aspects
of the research which would have been unnecessary.
Feedback from other persons involved were made possible and led to
important improvements in the main study.
In the pilot study the researcher tried out a number of alternative measures
and selected only those that produced the best results for the final study.
The approximate time required to complete the questionnaire was
established in the pilot study.
Questions and/or instructions that were misinterpreted were reformulated.
Through the use ofthe pilot study as 'pre-test' the researcher was satisfied that the
questions asked complied adequately with the requirements of the study.
5.6 ADMINISTRATION OF THE QUESTIONNAIRE
If properly administered the questionnaire is the best available instrument for
obtaining information from widespread sources or large groups simultaneously
(Mulder, 1989:39). The researcher personally delivered questionnaires to selected
respondents (parents and principals) and collected them after completion (cf.
5.3.2).

*
*
*
*
*
*
[ 120 I
It greatly reduced the number of treatment errors because unforeseen
problems revealed in the pilot study resulted in redesigning the main study.
It saved the researcher major expenditures of time and money on aspects
of the research which would have been unnecessary.
Feedback from other persons involved were made possible and led to
important improvements in the main study.
In the pilot study the researcher tried out a number of alternative measures
and selected only those that produced the best results for the final study.
The approximate time required to complete the questionnaire was
established in the pilot study.
Questions and/or instructions that were misinterpreted were reformulated.
Through the use of the pilot study as 'pre-test' the researcher was satisfied that the
questions asked complied adequately with the requirements of the study.
5.6 ADMINISTRATION OF THE QUESTIONNAIRE
If properly administered the questionnaire is the best available instrument for
obtaining information from widespread sources or large groups simultaneously
(Mulder, 1989:39). The researcher personally delivered questionnaires to selected
respondents (parents and principals) and collected them after completion (cf.
5.3.2).

[ 121 1
5.7· THE PROCESSING OF THE DATA
Once data were collected. it was captured in a format which would permit analysis
and interpretation. This involved the careful coding of the 200 questionnaires
completed by the parents of standard nine children and 50 questionnaires
completed by principals. The coded data were subsequently transferred onto a
computer spreadsheet using the Quatro Pro 4.0 data base statistics computer
programme. The coded data were submitted to the Department of Statistics at the
University of Natal and was computer-analyzed using the SAS programme in order
to interpret the results by means of descriptive statistics.
5.7.1 Descriptive statistics
Descriptive statistics serve to describe and summarise observations (Van Rensburg,
Landman & Bodenstein. I994:355). Frequency tables, histograms and polygons
are useful in forming impressions about the distribution of data.
According to Van den Aardweg & Van den Aardweg (l988:65-76) frequency
distribution is a method to organise data obtained from questionnaires to simplify
statistical analysis. A frequency table provides the following information:
•
•
It indicates how many times a particular response appears on the completed
questionnaires.
It provides percentages that reflect the number of responses to a certain
question in relation to the total number of responses.

5.7.2 Application of data
[ 122 J
The questionnaires (Appendices A and B) were designed to determine whether
parents and principal are working together as partners in creating a culture of
learning. In order to obtain the information needed for the purpose of this study,
the questionnaires for both parents and principals were each sub-divided into two
sections as follows:
*
*
*
*
Section one of the questionnaire for parents (Appendix A) required
demographic information about principals and included items I. I to 1.8.
Section one of the questionnaire for principals (Appendix B) required
demographic information about parents and included items 1.1 to 1.4.
Section two of the questionnaire for parents gathered information on the
parents' perspective of a partnership in creating a culture of learning with
regard to the sharing of responsibilities, information, decision-making and
accountability between parents and principals.
o
o
o
o
o
The sharing of responsibilities was covered by items 2.1 to 2.8.
The sharing of information was covered by items 2.9 to 2.16.
The sharing of decision-making was covered by items 2.17 to 2.19.
The sharing of skills was covered by items 2.20 to 2.23.
The sharing of accountability was covered by 2.24 to 2.32.
Section two of the questionnaire for principals gathered information on the
principal's perspective of a partnership in creatlllg a culture of learning
with regard to the sharing ofresponsibilities. information, decision-making,
skills and accountability between parents and principals.

o
o
o
o
o
[ 123 J
The sharing ofresponsibilities was covered by items 2.1 to 2.8.
The sharing of information was covered by items 2.9 to 2.16.
The sharing ofdecision-making was covered by items 2.17 to 2.19.
The sharing of skills was covered by items 2.20 to 2.23.
The sharing of accountability was covered by 2.24 to 2.32.
5.8 LIMITATIONS OF THE INVESTIGATION
This investigation was constrained by a number of factors. The following are
likely factors that might have influenced the reliability and validity of the
questionnaire:
*
*
*
Although anonymity was required in the questionnaire the possibility exists
that, because of parents' and principals' cautiousness, they might not have
been frank and truthful in their responses.
The sensitive nature of items in the questionnaire might have elicited false
or misleading responses and influenced the reliability of the results.
To restrict the investigation to manageable proportions, the researcher
limited the study to the parents of standard nine pupils only.
Despite the limitations identified, the researcher believes the investigation will
provide a much-needed basis for future research regarding parents and principals
as partners in creating a culture of learning.
5.9 SYNTHESIS
In this chapter the planning and design of the empirical research was discussed and
a description of the questionnaire as research instrument was given.

[124]
In the following chapter the data obtained from the completed questionnaires will
be analyzed and presented.

CHAPTER 6
PRESENTATION AND ANALYSIS OF THE RESEARCH DATA
PAGE
6.1 INTRODUCTION . 125
6.2 QUESTIONNAIRE FOR PARENTS · . . . · . . . . . . . 125
6.2.1 Gender of children in standard nine . · . . · - . . . . . . 125
6.2.2 Gender of parent/guardian · . · . · . . 126
6.2.3 Age of parent/guardian · . · . . · . . . . 126
6.2.4 Home language .. . . . · . · . 127
6.2.5 Occupation of parents/guardians · . 128
6.2.6 Educational level of parents/guardians · . 129
6.2.7 Number of children in the family · . . . · .. 130
6.2.8 Number of school-going children in the family · . 131
6.2.9 Sharing of responsibilnies · . 132
6.2.10 Sharing of information . . . · . 135
6.2.11 Sharing of decision-making 141
6.2.12 Sharing of skills · 144
6.2.13 Sharing of accountability · . 146
6.3 QUESTIONNAIRE FOR PRINCIPALS · . . 152
6.3.1 Gender of principals . . . - 152
6.3.2 Age group of principals . . . · . · . 152
6.3.3 Professional qualification of principals · . · . 153
6.3.4 Academic qualification of principals . . · .. 154
6.3.5 Sharing of responsibilities · . 155
6.3.6 Sharing of information · . . 159
6.3.7 Sharing of decision-making · . 163
6.3.8 Sharing of skills · . . . 165

PAGE
6.3.9 Sharing of accountability 167
6.4 SYNTHESIS. .. 171

CHAPTER 6
[ 125 l
PRESENTATION AND ANALYSIS OF THE RESEARCH DATA
6.1 INTRODUCTION
In this chapter, the data which was collected from the completed questionnaires
will be analyzed, findings will be interpreted, and some comments will be offered.
6.2 QUESTIONNAIRE FOR PARENTS
6.2.1 Gender of children in standard nine
Table 1 Frequency distribution according to gender of the children in
standard nine
Gender Frequency %
Male 86 43
Female 114 57
Total 200 100
Table I shows that more parents (57%) with female children in standard 9
completed the questionnaire.

6.2.2 Gender of parents I guardians
[1261
Table 2 Frequency distribution according to the gender ofthe parents
(guardians) of tbe standard nine pupils
Gender Frequency %
Male 92 46
Female 108 54
Total 200 100
Table 2 shows that more mothers (54%) than fathers (46%) completed the
questionnaire. The possible reason for this phenomenon is that due to the migrant
labour systems and urbanisation fathers have to leave their families for long
periods of time in order to seek employment elsewhere (Van Niekerk & Meier,
1995:76).
6.2.3 Age of parents (guardians)
Table 3 Frequency distribution according to the age of the parents
(guardians) or the standard nine pupils
Gender Frequency %
30-34 10 5
35-40 47 23,5
41-45 66 33
46-50 37 18,5
51-55 27 13,5
56-60 9 4,5
61 and over 4 2
Total 200 100

[ 127 J
Table 3 indicates that more than half of the parents (61,5%) are younger than 46
years. Younger parents are usually more actively involved with their children in
for example sporting activities, educational values, showing the child love, etc
(Mwamwenda, 1995:30).
6.2.4 Home language
Table 4 Frequency distribution according to the home language of
parents (guardians)
Language Frequency %
Zulu 167 83,5
Xhosa 12 . 6
Swazi 0 0
English 20 10
Sotho 1 0,5
Total 200 100
The majority of the parents (83,5%) speak Zulu at home (Table 4). This finding
was anticipated because the questionnaires were completed by parents of children
who attend schools of the former Education Department responsible for black
education.

[128J
6.2.5 Occupation of parents (guardians)
Table 5 Frequency distribution according to the occupation of the
parents (guardians)
Occupation Frequency %
Professional 12 6
Semi-Professional 125 62,5
Other 50 25
Missing value 13 6,5
Total 200 100
Table 5 shows that the minority of the respondents (6%) hold professional
occupations. This corresponds reasonably with the educational level of the
respondents (cf. 6.2.6) which shows that only 10% of the parents obtained tertiary
education. A significant number of respondents (25 %) indicated their occupation
as "other" withoutspecifying it. A possible reason for this phenomenon is that
they were reluctant to reveal their occupation.

[129J
6.2.6 Education level of parents (guardians)
Table 6 Frequency distribution according to the educational level
reached by the parents (guardians)
Educational level Frequency %
No formal schooling 34 17
Lower than Std 5 41 20,5
Std 5 21 10,5
Std 6 19 9,5
Std 7 6 3
Std 8 17 8,5
Std 9 16 8
Std 10 12 6
Diploma 11 5,5
Degree 6 3
Degree and Diploma 3 1,5
Higher Degrees 0 0
Missing value 14 7
Total 200 100
Table 6 indicates that 77%ofthe parents possess qualifications lower than standard
10. This finding correlates with the low percentage (6%) of professionally
qualified parents that emerged in Table 5.

[ 1301
6.2.7 Number of children in the family
Table 7 Frequency distribution according to the total number ofchildren
in the family
Number of children in Frequency %
the family
I 2 1
2 19 9,5
3 25 12,5
4 30 15
5 51 25,5
6 25 12,5
7 20 10
8 13 6,5
9 2 1
10 5 2,5
More than 10 children 6 3
Missing values 2 1
Total 200 100
Table 7 shows that about a quarter of the respondents (25,5 %) have 5 children.
32,5% of the families have between 6 and 10 children. In traditional black culture
the number of children in the family is regarded as a sign of wealth and an asset
or investment source.

I 131 J
6.2.8 Number of school-going children in the family
Table 8 Frequency distribution according to the totaJ number ofschool­
going children in the family
Number of school- Frequency %
going children
I 17 8,5
2 41 20,5
3 55 27,5
4 40 20
5 25 12,5
6 14 7
7 2 1
8 1 0,5
9 0 0
10 2 I
More than 10 children 2 I
Missing values I 0,5
Total 200 100
According to table 8 almost half of the parents (47,5 %) have 3 or 4 school-going
children, aJmost a fifth (19,5%) have 5 or 6 children at school and 2,5% have
between 7 and 10 children at school. More children at school require more
responsibility from parents regarding their financial and academic support (Van
Zyl Slabbert (ed.), 1994: 119-139).

6.2.9 Sharing of Responsibilities
[132]
Table 9 Frequency distnDution according to the items on the sharing of
responsibilities between parents and principals as partners in
creating a cuIture of leaming
Question Agree Disagree Uncertain Missing Total
No Values
2.1 179 4 15 2 200
89,5 2 7,5 1 100
2.2 92 58 SO 0 200
46 29 25 0 100
2.3 95 65 39 1 200
47,5 32,5 19,5 0,5 100
2.4 98 42 60 0 200
49 21 30 0 100
2.5 ffl 76 27 0 200
48,5 38 13,5 0 100
2.6 93 ffl 9 1 200
46,5 48,5 4,5 0,5 100
2.7 98 75 27 0 200
49 37,5 13,5 0 100
2.8 178 14 8 0 200
89 7 4 0 100
The items in Table 9 concern the sharing of responsibilities between parents and
principals as partners in creating a culture of learning. The following are the
findings, interpretations and comments.

