parents and principals as partners in creating a culture of learning

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* 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.
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PARENTS AND PRINCIPALS AS PARTNERS
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( III ) DEDICATION This work is ded
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CHAPTER 2 ( VII ) CAUSES FOR THE BR
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CHAPTER 4 ( IX ) AN ACCOUNTABLE PAR
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CHAPTERS PLANNING OF THE RESEARCH (
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CHAPTER 6 ( xiii ) PRESENTATION AND
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( xvi) PAGE 7.5.3 Conduct of teache
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( xviii) TABLE 10 Frequency distrib
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APPENDIX A APPENDIXB APPENDIX C APP
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( xxii ) responsibility is to ensur
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(xxiv) OPSOMMING Hierdie studie was
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( xxvi) o verseker dat werkswinkels
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CHAPTER 1 ORIENTATION 1.1 INTRODUCT
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[ 3 I limited. More recently, howev
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* 1.4 [ 5 I Can the establishment o
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1.4.4 Parents [ 7 I Reference is us
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* * [ 9 I the other partner will en
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[ 11 I persons (parents and princip
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* * 1.6 [ 131 To undertake an empir
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CHAPTER 2 [ 14 I CAUSES FOR THE BRE
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* * * 2.3 [ 16 I Alcohol and drug a
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* * o o o o o [ 18 1 Dodging of cla
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o [ 20 I Unions such as SADTU and C
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[ 22 1 between child and the parent
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[ 24 ] sometimes during the plantin
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[ 26 1 2.5 LACK OFPARENTAL INVOLVEM
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* * * 2.6 [ 28 I Violent situations
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CHAYfER3 [ 29 1 PARENTS AND PRINCIP
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* * [ 31 1 relationship of warm, em
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[ 33 1 A child is a human being, a
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* * * * * * * * * * to win the chil
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[ 37 1 Without upbringing the child
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[ 39 1 the child trusts and accepts
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[ 41 I A child has expectations of
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(3) Relationship of authority [ 44
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[ 46 1 This means that the giving a
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[ 48 ] "As the principal, so the sc
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* * * * * * honesty and trustworthi
Page 82 and 83: [ 52 I *Communicator. Good communic
Page 84 and 85: 3.3.4 Management of the School [ 54
Page 86 and 87: [ 56 I From this short overview oft
Page 88 and 89: * * * * [ 58 I The operational dime
Page 90 and 91: 3.4 SYNTHESIS [ 60 I Education is p
Page 92 and 93: 4.3.6 Value of the partnership . (I
Page 94 and 95: [ 63 I New developments in the fiel
Page 96 and 97: * * * * * * * * * [ 65 I Education
Page 98 and 99: * * * * * * o o [ 67 1 providing th
Page 100 and 101: [ 69 I family and the school with t
Page 102 and 103: * * * * * * * * [ 71 ] Parents in g
Page 104 and 105: [ 73 I According to Postma (1990: 1
Page 106 and 107: [ 75 I would be detrimental to the
Page 108 and 109: [ 77 I By combining the forces of t
Page 110 and 111: Parent involvement is: o o o o o o
Page 112 and 113: [ 81 I exist Kruger (1996:29-34); M
Page 114 and 115: [ 83 1 In future the school and the
Page 116 and 117: [ 85 1 oftheir children. They have
Page 118 and 119: [ 87 I Although parents and princip
Page 120 and 121: [ 89 I understanding and respect su
Page 122 and 123: [ 91 1 As parental visits to school
Page 124 and 125: o o o o o o (b) maintaining facilit
Page 126 and 127: * * * * * * * * * (b) reading to gr
Page 128 and 129: * * * * (d) [ 97 l attending school
Page 130 and 131: * Cooperation leads to