[ 1331
2.1 The majority of parents (89,5 %) agreed that the principal of a school has
a vital role to play in creating a culture oflearning. The educational leader
is not only the pivot on which the whole administration and organisation
of the school turns, but as a key figure he is held responsible for the
quality of teaching and learning that takes place at school (Oosthuizen
(ed.), 1994:138-139).
2.2 More than half of the parents (54 %) either disagreed or were uncertain as
to whether the principal has accepted responsibility for creating a culture
of learning. According to Van Wyk (1996b:24-25) the parents expect the
school to provide education in accordance with the best and most
educationally accountable educational principles, points of view and
method. The level of education must be of a standard which will develop
the child's potential to the full (cf. 4.2.1).
2.3 Only 47,5 % of the parents agreed that the principal has ensured that the
children receive a balanced quality education. More than half of the
parents (52 %) either disagreed or were uncertain as to whether the
principal is ensuring that the children receive a balanced quality education.
According to Van Schalkwyk (1988: 178-179) parents expect the school to
provide children with a balanced quality education. The school must not
place undue emphasis on sport, cultural matters or academic schooling - for
example it must not over-emphasise mathematics at the expense of language
teaching or art at the expense of religious instruction (cfA.2.1).
2.4 About half of the parents (49%) agreed with the statement that they feel
supported by the principal in the education of their children. More than
half of the parents (51 %) did not agree or were uncertain about the
statement. According to Munnik & Swanepoel, (1990:82-83) the school
must provide education which must be in harmony with the spirit and

[ 134]
character of the home. The school must build on the foundations laid by
the family and must strive to attain the same general goal. Education must
be of a generally formative nature, that is, it must develop the child's
general ability optimally in order to establish where his particular gift lies.
2.5 More than one third of the respondents (38%) felt that they were not
accepted as a partner by the principal in the education of their children
while 13,5% were uncertain as to whether they were accepted as a partner
by the principal. According to Badenhorst (ed.), (1995: 109) neither the
parent nor the principal alone can fulfil the task of educating the child
completely. The parent is involved with the child as the primary educator
and the principal as secondary educator. The only way ID which these
common educating tasks may be unified, is by considering parents and
principals to be partners in creating a culture of learning (Lemmer &
Squelch, 1994:39-40). If most ofthe child's education happens outside the
school, especially in the home, and if parents are educators of the child
with the teachers and principals, then it seems logical to make the two
elements of school-learning and home-learning compatible (Squelch &
Bray, 19%:213).
2.6 Almost half of the parents (48,5 %) disagreed with the statement that the
principal encourages them to be actively involved in the activities of the
school. Parent involvement according to Van Schalkwyk (1994:5) is
perceived as a threat by many principals because they do not know what
it entails, how they should "handle" parents, or how they should exploit
this phenomenon to the advantage of the school and the pupils.
2.7 A significant percentage ofparents (51 %) disagreed or were uncertain with
the statement that they are satisfied with the principal's disciplinary policy.
According to Van Schalkwyk (1988:178-170) parents expect the principal

[ 135]
to discipline the child judiciously during school hours. According to
Nxumalo (1993:55) and Smith (1996: 1-4) many schools in South Africa are
characterised by a high failure rate, early school dropout, low morale and
an anti-academic attitude due to a lack of discipline among pupils which
has led to the collapse in the culture of learning.
2.8 The majority of parents (89%) agreed that it is their responsibility to
contribute towards creating a culture of learning. According to Van Wyk
(1996b:25-26) parents are expected to enrich the education provided by the
school by creating additional learning opportunities for their children and
then supplementing and extending such opportunities. Parents retain the
primary responsibility for the education and personal actualization of their
children (cfA.3.3).

6.2.10
Table 10
Sharing of Information
[136]
Frequency distribution according to the items on the sharing of
infonnation between parents and principals as partners in
creating a culture of learning
Question Agree Disagree Uncertain Missing Total
No Values
2.9 60 114 23 3 200
30 57 11,5 1,5 100
2.10 179 7 12 2 200
89,5 3,5 6 1 100
2.11 88 98 13 1 200
44 49 6,5 0,5 100
2.12 186 9 5 0 200
93 4,5 2,5 0 100
2.13.1 168 20 12 0 200
84 10 6 0 100
2.13.2 182 5 11 2 200
91 2,5 5,5 1 100
2.13.3 144 20 33 3 200
72 10 16,5 1,5 100
2.13.4 179 7 14 0 200
89,5 3,5 7 0 100
2.13.5 167 14 19 0 200
83,5 7 9,5 0 100
2.14 92 82 26 0 200
46 41 13 0 100
2.15 95 40 65 0 200
47,5 20 32,5 0 100
2.16 74 102 21 3 200
37 51 10,5 1,5 100

[ 137 1
The items in Table 10 concern the sharing of information between parents and
principals as partners in creating a culture of learning. The following are the
findings, interpretations and comments.
2.9 A substantial number of parents (68,5 %) did not agree or were uncertain
with the statement that they have been informed by the principal about what
he expects of them to create a culture of learning. According to Kruger
(1996:33-34) all parents are interested in their children's education and
would like to contribute in some way. This is true regardless of the socio­
economic class to which the parents belong. The problem is that many
parents do not know how to contribute. Parents need to be informed of
what is expected of them so that they can become a partner in their child's
education (cf. 4.3.6). Parents and principals need to inform each other of
their respective responsibilities. Therefore, each party within the
partnership has to be provided with all the necessary information and
knowledge as to his specific part in the school's activities, how he has to
execute them and within which bounds he has to perform these tasks
(Dekker & Lemmer, 1993: 157).
2.10 A large percentage of parents (89,5%) would welcome more information
from the principal on their responsibilities for promoting a culrure of
learning. According to Van Schalkwyk (1990: 19-24) and Kruger (1996:33)
parents, on the strength of their parenthood are the primary and natural
educators of their children, and are therefore fully responsible for their
formal and informal education. Parents need to be informed that they are
co-responsible for what happens to their children in formal education (cf.
4.3.3).

[ 1381
2.11 Almost half ofthe parents (49%) do not have access to all information and
records concerning their children. Parents need to have access to all
information and records about their children so that they could support and
amplify the education provided by the school by following-up and
correcting the child's work, practising certain skills, revising and repeating
the work done at school (Munnik & Swanepoel, 1990:81-85). Parents will
also be able to enrich the education provided by the school by creating
additional learning opportunities for the child and then supplementing and
extending such opportunities (cf.4.2.2). Responsible parents consider their
child's education important. They want to have access to all information
and records of their child's progress and behaviour (cfA.3.3).
2.12 The majority of parents (93 %) agreed that they would welcome a regular
newsletter from the principal of the school. There are many ways in which
the school can communicate effectively with parents on a regular basis.
Newsletters being a written form ofcommunication must be reader-friendly
and accessible to all parents (Squelch & Lemmer, 1994:106). Newsletters
should be informative of what is happening at school (Dekker, 1995:30).
2.13.1 - 2.13.5 Most of the parents (average of 84%) agreed that a
newsletter should contain information on staff changes, curricular
achievements, extracurricular activities, school climate/culture and social
events. According to Dekker (1995:30) newsletter content should
emphasise: recent accomplishments (curricular and extra-curricular),
upcoming events, activities scheduled for parents, students and
communities. At the start of the school year or after each term when
classes and staff change, parents wish to learn the names of teachers,
counsellors and office staff, to receive advance schedule of all athletic and
other extracurricular events; and to be informed about the school's goals,
special projects, discipline and dress code, etc. It can be taken for granted

[ 139 ]
that parents are more critically disposed towards the school nowadays than
before. It is essential that parents be fully informed of the school's
activities so that they can make a positive and real contribution to the
education of their children. A newsletter could serve this purpose
effectively (cfA.3.5).
2.14 41 % of the respondents did not experience trust, understanding and respect
between the principal and themselves when information concerning
educational matters is exchanged. The cooperation between parents and
principals should denote a partnership. In such a partnership,
communication should entail murual trust, respect and understanding
(Dekker, 1993:6; Kruger, 1996:37). According to Oosthuizen (ed.)
(1994: 147) a su=ssful partnership depends, among other things, on
parents and principals trusting and respecting one another, being aware of
an understanding of one another's needs and aspirations when information
is exchanged (cf.4.3A (3»). According to Oberholzer, et at., (1990:150)
both parents and principals have a fundamental task as regards their
involvement in a partnership. A partnership can only be harmonious and
effective if there is good communication.
2.15 One fifth of the respondents felt that the principal does not consider the
information they share with him to be to the ultimate benefit of their
children. All parents can contribute valuable information about their
children. Information concerning children's likes and dislikes, strengths
and weaknesses, along with any relevant medical details can often only be
obtained from the parents. Such information can help principals to help the
child to succeed (Kruger, 1996:33-34) (cfA.3.6). Discussions between
parents and principals should be honest, frank and candid. They should not
hesitate to supply information regarding the child to each other and such
information should be treated as confidential.

[ 140 I
2.16 Only 37% of the respondents agreed that the principal encourages them to
visit the school regularly to exchange information about their children. As
parental visits to school are made, knowledge about the child is increased.
With this knowledge, parents are better able to assist the school in helping
the child to the fullest. Without this knowledge, parents and principals
may be at cross purposes or may each deal with the child in ignorance of
the other setting (Dekker & Lemmer, 1993:159). From various research
projects regarding the maintenance and improvement of home-school
relations, consistent findings emerge, such as the fact that parent
involvement in schools is significantly related to (cf.4.3.4):
* improved student academic achievement;
* improved student attendance at school; and
* improved student behaviour at school.
According to Squelch & Lemmer (1994:93) research and practice indicate
that schools that work closely with parents and encourage their active
involvement are more effective than those that do not. Although many
schools seem toembrace the idea ofparent-principal partnership and parent
involvement, few have translated their beliefs into positive plans of action.
Principals who know parents by virtue of their participation in school
activities treat these parents with greater respect. The opposite is also true.
Parents who understand the aims, nature and functioning ofthe school, will
be less likely to criticise the teacher or the principal, and more likely to
contribute positively to the education ofthe child (Van Wyk, 1996b:23-25).

6.2.11 Sharing of Decision-making
[ 141 1
Table 11 Frequency distribution according to the items or the sharing of
decision-making between parents and principals as partners in
creating a culture of learning
Question Agree Disagree Uncertain Missing Total
No Values
2.17 171 14 14 1 200
85,5 7 7 0,5 100
2.18.1 86 108 6 0 200
43 54 3 0 100
2.18.2 82 101 16 1 200
41 50,5 8 0,5 100
2.18.3 50 101 49 0 200
25 50,5 24,5 0 100
2.18.4 84 103 11 2 200
42 51,5 5,5 1 100
2.18.5 71 100 29 0 200
35,5 50 14,5 0 100
2.18.6 85 108 6 1 200
42,5 54 3 0,5 100
2.18.7 78 110 12 0 200
39 55 6 0 100
2.18.8 61 103 36 0 200
30,5 51,5 18 0 100
2.18.9 74 106 19 1 200
37 53 9,5 0,5 100
2.18.10 80 108 12 0 200
40 54 6 0 100
2.19 78 115 5 2 200
39 57,5 2,5 1 100

! 142]
The items in Table 11 concern the sharing ofdecision-making between parents and
principals as partners in creating a culture of learning. The following are the
findings, interpretations and comments.
2.17 The majority of parents (85,5 %) felt that they are entitled to be involved
in the decision-making process at their children's school. Parents need to
accept joint responsibility for school management and governance. They
need to be involved in the decision-making process regarding broad policy
guidelines on school management and governance (cf. 4.2.2). A successful
partnership depends, among other things, on parents and principals having
a say in the decision-making process on matters that affect the education
of the child, with due consideration of each partner's field of expertise
(Oosthuizen (ed.), 1994:147). The governing body of a school plays a
very important role in this regard where the principal, teachers and parents
are jointly involved in the decision-making process concerning school
management and school governance (Squelch & Bray, 1996:229).
2.18.1 to 2.18.10 More than haIf of the parents (average of 52,4%) indicated that
they were not given a say in deciding upon the school's:
- mission goals and objective (54%).
- curricular programme (50,5%).
- extracurricular programme (50,5%).
- discipline policy (51,5%).
- religious observance I instruction policy (50%).
- management policy (54%).
- fund-raising policy (55%).
- budget policy (51,5%).
- admissions policy (53%).
- language policy (54%).

[ 143]
According to Van Wyk (1996a:23-25) parents who are given a say in
deciding upon the schools' management and governance policy will
understand the aims, nature and functioning of the school. They will be
less likely to criticise the teachers and the principal and are more likely to
contribute positively to their children's education because they will assume
ownership of the decisions taken (cf.2.17).
2.19 Only 39% of the respondents agreed that decisions taken on matters
regarding school policies are arrived at by consensus between themselves
and the principal. A partnership involves a two-way process of joint
activities in which parents and principals come together on the basis of
equality right from the start. In can take various forms and may involve
setting goals, finding solutions and implementing and evaluating them
(Lemmer & Squelch, 1993:96). Therefore, a partnership requires parents
and principals working together as a team which implies according to Hall
(1986:5):
* cooperation, not confrontation;
* integration, not isolation; and
* continuity, not competition.

6.2.12 Sharing of Skills
[ 1441
Table 12 Frequency distribution according to items on the sharing of
skills between parents and principals as partners in creating a
culture of learning
Question Agree Disagree Uncertain Missing Total
No Values
2.20 115 43 42 0 200
57,5 21,5 21 0 100
2.21 44 106 50 0 200
22 53 25 0 100
2.22 152 26 20 2 200
76 13 10 1 100
2.23.1 138 36 23 3 200
69 18 11,5 1,5 100
2.23.2 129 45 25 I 200
64,5 22,5 12,5 0,5 100
2.23.3 113 44 41 2 200
56,5 22 20,5 1 100
2.23.4 131 43 26 0 200
65,5 21,5 13 0 100
2.23.5 139 38 23 0 200
69,5 19 11,5 0 100
2.23.6 160 11 29 0 200
80 5,5 14,5 0 100
The items in Table 12 concern the sharing of skills between parents and principals
as partners in creating a culture of learning. The following are the findings,
interpretations and comments.

[ 145]
2.20 to 2.23 More than half of the parents (57,5%) agreed that the principal
ought to have a list of the skills parents possess (2.20). However, only
less than a quarter of the parents (22 %) in 2.21 agreed that the principal
is in possession of a list of skills the parents possess. More than three
quarters of the parents (76%) in 2.22 agreed that it is their duty to offer the
skills they possess. More than two-thirds of the parents on average
(67,5%) in 2.23.1 to 2.23.6 agreed that they ought to offer their skills in:
* maintaining the grounds and the buildings (69%).
* serving as relief teachers (64,5 %).
* assisting in the tuck-shop I library I classroom (56,5%).
* assisting with playground duty (65,5 %).
* accompanying pupils on field-trips I excursions (69,5 %).
* assisting with extracurricular duties (80%).
Van Schalkwyk (1990:40) and Kruger (1996:37) believe that for a parent­
principal partnership to be effective there must be a division of tasks that
enables each partner to specialise in the areas or facets of the teaching task
that he or she is best qualified to perform. For real cooperation parents
and principals have to share skills and information with each other and to
do so in an open, honest way which includes a recognition of each other's
limitations in knowledge and expertise. They have to pool their abilities
and skills for the sake of educating the child. Van Schalkwyk (1988: 101)
points out that in a partnership both the responsibilities and the privileges
of the enterprise are shared. Each partner performs part of the task ­
usually the part for which he or she is best qualified. Shared responsibility
implies that both are fully involved in the overall task, even though each
partner performs only a specified part of it. Each deals with a particular
facet of the child's education and teaching, but both are fully involved in
all facets of educative teaching and carry the same responsibility for it

[ 146]
(Oosthuizen (ed.), 1994:12). According to Postma (1990:163) the partners
should share both successes and failures in their joint activities and that
neither should disregard the other's share in successes or blame the other
for failure.
6.2.13 Sharing of Accountability
Table 13 Frequency distribution according to the items on the sharing of
accountability between parents and principals as partners in
creating a culture of learning
Question Agree Disagree Uncertain Missing Total
No Values
2.24 165 12 20 3 200
82,5 6 10 1,5 100
2.25 155 20 21 4 200
77,5 10 10,5 2 100
2.26 80 109 11 0 200
40 54,5 5,5 0 100
2.27 83 101 16 0 200
41,5 50,5 8 0 100
2.28 83 106 11 0 200
41,5 53 5,5 0 100
2.29 96 91 12 1 200
48 45,5 6 0,5 100
2.30 86 99 15 0 200
43 49,5 7,5 0 100
2.31 179 9 12 0 200
89,5 4,5 6 0 100
2.32 181 10 7 2 200
90,5 5 3,5 1 100

[ 147)
The items in Table 13 concern the sharing of accountability between parents and
principals as partners in creating a culture of learning. The following are the
findings, interpretations and comments.
2.24 The majority of parents (82,5%) agreed that they are accountable for
creating a culture of learning. Educating a child is primarily the task of
parents. If most of a child's education according to Squelch & Bray
(1996:213) happens outside school it would seem logical to assume that
parents must assume accountability for the education of the child.
For a partnership to be effective, parents themselves must assume
accountability for creating a culture of learning by ensuring the child
receives maximum benefit from education by (Van der Westhuizen (ed.),
1995:430-431):
o
o
o
o
o
offering him security and love which he needs to enable him to
venture out into the world;
caring for his physical needs by providing sufficient wholesome
food, clothing and shelter and looking after his health;
providing the best possible physical environment (e.g. a desk, light,
own room where possible, magazines, newspapers, etc.);
supervising and exercising control over activities at home so that
the child lives a balanced life and does not neglect important issues;
and
seeing to it that the child attends school regularly.

[148 J
Creating a culture of learning involves the creation of accountability. This
means the development of a common purpose or mission among parents
and principals, with clear, mutually agreed and understood responsibilities
(Department of Education, 1995:22).
2.25 More than three quarters of the parents (77,5%) were in agreement that the
principal is accountable to them for creating a culture oflearning. Prinsloo
& Beckmann (1995:42-43) maintain that parents are compelled by law to
delegate some of their rights and duties to the principal (school), Under
modern conditions of life, parents must send their children to school and
entrust principals and teachers with the education of their children. The
education that t1kes place in the school should be a continuation of, and
should link: up with, the spirit and direction of the education provided by
parents. The principal's authority as a secondary educator (that is, one
who is in loco parentis - a common law principle) is also based on
statutory law (Bondesio et al., 1989:104). The fact that parents are
empowered legally to delegate certain rights and duties to the school,
renders the principal accountable to the parents for steps taken to create a
culture of learning (cf. 4.3.4 (3».
2.26 More than half of the parents (54,5 %) disagreed with the statement that
they feel every possible sacrifice is made by the principal for the sake of
their children's education. The primary task and responsibility of the
principal remains the management of all aspects of the school as a complex
organisation in such a way that it can contribute to the actualization of
effective teaching and learning by creating a culture of learning (Lemmer
& Squelch, 1994:10-11). Recent research shows that principals can also
have considerable influence on teaching and learning despite the fact that
these activities occur in the isolation of the classroom, away from their
colleagues. The principal should be a good teacher so that he or she

[ 149]
understands the educational needs of the child, and is able to develop and
manage a sound instructional programme. The principal should also be in
a position to advise his or her staff on all educational matters relating to
pupils (cf.3.3.2).
2.27 50,5% of the parents disagreed that the principal has created a responsible
work ethic among his staff. The principal according to Kruger (1996:5-6)
is both a professional leader and a manager of a school, and his
management and leadership style also affects classroom management and
therefore, pupils' performance. Teaching is a very personal activity that
can take place in isolation in every classroom - the principal can influence
it effectively by means of his leadership style, his personality and his
educational leadership programme. The principal's attitude towards the
important role played by educative teaching in the school programme must
be clearly reflected in his educational leadership style (cf.3.3.4).
2.28 More than half of the parents (53%) were not in agreement that the
principal has provided their children with a safe and secure learning
environment. Principals are required to fulfil a number of leadership tasks
(cf.3.3.3). One of the essential leadership tasks is to ensure safety and
order in the school. An orderly and safe environment is essential for
meaningful learning. The school should be free from disruption, chaos and
danger. This also implies that effective school discipline must be in place
so that a habitable and safe life-world is created for the child (Kruger,
1996:6).
2.29 A significant percentage ofparents (53 %) disagreed with the statement that
they are satisfied that the principal has guided their children to live
according to acceptable norms and values ofsociety. One of the important
leadership roles of a principal according to Oosthuizen (ed.) (1994: 143) is

[150]
that of being a counsellor. A principal is expected to be able to counsel
pupils on a variety of matters. This involves recognising and
understanding needs and problems, listening, giving advice, making
recommendations and solving problems. The education provided by the
school must be in harmony with the spirit and character of the home. The
school must build on the foundations laid by the family and must strive to
attain the same general educational goal. It must instil acceptable
principles and values and teach the child to put them into practice. In the
case of a Christian child, this would mean the inculcation of Christian
norms and values (cfA.2.1).
2.30 Almost halfofthe parents (49,5 %) disagreed that the principal has assumed
accountability in helping to guide their ch;ldren towards adulthood.
Whereas in the home, education usually takes place spontaneously,
intuitively and informally, education in the school is carried out in a
formal, purposeful, differentiated and specialised manner by professionally­
trained persons. However, formal instruction at school is and remains a
continuation of the educational basis laid by the parental home (Louw (ed.),
1983:46). A school is a secondary human design which came about
because parents no longer felt fully competent to accomplish their
educational task. The fact that parents are empowered to legally delegate
certain rights and duties, renders the principal accountable to guide the
children towards responsible adulthood (cfA.3.4(3». Consequently it is of
the utmost importance that the principal should know and respect the norms
and values endorsed both at home and in the community (Munnik &
Swanepoel, 1990:82-83).
2.31 Most of the parents (89,5) agreed that only when parents are prepared to
discipline their children will the culture of learning be restored. Discipline
is necessary to maintain a certain standard ofsocial conformity so that the

[ 151 I
community can function without anxiety in an orderly manner. Through
discipline the child realises the necessity for order in the world around him
and that some forms ofbehaviour are unacceptable whilst other are praised
(Kruger, 19%:31-32).
2.32 Majority of the parents (90,5 %) agreed that the lack oftrust, understanding
and authority between the parents and the child may be identified as the
main cause for the collapse in culture of learning. Parents remain the
primary influence on the child's cognitive, conative, social, affective,
aesthetic, moral, religious and physical development towards adulthood (cf.
4.2.2). The parent must provide adequately for the child's needs. The
child's need for love, acceptance, security, belonging, confidence,
discipline, new experiences, praise and recognition and responsibility have
to be met by parents to ensure optimal becoming (Pringle, 1987: 148-151).
The relationship between parent and child is unique in the sense that it is
based on parental love and care. The educational relationship between
parent and child is formed with the specific aim of educating the child.
The quality of the relationship has a direct influence on the success or
failure of the education act. The education relationship is founded on the
relationship of trust, understanding and authority between parent and child
(cf.4.3.4).

[152]
6.3 QUESTIONNAIRE FOR PRINCIPALS
6.3.1 Gender of principals
Table 14 Frequency distribution according to gender of principals
Gender Frequency %
Male 37 74
Female 13 26
Total 50 100
Table 14 shows that more male principals (74%) than female principals (26%)
completed the questionnaire. It can be assumed that there are more males than
females who are principals of schools.
6.3.2 Age group of principals
Table 15 Frequency distribution according to age group of principals
Age Group Frequency %
Under 25 0 0
26-30 0 0
31-35 0 0
36-40 5 10
41-45 0 0
46-50 30 60
51-54 II 22
55-60 4 8
over 60 0 0
Total 50 100

[ 153 1
Table 15 shows that more than half of the principals (60%) who completed the
questionnaire are between 46 and 50 years. 30% of the principals are between 51
and 60 years. Only 10% of the principals are between 36 and 40 years.
6.3.3 Professional qualification of principals
Table 16 Frequency distribution according to the professional
qualification of principals
Professional Frequency %
qualification
Number of principals
with professional 43 86
qualifications
Number of principals 7 14
with no professional
qualifications
Total 50 100
The majority of the principals (86%) possess professional qualifications. This
finding was anticipated as principals ought to be professionally qualified in order
to be a principaL However. it was surprising to note that 14% of the principals
were not professionally qualified.

[ '54]
6.3.4 Academic qualification of principals
Table 17 Frequency distribution according to tbe number of principals
witb academic qualifications
.. Academic quaIification Frequency %
Number of principals 39 78
with academic
qualifications
Number of principals 11 22
with no academic
qualifications
Total 50 100
From Table 17 it emerges that the majority of principals (78 %) do possess
academic qualifications. In order for the principal to be an educational leader
he/she needs to set an example to his staff by developing himself to his highest
potential both academically and professionally (cf.3.3.1).

6.3.5 Sharing of responsibilities
[ 155]
Table 18 Frequency distribution according to the items on the sharing of
responsibilities between parents and principals as partners in
creating a culture of learning
Question Agree Disagree Uncertain Missing Total
No Values
2.1 50 0 0 0 SO
lOO 0 0 0 100
2.2 10 35 5 0 50
20 70 10 0 lOO
2.3 9 30 11 0 SO
18 60 22 0 lOO
2.4 12 33 5 0 SO
24 66 10 0 lOO
2.5 20 3 27 0 50
40 6 54 0 100
2.6 35 5 10 0 50
70 10 20 0 100
2.7 16 31 2 1 50
32 62 4 2 100
2.8 47 2 1 0 SO
94 4 2 0 100
The items in Table 18 concern the sharing of responsibilities between parents and
principals as partners in creating a culture of learning. The following are the
findings, interpretations and comments.
2.1 All the principals (100%) agreed that parents have a vital role to play in
creating a culture of learning. Education in South Africa has collapsed in

[ 156]
many schools. These schools are characterised by a high failure rate, early
school dropout, a lack of discipline, low morale and an anti-academic
attitude amongst pupils (cf. 1. 1). Neither the principal nor the parent alone
can fulfil the task of creating a culture of learning. The parent is involved
with the child as the primary educator and the principal as secondary
educator (cfA.l). The only effective manner in which these' common
educating tasks may be unified, is by considering the parents and principals
to become partners in creating a culture of learning (Van Schalkwyk,
1990:39-40).
2.2 Most of the principals (70%) indicated that parents have not accepted
responsibility for creating a culture of learning. Children from poor socio­
economic conditions according to Vorster & Van der Spuy (1995:62) lack
sufficient mental stimulation in their homes. Children are often left
without supervision with no-one to monitor their school attendance or
homework. Very often their houses are overcrowded and extremely noisy.
There is seldom enough space for school-going children to study in peace
and quiet. Books, radios and television are not readily available for them
to learn more about the world around them. Parents should have no
uncertainties as to their educational responsibilities as parents since they are
the primary and natural educators of their children. Parents are responsible
for the adequate education at home which serves as a basis for school
education (cf.4.2.2)
2.3 Three-fifths of the respondents disagreed with the statement that parents
have ensured that their children receive a balanced quality education.
According to Landman et al., (1988:22) parents should be fully aware of
the role, purpose and task, as well as the possibilities and limitations of
their activities as regards the education of their children. The purpose of
the child's education is not on!y adequate support and guidance towards
responsible adulthood, but also the optimal realisation of the child's unique
potential (cfA.2.ll.

[ 157]
2.4 Nearly two-thirds of the principals (66%) disagreed with the statement that
they are supported by parents in the education oftheir children. Van Wyk
(l996b:25-26) maintains that parents cannot and may not delegate to the
school their privilege and responsibility of educating their children.
Parents retain the primary responsibility for the education and personal
actualization of their children. Consequently it is essential that parents
should be involved with the school. Parents should amplify and support
the education provided by the school by following-up and correcting the
child's work, practising certain skills, revising and repeating the work done
at school (cfA.3.3).
2.5 More than half of the principals (54%) were uncertain as to whether they
are accepted as partners by parents. According to Badenhorst (1993:109)
true educative teaching necessitates a partnership between parents and
principals in order to uphold unity in education. The act of educating is
indivisible and cannot be split into two spheres of home and school as this
would be detrimental to the child's social, emotional and cognitive
development. Parental education and school education do not represent two
opposing worlds - school education activities accord with and build upon
the foundations of home education (cfA.3.3).
2.6 A large number of principals (70%) do encourage parents to become
actively involved in the activities of the school. Van Schalkwyk (1990:27)
and Kruger (1996:30) believe that parent involvement has a significant
effect on quality of the teaching and learning experiences in the school and
on the pupil's results. Without the cooperation between the parents and
principals the child cannot be adequately educated. From various research
projects regarding the maintenance and improvement of home-school
relations, consistent findings emerge, such as the fact that parent
involvement in schools is significantly related to the following (Dekker &
Lemmer, 1993:154):

[158]
improved student academic achievement;
improved student attendance; and
improved student behaviour at school.
2.7 A large number of the principals (62%) are not satisfied with the way in
which parents discipline their children. The ongoing turmoil in many
schools according to Alexander (1993:1) underscores the failure ofparents
in assuming responsibility to discipline their children. Children have
become immersed in politics and anti-social behaviour. A major problem
facing parents according to Ngakane & Naidoo (1995:13) is how to get
children to attend school and how to make those children who attend school
to gain the full benefit of their education. According to Kruger (1996:23­
25) students who are aware that their parents are interested in their school
work, experience emotional stability and security and are better able to
adjust to school and better able to overcome any problems which they may
encounter, such as discipline, behavioural and learning problems
(cf.4.3.6(2».
2.8 The majority of the respondents (70%) accepted that it is their
responsibility to contribute towards creating a culture of learning. The
principal according to Kruger (1996:5-6) is both a professional leader and
a manager of a school, and his management and leadership style also
affects classroom management and therefore, the pupil's performance.
Teaching is a very personal activity that can take place in isolation in every
classroom - the principal can influence it effectively by means of his
leadership style, his personality and his educational leadership programme.
The principal therefore occupies a special position in the school and his
influence in creating a culture of learning is decisive for the effective
functioning of all facets of school-life (cf.4.3.3).

6.3.6 Sharing of information
[1591
Table 19 Frequency distribution according to the items on the sharing of
infonnation between parents and principals as partners in
creating a culture of learning
Question Agree Disagree Uncertain Missing Total
No Values
2.9 11 37 2 0 50
22 74 4 0 100
2.10 45 5 0 0 50
90 10 0 0 100
2.11 37 11 1 1 50
74 22 2 2 100
2.12 28 15 5 2 50
56 30 10 4 100
2.13.1 20 29 0 1 50
40 58 0 2 100
2.13.2 45 4 1 0 50
90 8 2 0 100
2.13.3 49 0 1 0 50
98 0 2 0 100
2.13.4 48 0 2 0 50
% 0 4 0 100
2.13.5 48 1 1 0 50
96 2 2 0 100
2.14 25 10 15 0 50
50 20 30 0 100
2.15 41 2 7 0 50
82 4 14 0 100
2.16 30 19 0 1 50
60 38 0 2 100

[1601
The items in Table 19 concern the sharing ofinformation between parents and
principals as partners in creating a culture of learning. The following are the
findings, interpretations and comments.
2.9 Almost three-quarters of the principals (74%) have not been informed by
the parents about what they expect of them to promote a culture of
learning. According to Badenhorst (1995: 109) the contact and cooperation
between the parents and the principal should denote a partnership. Neither
the parent nor the principal alone can fulfil the task of educating the child
completely. A partnership involves an agreement ofcooperation according
to which each partner will accept specific responsibilities and carry out
commitments (Van Rensburg, Landman & Bodenstein (1994:468). Parents
and principals should therefore inform each other of their reciprocal
responsibilities. Each party within the partnership needs to be provided
with all the necessary information and knowledge as to his specific part in
the school's activities, how he has to execute them and within which
bounds he has to perform these tasks (cfA.3.4(3».
2.10 Most of the principals (90%) would welcome more information from
parents about their responsibilities in promoting a culture of learning. The
complete and optimum development of the child according to Wolfendale
(00.) (1989:5-6) rests with the educative teaching partnership between
parents and principals. Regular and effective two-way communication
between the school and home is needed to bind the various components of
this partnership into a closely-knit unit for the mutual exchange of
information in order to promote a culture of learning (cfA.3.3).
2.11 Nearly three-quarters of the principals agreed that parents have access to
all information and records of their children. According to Munnik &

[ 161 1
Swanepoel (1990:81-85) parents who have access to all information and
records concerning their children are able to support and amplify the
education provided by the school by following-up and correcting the child's
work, practising certain skills, revising and repeating the work done at
school (cfA.2.2).
2.12 and 2.13 Although only 56% ofthe principals send out newsletters to parents
on a regular basis, the majority of the respondents (average of 84 %) in
2.13 agreed that a newsletter should contain the following information:
staff changes (40%).
curricular achievements (90%).
extra-curricular activities (98 %).
school climate/culture (96%).
social events (96 %).
According to Dekker (1995:30) it is essential that parents be fully informed
of the school's activities so that they can make a positive and real
contribution to the education of their children. A newsletter from the
principal could serve this purpose effectively (cfA.3.5). Keeping the
parents informed will encourage involvement of parents in their children's
education.
2.14 Only 50% ofthe principals agreed that they experience trust, understanding
and respect between parents and themselves when information concerning
educational matters is exchanged. According to Munnik & Swanepoel
(1990:80-81) an important requirement for cooperation in a close
partnership is a positive attitude. Although the ways and means of
reaching objectives employed by various partners might differ, partners
should never become estranged and unity should never disintegrate. It is

[ 162]
clear that a partnership also means joining forces, whilst retaining
individuality. A successful partnership depends, among other things, on
parents and principals trusting one another, understanding and respecting
one another's needs and aspirations when information concerning
educational matters is exchanged (cf.4.3.4 (3».
2.15 A large number ofprincipals (82%) indicated that they feel that the parents
consider the information they share with them to be to the ultimate benefit
of the child. Discussions between the principal and the parents should be
honest, frank and candid (Swap, 1993: 1). As partners they should not
hesitate to supply information regarding the child to each other, however
the information should be treated as confidential (cf. 4.3.6).
2.16 60% of the respondents encouraged parents to visit the school regularly to
exchange information about their children. According to Dekker &
Lemmer (1993: 159) as parental visits to school are made, knowledge ofthe
child is increased. With this knowledge, parents are better able to assist
the school in helping the child to the fullest. Without this knowledge,
parents and principals may be at cross-purposes or may each deal with the
child in ignorance of the other setting (cf. 4.3.4).

6.3.7 Sharing of decision-making
[163]
Table 20 Frequency distribution according to the items on the sharing of
decision-making between parents and principals as partners in
creating a culture of learning
Question Agree Disagree Uncertain Missing Total
No Values
2.17 45 3 2 0 50
90 6 4 0 100
2.18.1 18 28 4 0 50
36 56 8 0 100
2.18.2 12 31 7 0 50
24 62 14 0 100
2.18.3 16 34 0 0 50
32 68 0 0 100
2.18.4 16 28 6 0 50
32 56 12 0 100
2.18.5 15 29 5 1 50
30 58 10 2 100
2.18.6 13 29 6 2 50
26 58 12 4 100
2.18.7 18 26 5 1 50
36 52 10 2 100
2.18.8 17 28 5 0 50
34 56 10 0 100
2.18.9 15 30 5 0 50
30 60 10 0 100
2.18.10 13 32 5 0 50
26 64 10 0 100
2.19 13 32 5 0 50
26 64 10 0 100

[164]
The items in Table 20 concern the sharing ofdecision-making between parents and
principals as partners in creating a culture of learning. The following are the
findings, interpretations and comments.
2.17 The majority of principals (90%) agreed that parents are entitled to be
involved in the decision-making process concerning school matters.
Parents who have been given a say in the decision-making process will
understand the aims, nature and functioning ofthe school and will therefore
assume ownership of the decisions taken. They will be less likely to
criticise the teachers or the principal and more likely to contribute
positively to the education of their children (cf 4.3.6 (I».
2.18 An average of only 30,6% of the principals indicated that parents of the
school have been given a say in deciding upon the following:
- the school's mission, goals and objectives (36%).
- the school's curricula programme (24%).
- the school's extra-curricular programme (32 %).
- the school's discipline policy (32%).
- the school's religious observance/instruction policy (30 %).
- the school's management policy (26%).
- the school's fund-raising policy (36 %).
- the school's budget policy (34%).
- the school's admission policy (30%).
- the school's language policy (26 %).
The involvement of parents in the decision-making process can lead to
feelings of ownership of the school, which can lead to increased support
for schools. This may manifest itself in greater political support and
willingness to pay taxes to fund schools, which are important secondary

[ 1651
effects (Van Wyk, 1996b:23-25). Parents can directly contribute in many
ways to improve the school. This can include improving the school
grounds, undertaking minor repairs to buildings, transport of pupils,
protecting school property, fund-raising ete (cf.4.3.6 (4).
2.19 Only 26% of the principals agreed that decisions taken on matters
regarding school policies are arrived at by consensus between parents and
themselves (cf. 2.18).
6.3.8 Sharing of skills
Table 21 Frequency distribution according to the items on the sharing of
skills between parents and principals as partners in creating a
culture of learning
Question Agree Disagree Uncertain Missing Total
No Values
2.20 46 2 2 0 50
92 4 4 0 100
2.21 10 35 2 3 50
20 70 4 6 100
2.22 44 3 3 0 50
88 6 6 0 100
2.23.1 49 1 0 0 50
98 2 0 0 100
2.23.2 45 4 1 0 50
90 8 2 0 100
2.23.3 46 3 1 0 50
92 6 2 0 100
2.23.4 46 2 2 0 50
92 4 4 0 100
2.23.5 44 1 5 0 50
88 2 10 0 100
2.23.6 49 0 1 0 50
98 0 2 0 100

[1661
The items in Table 21 concern the sharing of skills between parents and principals
in creating a culture of learning. The following are the findings, interpretations
and comments.
2.20 to 2.23 A very large percentage ofprincipals (92 %) in 2.20 agreed that they
ought to have a list of skills the parents possess however, only one-fifth of
the respondents in 2.21 is in possession of a list of skills the parents
possess for creating a culture of learning. Most of the principals (88 %) in
2.22 felt that it is the duty of parents to offer the skills they possess while
a very large number of principals (93 % on average) agreed that parents
ought to offer the skills they possess to the school in the following ways:
- maintaining the grounds and buildings (98 %).
- serving as relief teachers (90%).
- assisting in tuck-shop I library I classroom (92%).
- assisting with playground duty (92 %).
- accompanying pupils on field trips I excursions (88%).
- assisting with extra-curricular activities (98 %).
Although parents and principals according to Munnik & Swanepoel
(1990:81) are equal partners it is not implied that they are equal in all
respects. The principal's knowledge of a particular subject, school
management and education in general may be superior, while the parent
may be the principal's superior because of specialised knowledge of
theology, economics, agriculture, building or some other trade, but as
partners in education they have equal worth, complement each other and
should respect each other's expertise. They should understand each other's
strengths and weaknesses. They have an agogic relationship, which entails
mutual trust, respect, authority and responsibility (cf.4.3.4 (3».

6.3.9 Sharing of Accountability
[ 167]
Table 22 Frequency distribution according to the items on the sharing of
accountability between parents and principals as partners in
creating a culture of learning
Question Agree Disagree Uncertain Missing Total
No Values
2.24 48 0 1 1 50
96 0 2 2 100
2.25 48 1 1 0 SO
96 2 2 0 100
2.26 7 41 1 1 50
14 82 2 2 100
2.27 6 41 3 0 50
12 82 6 0 100
2.28 10 35 5 0 50
20 70 10 0 100
2.29 9 36 5 0 50
18 72 10 0 100
2.30 10 32 8 0 SO
20 64 16 0 100
2.31 48 0 2 0 50
96 0 4 0 100
2.32 49 1 0 0 SO
98 2 0 0 100
The items in Table 22 concern the sharing of accountability between parents and
principals in creating a culture of learning. The following are the findings,
interpretations and comments.

[168]
2.24 A very large percentage of principals (96%) agreed that they are
accountable for creating a culture of learning. Kruger (l995a:7) maintains
that a principal occupies a very special position in the school and his
influence in creating a culture of learning is decisive for the realisation of
effective educative teaching.
Principals need to be both managers and leaders in order to become
accountable for creating a culture of learning. As managers they must
ensure that fiscal and human resources are used effectively for achieving
organisational goals. As leaders they must display the vision and skills
necessary to create and maintain a suitable teaching and learning climate
or environment, and to inspire others to achieve these goals (cfAA).
2.25 A high percentage of principals (96%) answered in the affirmative that
parents are accountable to them for steps taken in creating a culture of
learning. According to Van der Vyver (ed.) (1997: 166-168) parents cannot
and may not delegate to the school their privilege and responsibility of
educating their children. Parents retain the primary responsibility for the
education and personal actualization of their children. Consequently it is
essential that parents as partners with the principal become involved in the
formal education of the child. Therefore parents and principals as partners
need to be accountable to each other for creating a culture of learning
(cfA.3.3).
2.26 Only 14% of the principals felt that every possible sacrifice is made by the
parents for the sake of their children. According to Van Schalkwyk
(1990:25-32) and Griessel, Louw & Swart (1993:50-52) parents must
ensure that the child receives maximum benefit from education by (cf.
4.2.2):

o
o
o
[169]
offering him the security and love which he needs to enable him to
venture out into the world;
caring for his physical needs by providing sufficient wholesome
food, clothing and shelter and looking after his health; and
providing the best possible physical environment (e.g. a desk, light,
own room where possible, magazines, newspapers etc.).
2.27 A large number of principals (82 %) indicated that parents have not created
a responsible work ethic among their children. According to Van Wyk
(1996a:25-26) parents need to create a responsible work ethic among their
children by:
o
o
o
supervising and exercising control over their activities at home so
that the child leads a balanced life;
supporting and amplifying the education provided by the school by
following-up and correcting the child's work, practising certain
skills and revising the work done at school; and
enriching the education provided by the school by creating
additional learning opportunities for the child and then
supplementing and extending such opportunities.
2.28 Only one-fifth of the principals admitted that parents have provided their
children with a safe and secure learning environment at home that is
conducive for creating a culture of learning. According to Oosthuizen
(1992:123) a child needs security and love to enable him to venture out into
the world. Children who are aware that their parents are interested in their

[ 170 J
school-work are better able to overcome any problems which they may
encounter. such as behavioural and learning problems (cf 4.3.6 (2».
2.29 Most of the principals (72 %) disagreed with the statement that they are
satisfied that parents have guided their children to live according to
acceptable norms and values of society. According to Kruger (1996:29) a
child is born in a particular community where certain values and norms,
which are unique to a particular culture group. apply. The parent's duty
to educate, consequently is that of the cultural formation of the child. It
is the duty of parents to educate their children to obey the norms and
values of their society (Oosthuizen (ed.), 1994:143-144), Parents should
insist on obedience, for the child should not be free to ignore norms and
values, to set his own norms and values or to be encouraged to do his own
thing his own way. Parents need to set an example through word and deed
regarding norms and values (cL 4.3.4 (3».
2.30 The significant number of principals (64%) disagreed with the statement
that parents have assumed accountability in guiding their children towards
adulthood. Du Plooy & KiJian (1990: 13) believe that the child's welfare
(physical, emotional, intellectual and spiritual) must be high priorities in
his parents' lives. Parents must be fully aware that their child has to be
guided, protected and safeguarded in a responsible manner. The parents
are the adults who must accompany their children towards adulthood.
Parents must guide their children so that they can become fully-fledged
responsible members of their society. Pringle (1987: 148-151) maintains
that the paramount challenge of parenthood is to adequately provide for the
needs of the child. The child's need for love, acceptance, security,
belonging, confidence, discipline, praise and recognition has to be met by
parents to ensure that the child is guided towards responsible adulthood
(cfA.3.!).

[ 171 1
2.31 The majority of the principals (96 %) agreed that only when parents are
prepared to discipline their children will the culture of learning be restored.
Discipline is necessary to maintain a certain standard of social conformity
so that the community can function without anxiety in an orderly manner.
Through discipline the child realises the necessity for order in the world
around him and that some forms of behaviour are unacceptable whilst other
are praised (Kruger, 1996:31-32).
2.32 98 % of the principals agreed that the lack of trust, understanding and
authority between the parent and the child may be identified as the main
cause for the collapse in the culture of learning. Parents remain the
primary influence on the child's cognitive, conative, social, affective,
aesthetic, moral, religious and physical development towards adulthood (cf.
4.2.2). The parent must provide adequately for the child's needs. The
child's need for love, acceptance, security, belonging, confidence,
discipline, new experiences, praise and recognition and responsibility has
to be met by p.arents to ensure optimal becoming (Pringle, 1987: 148-151).
The relationship between parent and child is unique in the sense that it is
based on parental love and care. The educational relationship between
parent and child is formed with the specific aim of educating the child.
The quality of the relationship has a direct influence on the success or
failure of the education act. The education relationship is founded on the
relationship of trust, understanding and authority between parent and child
(cf.4.3.4).
6.4 SYNTHESIS
In the preceding pages of this chapter an attempt has been made to give some
order to the range of information provided by the parents and principals in their

[ 1721
answers to the question in the questionnaires. Some of the data were of a factual
demographic nature which enabled the researcher to construct a broad profile of
the sample.
Several highly significant practical implications and considerations have emanated
from this study. It now remains for the finishings of the study to be discussed and
interpreted, drawing out some obvious conclusions and implications that arise from
the data. Chapter 7 will therefore focus on the summary, findings and
recommendations.

CHAPTER 7 PAGE
SUMMARY, FIND1'\'GS AND RECOMMENDATIONS
7.1 INTRODUCTION . 173
7.2
7.2.1
7.2.2
7.2.3
7.2.4
7.2.5
7.2.6
SUl\L\1ARY
Statement of the problem .
Causes for the breakdown in the culture of learning at schools
Parents and principals as educators .
An accountable partnership between parents and principals in
creating a culture of learning .
Planning of the Research .
Presentation and analysis of the research data .
7.3 FINDINGS 181
7.4 PURPOSE OF THE STUDY . 181
7.5
7.5.1
(1)
(2)
7.5.2
(1)
(2)
7.5.3
(I)
(2)
RECOMMENDATIONS .
Effective parent involvement as a prerequisite for creating a
culture of learning .
Motivation .
Recommendations .
Promoting a harmonious partnership between parents and
principals .
Motivation
Recommendations
Conduct of teachers
Motivation . . . . . . . . . . . - . . . . . . . . . . . . . . . . . . . .
Recommendations
173
173
173
175
\76
179
180
181
181
181
183
185
185
186
187
187
188

PAGE
7.5.4 Further research 190
(l) Motivation................................. 190
(2) Recommendation................ . . . . . . . . . . . .. 191
7.6 CRITICISM. . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. 191
7.7 FINAL REMARK 192
LIST OF SOURCES. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. 193

CHAPTER 7
[ 173 J
SUMMARY, FINDINGS AND RECOMMENDATIONS
7.1 INTRODUCTION
In this final chapter of the thesis, a summary of the previous chapters will be given
and some of the most important findings from the research will be discussed. This
will be followed by recommendations, criticism that emanates from this study and
a final remark.
7.2 SUMMARY
7.2.1 Statement of the problem
The problem addressed in this study concerns parents and principals as partners
in creating a culture of learning. Neither the parent nor the principal alone can
fulfil the task of educating a child completely. The parent is involved with the
child as the primary educator and the principal as the secondary educator. The
only effective manner in which these common educating tasks may be unified, is
by considering parents and principals as partners in creating a culture of learning.
Although the premise exists that parents and principals are indispensable partners
in the education process in order to create a culture of learning, the situation is far
from satisfactory.
7.2.2 Causes for the breakdown in the culture of learning at schools
Some of the more important factors that have led to the collapse in the culture of
learning include the undermining of authority and discipline by pupils and

[ 174 J
teachers, attitude problems on the part of teachers, parents, principals and pupils,
financial and provisioning problems and the failure on the part of parents and
principals in assuming accountability for creating a culture of learning.
A large number of schools in South Africa are characterised by an apparent
absence of a culture of learning. With more than ninety percent of pupils in the
former black departments of education having failed at least once during their
school career or having left school indicate$ that these schools certainly lack a
culture of learning. These schools, however, are characterised by a desperate lack
of resources and qualified teachers. Political factors, especially the role played by
pupils and educators in dismantling apartheid, also played a major role in
undermining the creation of a culture of learning in South Africa. Schools have
failed in their purpose. Schools have become places that are unattractive and
where pupils are sometimes treated as objects and where creativity is suppressed,
where pupils do not feel at home and do not want to spend time. Society as a
whole is facing a crisis. In today's society, schools alone cannot meet the
children's needs. Problems affecting children and families today include drug
abuse, crime, violence, broken homes, poverty, alcoholism of parents, physical
abuse and family murders. Perhaps the most under-utilised resource in the
schooling of South Africa's children is the family (parents). There is a lack of
parent involvement in the education of their children.
The family forms the foundation on which the culture of learning in the school
must be built. However, as a result of various problems, the families of a large
number of pupils are not able to adequately support the pupil in preparing for the
demands of formal schooling. Factors in the family refer to the child's living
environment and includes socio-economic status, literacy of parents and family
composition. The child's eventual achievements and the educational level he
reaches, correspond very highly with the family environment. The majority of
school-going children in South Africa are from lower socio-economic homes

[175]
characterised by poverty, inharmonious family life, lack of family support,
parental control and discipline.
7.2.3 Parents and Principals as Educators
Parents should have no uncertainties as to their educational responsibility as
parents. They must assume responsibility for a child's existence from conception
until he accepts responsibility for his own life as an individual - to live his own
life though his parents still accept final accountability for what he says and does.
As the child's primary educators, parents are responsible for the adequate
education at home, which serves as a basis for school education. Parents should
be fully aware of their role, purpose and task, as well as the possibilities and
limitations of their activities as regards the education of their children. The
purpose ofthe child's education is not only adequate support and guidance towards
adulthood, but also optimal realisation of the child's unique potential. No fixed
pattern, formula or method can be prescribed to parents in regard to their
educational responsibilities as parents.
Parenthood implies, in all circumstances, changed attitudes among members of the
family concerned but more in particular, the parents. The relationship between
parent and child is unique in the sense that it is based on parental love and care.
The educational relationship between parent and child is formed with the specific
aim of educating the child. The quality of the relationship has a direct influence
on the success or failure of the education act. The education relationship is
founded on the relationship of trust, understanding and authority between parent
and child.
The principal is the leader in the school and one of the tasks he has to perform is
that of managing the school. The principal needs to be both a manager as well as
a leader. As a manager he must ensure that fiscal and human resources are used

[ 176 J
effectively for achieving organisational goals. As a leader, he must display the
vision and skills necessary to create and maintain a suitable teaching and learning
environment, to develop goals, and to inspire others to achieve these goals. The
principal who is an educational leader is not only the pivot on which the whole
administration and organisation of the school turns, but as a key figure he is held
responsible for the quality of teaching offered to children of a whole community.
Leadership and management are not necessarily the same but they are not mutually
exclusive. Management is essentially the process ofplanning, organising, leading
and control. Leadership is more a process of encouraging and influencing people
to cooperate in achieving goals that are perceived to be mutually satisfying. A
school has two essential tasks, namely a functional task (the task and purpose for
which the school was instituted and created), and a management task (the task
required to ensure that the functional task will be carried out effectively).
The task of the principal is to understand the school as an organisation and to lead
and manage it in such a way that a culture of learning is created so that the
educational aims can be realised.
7.2.4 An Accountable Partnership between parents and principals in creating a
culture of learning
The parents and principals as partners have mutual expectations of each other.
These expectations can only be realised if a relationship of mutual trust, respect
and understanding exist between the partners. It is generally acknowledged that
this relationship is indispensable for the harmonious, functional and effective
accomplishment of creating a culture of learning at schools.
The family remains primarily responsible for its children and therefore remains
involved in the formal education provided by the school. The parents are thus
entitled to make certain demands on the school. Neither the parent nor the

[ 177]
principal alone can fulfil the task of educating the child completely. As partners
they have to collaborate in the closest possible way. The better they are adapted
to each other, the more advantages for both. The family as a primary community
and the school as a secondary community should work together in conjunction with
each other and a spirit of partnership should exist between the family and the
school for the benefit of the education of the child.
The school as an educational institution was established by society because parents
no longer felt fully competent to perform their educative task. They do not have
the ability to guide and accompany the child in respect of all specialised subject
contents. In addition, the parent is not able to prepare the child for the specialised
requirements ofthe market-place. Parents therefore send their children to school.
Parents, however, cannot and may not delegate to the school their privilege and
responsibility ofeducating their children. Parents retain the primary responsibility
for the education and personal actualization of their children. Consequently it is
essential that parents should be involved with the school in which formal education
takes place.
True educative reaching necessitates a partnership between home and school to
uphold unity in education. The act of educating is indivisible and cannot be split
into two isolated spheres of home and school as this would be detrimental to the
child's social, emotional and cognitive development. Parental education and
school education do not represent two opposing worlds - school education
activities accord with and build upon the foundations of home education.
The following are the basic characteristics of a harmonious partnership between
the parents and principals in creating a culture of learning.
* Both parties combine their abiiities and skills for the attainment of specific
goals and objectives. They have mutually supportive duties in respect of
educative teaching.

*
*
*
*
*
*
[ 178 J
Both partners experience and share successes and failures; they should not
begrudge each other for their successes or reproach each other for failures.
Responsibilities and accountability are borne jointly and individually.
Specialisation is built into the relationship; each partner is responsible for
hislher own speciality. This means that the parents and the principal have
to respect each other's sovereign areas of competence. The principles of
equal worth and mutual respect and esteem are therefore among the basic
characteristics of the relationship.
Partnership between the parents and the principal presupposes planning,
careful consideration and an equal say in discussions.
The parents and the principal must trust each other. To create trust, facets
such as openness, honesty and interest in each other's concerns must be
built into the partnership.
Harmony in parent-principal partnership is a prerequisite, because when the
parents and the principal achieve sympathetic appreciation and active
cooperation, there is continuity in the educative teaching of the child, who
then experiences security.
Both the parents and principals have a fundamental task in this relationship. The
partnership can only be harmonious and effective if there is effective
communication between the parmers.
The family is unique in its involvement in formal education because it is the
parents that carry the final responsibility for the education and schooling of the
child. Many of the barriers to effective parent involvement can be eliminated if

[ 179 J
parents recognise the many roles they can play by involving themselves in both
school and home activities. Parents can become actively involved by joining
parent bodies such as:
*
*
statutory parent bodies which are legally constituted such as the governing
body of a school; and
non-statutory parent bodies which need not be legally constituted such as
parent-teacher associations or parent associations.
Participation in the above bodies is generally limited to a small percentage of the
parent community. Many parents feel that they are not able to consider elections
to such formal parent bodies and these parents may be of assistance to teachers and
principals by:
*
*
*
*
providing classroom assistance;
helping out with extra-{;urricular activities;
helping with the day-to-day running of the school; and
being involved in the child's learning activities at home.
A partnership between parents and principals in creating a culture of learning has
advantages for the:
*
*
*
*
principals and teachers;
pupils;
parents; and
school.
7.2.5 Planning of the Research
Since there is no research done on this topic, the researcher formulated five
postulates to give direction to this study. This study utilised two separate

[180]
questionnaires, (for parents and principals respectively) constructed by the
researcher, as the data base. The information sought was not available from any
other source and had to be acquired directly from the respondents. When this
situation exists, the most appropriate source of data is the questionnaire, as it can
easily be adapted to a variety of situations.
With the aim of administering the questionnaires to parents and principals, it was
ftrst necessary to request permission from the Secretary of the KwaZulu-Natal
Department of Education and Culture. Once permission had been granted the
researcher made the necessary arrangements to administer the questionnaires to
parents and principals.
The aim of the questionnaires was to obtain information regarding parents and
principals as partners in creating a culture of learning. The questions were
formulated to establish whether parents and principals are working as partners in
creating a culture of learning with regard to the following:
the sharing of responsibility;
the sharing of information;
the sharing of decision-making;
the sharing of skills; and
the sharing of accountability.
7.2.6 Presentation and analysis of research data
The purpose of this chapter was to discuss the data collected from the
questionnaires completed by 200 parents and 50 principals and to offer comments
and interpretations on the ftndings. At the outset, an explanation and description
was provided as to the methods employed in the categorisation of the responses
and the analysis of the data. This was followed by the presentation and discussion
of the responses to the questions in the questionnaires.

7.3 FINDINGS
[ 181 1
The postulates (cf. 5.2) gave the researcher direction for this study. The literature
study and the empirical investigation undertaken by the researcher confirm that the
postulates are true and must therefore be accepted. The study revealed that a
meaningful partnership between parents and principals in creating a culture of
learning does not exist in the majority ofschools with regard to the mutual sharing
of:
responsibilities;
information;
decision-making;
skills; and
accountability.
7.4 PURPOSE OF THE STUDY
The researcher formulated specific aims (cf. 1.5) to determine the course of the
study. These aims were realised through the literature study, together with an
empirical survey consisting of structured questionnaires. On the basis of the aims
and findings of this study, certain recommendations are now offered.
7.5 RECOMMENDATIONS
7.5.1 Effective parental involvement as a prerequisite for creating a culture of
learning
(1) Motivation
The school is an institution which supplements the education parents provide and
parents are therefore inextricably bound to schools. Home and school are partners

[182]
in a common task, namely the education of the child (cf. 4.3.1). The fact is,
however, that parents often have no knowledge of pedagogics, and that they also
lack the intuition or experience to know that their pedagogic responsibility extends
beyond the school gates and into the classrooms. Education was often not realised
adequately in the homes where these parents grew up. They therefore lack a
model of parenthood to direct their own educative actions (cf. 4.3.4). The
improvement of parent involvement "particularly among at-risk populations, has
become one of the most challenging tasks facing educators today". It is
unfortunately so that for many parents school brings back memories of their own
failure. Some feel uncomfortable, embarrassed, even guilty when they walk into
a school. Others do not feel valued by the schools. Feelings of inadequacy,
shyness or resentment, longing or fear ... every parent has his own story to tell. "
Many parents do not have the confidence or the desire to get involved with the
school, a matter that needs to be urgently addressed (cf.2.5).
The majority of insufficiently educated parents (cf. 6.1.6; table 6) do not
understand the objectives and functioning of the school. Their perception is that
the upbringing of their children is virtually or totally in the hands of the teachers
at school. As a result, the parents have abdicated their responsibilities to the
schools and inadvertently lost their parental control over their children (cf. 2.4).
In the exercising of their parental authority, parents are often flouted and even
threatened by their alienated children. It is therefore clear that in a changing
society, parents should seek help to enable them to establish or re-assert
themselves as responsible parents and authoritative role-models in the education
of the child.
Traditional views on parent-principal involvement limit rather than increase the
potential for principals and parents to work together. When parent involvement
is viewed as a means of co-opting parents to raise funds or to run the tuck-shop,
the number ofparents involved is generally low. Furthermore it is limited to those

[ 1831
few mothers who do not have regular work. Traditional ideas about parent
involvement have built-in gender and social class bias which are barriers to other
working mothers, most males and low-income parents. Research on parent
involvement illustrates that when parent involvement is viewed in a much broader
perspective it is possible to involve virtually all parents in the education of their
children, including parents of low-income status and those who are illiterate or
who have a limited proficiency in English (cf. 4.3.3; 4.3.6). It is therefore
obvious that there is an urgent need for some form of education, training and
guidance for parents on effective parental involvement.
(2) Recommendations
The recommendations are:
*
*
*
In order to reach as many people as possible through various media
(television, radio, newspapers and magazines) an effective media-based
parent education progranune on parental involvement must be instituted
by the National Minister of Education.
The establishment of schools as community learning centres by the
Department of Education and Culture must receive immediate attention in
order to offer parents inter alia, courses in adult literacy, effective
parenting styles, and effective parental involvement.
The principal must receive training in and accept responsibility for
initiating parental involvement at hislher school by ensuring that it is:
planned - goals must be set and a school policy on parent
involvement devised;

*
[ 184]
managed - leaders must be identified and tasks relating to parent
involvement should be delegated and coordinated; and
supervised and evaluated - parent programmes must be designed
and evaluated by comparing outcomes with desired goals
(adjustments should be made if goals are not being achieved).
To regulate and manage parent involvement the principal must:
create a strategic plan for the school, with the cooperation of
parents and teachers;
create an inviting school climate;
create a parents' society I body with working committees;
train teachers to cope with parent involvement;
train parents for parent involvement;
communicate effectively on a regular basis with the parent
community;
involve parents by means of the class teacher; and
coordinate all activities by means of a programme for the year.

[185]
7.5.2 Promoting a harmonious partnership between parents and principals
(1) Motivation
The school as an organisation is not an independent or isolated entity. It operates
in a social context, an important element of which is the parent community (cf.
1.2; 4.1). Schools can only achieve the objectives for which they are instituted if
a harmonious relationship exists between the principal and the parent community.
The primary purpose of the school is to render a service, that is, to effect
education and teaching. The school holds the whole future of the community it
serves and ofsociety at large in its hands. If the school fails the community fails.
Every child must receive the very best education and teaching, and the school
manager is charged with the responsibility to ensure that such education and
teaching are realised. In order to create a culture of learning the educative
functions of parents and principals must be integrated and coordinated (cf. 4.3.4).
These two groups are partners, and although each of them performs tasks peculiar
to itself, they also have many tasks in common. The emphasis must be on
cooperation and co-responsibility for each task which they undertake in concert.
Where only one of the two parties is actively engaged the other must lend support
with its enthusiastic and interested presence (c.f. 4.2).
The relationship between the parent community and the school is vital for
education and the upbringing of the non-adult members of the community. The
parents and the principal become partners in the learning and becoming ofthe non­
adult members of the community towards adulthood (cf. 1.2, 4.1). Neither the
parent nor the principal alone can fulfil the task of educating the child completely.
It is generally agreed that this partnership is indispensable for the harmonious,
functional and effective accomplishment, not only of educative teaching in the
school, but also of education in the primary education situation. As partoers they

[ 186)
have to collaborate in the closest possible way in the interest of the child. The
better they are adapted to each other, the more the child benefits (cf. 4.2).
Although the premise exists that parents and principals are indispensable partners,
the situation is far from satisfactory. Parental involvement in and acceptance of
responsibilities for their children's education does not exist. The cause for this
state of affairs rests with the parents and principals. Parent involvement can
succeed if the principal's knowledge of and skills at working with parents, as well
as his self-confidence, professionalism and management skills are sufficiently
developed and if he has a constructive attitude (cf. 4.3.4). Professionalism by the
principal in working with parents in order to create a culture of learning requires
that it is planned and properly managed like all other school activities. Parent
involvement cannot be left to chance encounters and occasional conversations
(cf.4.2; 4.3.5).
(2) Recommendations
The recommendations are that the Department of Education and Culture must:
* Ensure that parents and principals are encouraged and supponed to become
partners in creating a culture of learning by providing them with guidelines
on the mutual sharing of:
responsibilities;
infonnation;
decision-making;
skills; and
accountability.

[ 187}
* Make certain that workshops, seminars, lectures and in-service training
*
*
*
programmes are conducted for principals to become knowledgeable on
school management and parental involvement.
Promote parent-principal education programmes to develop a sound
understanding of the rights and obligations of all stakeholders in the
education process.
Provide all members serving on Governing Bodies with full training and
support in the responsible exercise of their duties and powers so as to equip
them to develop parent orientation and guidance programmes.
Actively propagate the importance of nurturing a harmonious partnership
between parents and principals by promoting mutual trust, respect, loyalty,
frankness and understanding for each other.
7.5.3 Conduct of teachers
(1) Motivation
The poor standard ten results in a huge majority of schools in the historically
disadvantaged communities indicate that these schools have failed badly (cf. 1.1).
There are teachers at these schools who do not meet the required standards of
conduct and capacity. These teachers lack discipline, dedication and commitment
to their profession. It would appear that these teachers are betraying their pupils.
Principals often have to on a day-to-day basis deal with teachers whose conduct
and work performance are unsatisfactory. There is a lack of professional work
ethic in a large number of teachers (cf. 2.3; 3.3.2).

[188]
The authority of the principals is marginalised. "Militant" teachers and unions
prevent principals and inspectors access to classrooms for supervision and
assessment of the work of teachers. PrinCipals have lost accountability and dare
not confront teachers anymore. Undisciplined teachers cannot be brought to book
as some unions which have site committees at schools would defend them to the
hilt. A professional approach to teaching is being replaced by a unionist approach.
Teaching is no longer viewed as a calling and a profession in which teachers
commit themselves to the education of pupils. In a unionist approach teaching is
regarded as a job in which the workers' rights receive first priority. The unions
act as gatekeepers through which all information and communication, either in or
out, must be channelled. Unionist attitude of some teachers also allow politics to
enter the classroom. The unions have become a refuge for some teachers who
could not perform in class (cf. 1.3; 3.3.3).
No other group is so crucial to achieving a culture of learning as teachers. Only
when teachers come up with a culture of teaching. will a culture of learning
become a reality. A lack of resources in the historically disadvantaged schools is
no excuse for the absence of a culture of teaching and learning since some schools
in the squatter settlements and rural areas do achieve excellent results in the senior
certificate examination despite their circumstances.
(2) Recommendations
The recommendations are:
* The teaching profession and teacher unions/organisations must assume
responsibility for creating a culture of learning by:
o
inculcating a responsible work ethic among its members; and

o
[189]
adopting a code of ethics to ensure professional accountability to
both the community and the profession.
* The principals and inspectors must ensure that effective teaching is taking
place at schools. Effective teaching by teachers must involve inter alia:
o
o
o
o
o
the continued search for effective and appropriate methods of
teaching and learning;
the assessment of pupils to evaluate whether they have reached a
sufficient standard of education at various stages of their lives;
the continued search for new, professional and innovative methods
of assisting pupil performance;
the development in pupils of a sense of self-discipline and
responsibility so that they become active, independent and
responsible members of society; and
the regular provision of information to parents on the progress and
development of their children.
* In undertaking their teaching responsibilities, teachers must ensure inter
alia the following:
o
o
the development of loyalty to the profession;
the development of respect for the job and in particular to be
punctual and regular, of sober mind and body and well prepared to
deliver lessons;

o
o
( 190 I
the protection and respect of the educational resources in their care;
and
the elimination of unprofessional behaviour such as drunkenness,
the use of drugs and assault.
The principals and the teacher unions/organisations must take disciplinary
action against those teachers who contravene the code of conduct for
teachers.
7.5.4 Further research
(1) Motivation
Today cooperation between parents and principals is vital for effective teaching
and learning to take place at schools. The parent (child's primary educator) and
the principal (child's secondary educator) each had a special and an important role
to play in the education of the child by becoming partners in creating a culture of
learning. Parental involvement in and acceptance of responsibilities for their
children's education are still very unsatisfactory. In the interest of the education
of the child, the contact and cooperation between parents and principals should
denote a partnership. Although the premise exists that parents and principals are
indispensable partners in the education process, practice remains far behind which
has contributed to the collapse in the culture of learning.
However, the researcher is of the view that the cause for this state of affairs does
not only rest with parents and principals since the government, teachers and pupils
(learners) are equally responsible for creating a culture of learning. This matter
requires urgent attention and needs to be addressed without delay.

(2) Recommendation
[ 191 J
The recommendation is that further research ofa qualitative and quantitative nature
must be undertaken pertaining to the role of all stakeholders (parents, principals,
the state, teachers and pupils) with an interest in education as partners in creating
a culture of teaching and learning.
7.6 CRITICISM
Criticism that emanates from this study includes the following:
*
*
*
It can be presumed that many of the educators (parents and principals) who
completed the questionnaires drew their perceptions regarding parents and
principals as partners in creating a culture of learning from the media ­
where in many cases the media tend to prescribe to the appropriate
educator responsibilities in educating the child. The probability therefore
exists that the majority of educators indicated what is theoretical to their
educational responsibility and not what they practice.
The research sample comprised only of parents and principals of the former
department of education responsible for Black education. Dissimilar
responses might have been elicited from parents and principals of the
former department of education, responsible for White, Indian and
Coloured education.
By implementing a written questionnaire as research instrument. the
researcher differentiated between literate and illiterate parents. Although
more time-consuming and expensive, the written questionnaire could have
been convened into an interview questionnaire in order to obtain the
perceptions of illiterate parents regarding parents and principals as partners

[192J
in creating a culture of learning. This would have provided a more
representative sample of black parents and improved the reliability of the
findings.
7.7 FINAL REMARK
The aim of this study was to come to a better understanding of how parents and
principals could become partners in creating a culture of learning. This work is
specifically directed toward parents and principals but it also applies to all
educators and Superintendents of Education (management) of the Department of
Education and Culture. This study is also a valuable addition to the limited
literature that is available in South Africa on parents and principals as partners in
creating a culture of learning. It is also hoped that the recommendations will be
implemented by the Department of Education and Culture so that a culture of
teaching and learning prevails at all schools in South Africa.

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•
APPENDIX A

•
Zulu
isiZulu D Xhosa
isiXhosa
English
iSingisi
D Sotho
isiSuthu
[ 209 ]
1.5 Respondent's occupation
Umsebenzi Wophendulayo
(e.g. teacher,
etc.)
Professional
o Swazi
isiSwazi
o
Other (please specify)
o 1-,--__
Olunye (Chaza)
nurse, doctor, minister of religion,
o
(isib. uthisha, umhlengikilzi, udokotela, umfundisi,
njll.)
Semi-Professional
(e.g. domestic worker, factory worker, etc.)
o
(isib. umsiziwomndeni, isisebenzi sasembonini, njll.)
Other (please specify)
Okunye (Chaza)
1.6 Educational level of Respondent
Iqophelo Lokrffunda Lophendulayo
No formal schooling
Angifundile o
Lower than Std 5
Ngaphansi kwebanga lesi-5 0
Std 5
Ibanga lesi-5 0
Std 6
Ibanga lesi-6 0
Std 7
Ibanga lesi-7 0
Std 8

•
Ibanga lesi-8
Std 9
Ibanga lesi-9
Std 10
Ibanga le-W
Diploma
iDiploma
Degree
iziqu zemfundo
Degree + Diploma
iziqu + iDiploma
[ 210 ]
D
o
D
D
o
D
Higher Degree(s) (e.g. Hons, REd., etc.)
iziqu eziphakeme (isib. Hons, REd., njll.)
1.7 Total number of children in the family
Ubuningi bezingane emndenini
1 2 3 4 5 6 7 8 9 10 More than 10
Ngaphezu kwe·lO
o
1.8 Total number of school-going children in the family
Ubuningi bezingane ezisesesikoleni emndenini
1 2 3 4 5 6 7 8 9 10 More than 10
Ngaphezu kwe-IO

•
SECTION TWO:
ISIGAMU SESIBIU:
[ 211 ]
PARENTS AND PRINCIPALS AS PARTNERS
IN CREATING A CULTURE OF LEARNING
UBAMBISWANO PHAKATHI KWABAZALI
NOTHISUA OMKHULU EKWAKHENI ISIKO
LOKUFUNDA
Before expressing your feeling regarding a specific statement,
consider the following example:
"A child must be certain of his parents' unconditional love"
Ngaphambi kokuba uveze imizwa yakho mayelana naleso
naleso sitatimende, ake, ubheke. lesisibonelo esilandelayo.
"Ingane kufanele iqiniseke ukuthi umzali uyithanda ngokuphelele enganagqubu
nambandela"

EXAMPLE 1
ISIBONELO SOKUQAlA
If you agree with this statement
Uma uvumelana nalesi sitatimende
[ 212 ]
Agree Disagree Uncertain
Ngiyavuma Angivumi Anginasiqiniseko
X
EXAMPLE 2
ISIBONELO SESIBlLI
If you disagree with this statement
Uma ungavumelani nalesisitimende
EXAMPLE 2
ISIBONELO SESIBILI
Agree Disagree Uncertain
Ngiyavuma Angivumi Anginasiqiniseko
If you neither agree nor disagree with it, that is being uncertain
Uma uvuma noma ungavumelani naso, okusho ukuthi ungenaso isiqiniseko
X
Agree Disagree Uncertain
Ngiyavuma Angivumi Anginasiqiniseko
All statements which follow bear reference to
"Parents and Principals as partners in creating
a culture of learning." Please express your
feelings on the following statemems.
Zonke Iezimpendulo osinika zona ziphathelene
nesihloko esithi "Ubambw'al/(} phakathi
kwabazali nothisha omkhulu ekwakheni isika
lokufunda ". Siza uvese imizwa yakho
kulezizitatimende ezilandelayo.
X

[ 213 1
2.1 The principal of a school has a vital role to play in creating a culture of
learning.
Umphathi-sikole unomsebenzi onqala ukuqala nokusimamisa isiko lokujunda.
Agree Disagree Uncertain
Ngiyavuma Angivumi Anginasiqiniseko
2.2 The principal has accepted responsibility for creating a culture of learning.
Umphathi-sikole wavuma ukubamba iqhaza ekwakheni isiko lokujunda.
Agree Disagree Uncertain
Ngiyavuma Angivumi Anginasiqiniseko
2.3 The principal has ensured that my child receives a balanced quality education.
Umphathi-sikole wenze isiqiniseko sokuthi ingane yami ithole imjundo eveza
izinhlangothi ezahlukile zokujunda.
Agree Disagree Uncertain
Ngiyavuma Angivumi Anginasiqiniseko
2.4 I feel supported by the principal in the education of my child.
Umphathi-sikole ungenza ngizizwe ngelekelile ekujundiseni ingane yami.
Agree Disagree Uncertain
Ngiyavuma Angivumi Anginasiqiniseko
2.5 I am accepted as a partner by the principal in the education of my child.
Umpathi-sikole ungamukele tifengengxenye abambisene nayo ekujundeni
kwengane yami.
Agree Disagree Uncertain
Ngiyavuma Angnumi Anginasiqiniseko

[ 214 ]
2.6 The principal encourages me to be actively involved in the activities of the
school.
Umphathi-sikole uyangigqugquzela ukuba ngizimbandakanye nokwenzeka
esikoleni.
Agree Disagree Uncertain
Ngiyavuma Angivumi Anginasiqiniseko
2.7 I am satisfied with the principal's disciplinary policy.
Nganelisekile ngengqubo kamphathi-sikole yokuqondisa izigwegwe.
Agree Disagree Uncertain
Ngiyavuma Angivumi Anginasiqiniseko
2.8 It is my responsibility to contribute towards creating a culture of learning.
Kungumsebenzi warni ukubamba iqhaza ekwakhiweni nokusimamisa isiko
lokujunda.
Agree Disagree Uncertain
Ngiyavuma Angivumi Anginasiqiniseko
2.9 I have been informed by the principal about what he expects of me to promote
a culture of learning.
Wangibikela umphathi-sikole ngakulindele kimi ekuthuthukisweni kwesiko
lokujunda.
Agree Disagree Uncertain
Ngiyavuma Angivumi Anginasiqiniseko
2. IO I would welcome more information from the principal on my responsibilities
in promoting a culture of learning.
Ngingayamukela ngezandla ezimhlophe imininingwane engeziwe yomsebenzi
wami ekuthuthukiseni isiko lokufunda.
Agree Disagree Uncertain
Ngiyavuma Angi/Umi Anginasiqiniseko

[ 215 1
2.11 I have access to all information and records concerning my child.
Ngivumelekile ukuthola lonke ulwazi nemininingwane egciniwe eqondene
nengane yami.
2.12
2.13
2.13.1
2.13.2
Agree Disagree Uncertain
Ngiyavuma Angivr.lmi Anginasiqiniseko
I would welcome a regular newsletter from the principal of the school.
Ngingathokoza, ngikwamukele ukuthola njalo iphephabhukwana lokwenzeka
esikoleni.
Agree Disagree Uncertain
Ngiyavuma Angivumi Anginasiqiniseko
A newsletter should contain information on the following:
Ngingathokoza, ngikwamukele ukuthola njalo iphephabhukwana lokwenzeka
esikoleni.
staff changes.
izinguquko kubasebenzi basesikoleni.
Agree Disagree Uncertain
Ngiyavuma Angivumi Anginasiqiniseko
curricular achievements.
inzuzo yenqubekela phambili yomgudu wokufunda.
Agree Disagree Uncertain
Ngiyavuma Angivumi Anginasiqiniseko

2.15
2.16
2.17
2.18
2.18.1
[ 217 ]
I feel that the principal considers the information I share with him to be to the
ultimate benefit of my child.
Nginomuzwa othi umphathi-sikole uthatha ngokuthi konke esikuxoxayo kuwusizo
olukhulu noluphelele ekusizakaleni kwengane yami.
Agree Disagree Uncertain
Ngiyavuma Angivumi Anginasiqiniseko
The principal encourages me to visit the school regularly to exchange
information about my child.
Umphathi-sikole uyangigqugquzela ukuba ngivakashele isikole ukuze sixoxe
ngengane yami.
Agree Disagree Uncertain
Ngiyavuma Angivumi Anginasiqiniseko
As a parent, I feel entitled to be involved in the decision-making process at my
child's school.
Njengomzali, ngizwa nginelungelo ekuthathweni kwezinqumo esikoleni sengane
yami.
Agree Disagree Uncertain
Ngiyavuma Angivumi Anginasiqiniseko
I have been given a say in deciding upon the following at my child's school:
Ngigunyaziwe ukuba ngisho lokhu okuiandelayo esikoleni sengane yami:
the school's mission, goals and objectives.
imigomo, izinhloso nokuphokophelwe yisikole.
Agree Disagree Uncertain
Ngiyavuma Angivumi Anginasiqiniseko

[ 218 1
2.18.2 the school's curricular programme.
inqubo yokufunda esikoleni.
Agree Disagree Uncertain
Ngiyavuma Angivumi Anginasiqiniseko
2.18.3 the school's extra-curricular programme.
okwenzeka ngaphandle kwekilasi esikoleno.
Agree Disagree Uncertain
Ngiyavuma Angivumi Anginasiqiniseko
2.18.4 the school's discipline policy.
umgomo wokuqondiswa kwezigwegwe esikoleni.
Agree Disagree Uncertain
Ngiyavuma Anghumi Anginasiqiniseko
2.18.5 the school's religious observance/instruction policy.
umgomo ngokulandelwa/ngokufundiswa kwezenkolo.
Agree Disagree Uncertain
Ngiyavuma Angivumi Anginasiqiniseko
2.18.6 the school's management policy.
umgomo ngokuphathwa kwesikole.
Agree Disagree Uncertain
Ngiyavuma Angivumi Anginasiqiniseko

[ 219 ]
2.18.7 the school's fund-raising policy.
umgomo ngokwakhiwa kwezimali zesikole.
Agree Disagree Uncertain
Ngiyavuma Angivumi Anginasiqiniseko
2.18.8 the school's budget policy.
umgomo ngokwablli'll kwezimali esikoleni.
Agree Disagree Uncertain
Ngiyavuma Angivumi Anginasiqiniseko
2.18.9 the school's admission policy.
umgomo ngokwamukelwa kwabafundi esikoleni.
Agree Disagree Uncertain
Ngiyavuma Angivumi Anginasiqiniseko
2.18.10 the school's language policy.
umgomo nmgokusethenziswa kwezilimi esikoleni.
Agree Disagree Uncertain
Ngiyavuma Angivumi Anginasiqiniseko
2.18.11 other (please specify).
okunye (sicela usho ngqo).

[ 220 ]
2.19 Decisions taken on matters regarding school policies are arrived at by consensus
between the parents and the principal.
lzinqumo ezithathwayo eziqondene nemigomo yesikole ethathwa ngokuvumelana
phokathi kwabazali nomphathi-sikole.
Agree Disagree Uncertain
Ngiyavuma Angivumi Anginasiqiniseko
2.20 The principal ought to have a list of the skills the parents possess.
Umphathi-sikole kufanele abe nohla lwamakhono abazali abanawo.
Agree Disagree Uncertain
Ngiyavuma Angivumi Anginasiqiniseko
2.21 The principal is in possession of a list of skills the parents possess.
Umphathi-sikole unohla lwamakhono abazali abanawo.
Agree Disagree Uncertain
Ngiyavuma Angivumi Anginasiqiniseko
2.22 It is my duty to offer the skills 1 possess to the school to create a culture of
learning.
Kungumsebenzi warm ukunikela ngamakhono enginawo esikoleni ukuze
kwakheke isiko lokufunda.
Agree Disagree Uncertain
Ngiyavuma Angivumi Anginasiqiniseko
2.23 Parents ought to offer the skills they possess to the school in the following
ways:
Abazali kufanele banikele ngamakhono abanawo esikoleni ngalezizindlela
ezilandelayo:

[ 221 ]
2.23.1 maintaining the grounds and the building.
ukulungiswa kwezinkundla nezakhiwo.
Agree Disagree Uncertain
Ngiyavuma Angivumi Anginasiqiniseko
2.23.2 serving as relief teachers.
ukulekelela othisha ngokufundisa esikoleni.
Agree Disagree Uncertain
Ngiyavuma Angivumi Anginasiqiniseko
2.23.3 assisting in the tuck-shop/library/classroom.
ukusiza esitolo sangaphakathi, emtapeni wezinewadi, nasemakilasini.
Agree Disagree Uncertain
Ngiyavuma Angivumi Anginasiqiniseko
2.23.4 assisting with playground duty.
ukulekelela emisebenzini I!}'ahlukene uma kudlalwa.
Agree Disagree Uncertain
Ngiyavuma Angivumi Anginasiqiniseko
2.23.5 accompanying pupils on field trips/excursions.
ukuphelekezela abantwana uma bl!}'odlala noma behamhela izindmvo ngenhloso
yokufunda.
Agree Disagree Uncertain
Ngiyavuma Angivumi Anginasiqiniseko

[ 222 ]
2.23.6 assisting with extra-curricular activities.
ukusiza ngezinto ezenzeka ngaphandle kwekilasi.
Agree Disagree Uncertain
Ngiyavuma Angivumi Anginasiqiniseko
2.23.7 other (please spedfy).
okunye (sicela usho ngqo).
2.24 As a parent, I am accountable for creating a culture of learning.
Njengom:zali, kubuzakala kimina futhi kungumsebenzi wami ukwakhiwa kwesiko
lokufunda.
Agree Disagree Uncertain
Ngiyavuma Angivumi Anginasiqiniseko
2.25 The principal is accountable to me for steps taken in creating a culture of
learning.
Umphathi-sikole kufanele asho amagxathu asethathiwe ekwakhiweni kwesiko
lokufunda.
Agree Disagree Uncertain
Ngiyavuma Angivumi Anginasiqiniseko
2.26 I feel that every possible sacrifice is made by the principal for the sake of my
child's education.
NgiZJ1,'(J ukuthi umphathi-sikole uzinikela ngokugcwele ekufundeni kwengane
yami.
Agree Disagree Uncertain
Ngiyavuma Angi,umi Anginasiqiniseko

[ 223 ]
2.27 The principal has created a responsible work ethic among his staff.
Umphathi-sikole ukwazile ukutshala imbewu yokuthi abasebenzi basebenze
ngendlela evumelekile.
Agree Disagree Uncertain
Ngiyavuma Angivumi Anginasiqiniseko
2.28 The principal has provided my child with a safe and secure learning
environment.
Umphathi-sikole wenze ukuthi ingane yami ifunde endaweni ephephile
nevikelekile.
Agree Disagree Uncertain
Ngiyavuma Angivumi Anginasiqiniseko
2.29 I am satisfied that the principal has guided my child to live according to
acceptable norms and values of society.
Nganelisekile ukuthiumphathi-sikole ukhulise inganeyami ngendlela evumelekile
yokuziphatha emphakarhini.
Agree Disagree Uncertain
Ngiyavuma Angivumi Anginasiqiniseko
2.30 The principal has assumed accountability in helping to guide my child towards
adulthood.
Umphathi-sikole uthathe isinqumo sokusiza ingane yami ikhuliseke ngendlela
enhle eya ebudaleni futhi lokhu kubuzakala kuyena, kungumsebenzi wakhe.
Agree Disagree Uncertain
Ngiyavuma Angivumi Anginasiqiniseko

[ 224 1
2.31 Only when parents are prepared to discipline their children will the culture of
learning be restored.
lsiko lokufunda liyophumelela kuphela uma abazali bezimisele ukuqondisa
okungalungile kubantwana babo.
Agree Disagree Uncertain
NgiylNUma Angivumi Anginasiqiniseko
2.32 The lack of trust, understanding and authority between the parent and the child
may be identified as the main cause for the collapse in the culture of learning.
Ukungabibikho kokwethembana, nokuzwana kanye nokwenza ngendlela eyiyo
phakathi komzali nomntWana ikona esingathi kuyisisusa esisemqoka sokuphela
kwesiko lokufunda.
Agree Disagree Uncertain
NgiylNUma Angivumi Anginasiqinisdw

APPENDIXB

[ 225 ]
. .jSTRICTLY CONFIDENTlALt
I QUESTIONNAIRE
.. Parents and Principals
·D.S. PHlay .
(B.Paed., B.Ed., M.Ed., D.S.E.)
as Partners in Creating
a Culture ofLearning

[ 226 ]
:,,,,::'-:''-''''::'--.;-.'-.-:: .'::., •. _-_:-:::-.'='::-;',-:,-::- ••• :-:-:.-
Kindly answer an the questions by supplying the requested
information.in writing. Please complete by making a
CrOSS· (X} in the appropriate block..· Where a question
requires comment, pleaseWrlte in the space provided.
SECTION ONE: BIOGRAPmCAL INFORMATION
1.1 GENDER
male 0 female 0
1.2 AGE GROUP
Under 25 0 26-30 0 31-35 0
36-40 0 41-45 0 46-50 0
51-54 0 55-60 0 Over 60 D
1.3 Your professional qualifications e.g. HPTC?
1.4 Your academic qualifications e.g. BA?

[ 227 ]
SECTION TWO: PARENTS AND PRINCIPALS AS PARTNERS IN
CREATING A CULTURE OF LEARNING
2.1 Parents have a vital role to play in creating a culture of learning.
Agree Disagree Uncertain
2.2 Parents have accepted responsibility for creating a culture of learning.
Agree Disagree Uncertain
2.3 Parents have ensured that their children receive a balanced quality
education. ,-----r-----r-----,
Agree Disagree Uncertain
2.4 I feel supported by parents in the education of their children.
Agree Disagree Uncertain

[ 228 1
2.5 I am accepted as a partner by parents in the education of their children.
Agree Disagree Uncertain
2.6 Parents are encouraged to be actively involved in the activities of the
school.
Agree Disagree Uncertain
2.7 I am satisfied with the way in which parents discipline their children.
Agree Disagree Uncertain
2.8 It is my responsibility to contribute towards creating a culture of
learning.
Agree Disagree Uncertain
2.9 I have been informed by the parents about what they expect of me to
promote a culture of learning.
Agree Disagree Uncertain
2.10 I would welcome more information from the parents about my
responsibilities in promoting a culture of learning.
Agree

2.13.5 social events.
Agree
2.13.6 other (please specify).
[ 230 ]
Disagree Uncertain
2.14 I experience trust, understanding and respect between parents and myself
when information concerning educational matters is exchanged.
Agree Disagree Uncertain
2.15 I feel that the parents consider the information I share with them to be
to the ultimate benefit of their children.
Agree Disagree Uncertain
2.16 Parents are encouraged to VISIt the school regularly to exchange
information about their children.
Agree Disagree Uncertain
2.17 Parents are entitled to be involved In the decision-making process
concerning school matters.
Agree Disagree Uncertain

[ 231 I
2.18 Parents of the school have been given a say m deciding upon the
following:
2.18.1 the school's mission, goals and objectives.
Agree Disagree Uncertain
2.18.2 the school's curricular programme.
Agree Disagree Uncertain
2.18.3 the school's extra-curricular programme.
2.18.4 the school's discipline policy.
Agree Disagree Uncertain
Agree Disagree Uncertain
2.18.5 the school's religious observance/instruction policy.
Agree Disagree Uncertain
2.18.6 the school's management policy.
. I
Agree Disagree Uncertam

[ 232 ]
2.18.7 the school's fund-raising policy.
2.18.8 the school's budget policy.
2.18.9 the school's admission policy.
2.18.10 the school's language policy.
Agree Disagree Uncertain
Agree Disagree Uncertain
Agree Disagree Uncertain
Agree
2.18.11 other (please specify).
Disagree Uncertain
2.19 Decisions taken on matters regarding school policies are arrived at by
consensus between the parents and myself.
Agree Disagree Uncertain

[ 233 ]
2.20 I ought to have a list of skills the parents possess that would be of
benefit to the school.
Agree Disagree Uncertain
2.21 I am in possession of a list of skills the parents possess.
Agree Disagree Uncertain
2.22 It is the duty of parents to offer the skills they possess to the school to
create a culture of learning.
Agree Disagree Uncertain
2.23 Parents ought to offer the skills they possess to the school III the
following ways:
2.23.1 maintaining the grounds and the buildings.
Agree
2.23.2 serving as relief teachers.
Agree
Disagree
Disagree
2.23.3 assisting in the tuckshop/library/classroom.
Uncertain
Uncertain
Agree Disagree Uncertain

[ 234 ]
2.23.4 assisting with playground duty.
Agree Disagree Uncertain
2.23.5 accompanying pupils on field trips/excursions.
Agree Disagree Uncertain
2.23.6 assisting with extra-curricular activities.
Agree
2.23.7 other (please specify).
Disagree Uncertain
2.24 As a principal, I am accountable for creating a culture of learning.
2.25 Parents are accountable to me for steps taken in creating a culture of
learning.
Agree Disagree Uncertain

APPENDIX C

The Secretary
Department of Education and Culture
Private Bag X04
ULUNDI
3838
Sir
[ 236 ]
REQUEST FOR PERMISSION TO CONDUCT RESEARCH
P.D. Box 636
UMKDMAAS
4170
October 11 1996
I am currently conducting a Research Project aimed at examining Parems and
principals as partners in creating a culture oflearning. This research is towards
aD.Ed. degree, and is being carried out under the supervision of Professor
G. Urbani at the Durban-Umlazi Campus of the University of Zululand.
For the purpose ofthis Research two separate questionnaires will be developed and
which I will need to administer to some parents of standard nine pupils and
principals of secondary schools of the Kwazulu Department of Education and
Culture respectively, selected by random sampling.
Copies of the approved questionnaires are attached for your inspection. The
questionnaire should not take more than 15 minutes to complete. All information
will be dealt with in the strictest of confidence and anonymity is assured.
I request your kind permission to conduct the above-mentioned research.
Information gathered in this research will offer invaluable assistance to all
stakeholders with an interest in education in South Africa.
Yours sincerely
D.S. PILLAY

APPENDIX D

APPENDIXE

APPENDIXF

The Principal
Dear Sir I Madam
[ 240 ]
D.S. Pillay
P.O. Box 636
UMKOMAAS
4170
25 October 1997
Q1JESTIONNAIRE ON PARENTS AND PRINCIPALS AS PARTNERS IN
CREATING A CULTURE OF LEARNING
At present I am engaged in a research project at the University of Zululand under
the guidance of Professor G Urbani. The research is concerned with Parents and
principals as partners in creating a culture oflearning.
As one of the selected respondents I have taken the liberty of writing to you in
order to seek your assistance in acquiring information about your experiences
relating to the research. I have attempted to keep the questions as simple as
possible and its completion should not require more than twenty minutes of your
time.
All information will be regarded as confidential and no personal details of any
respondent will be mentioned in the findings, nor will any of the results be related
to any particular school.
Thank you for your cooperation.
Yours sincerely
D.S.PILLAY
(rei No: (0323) 85850)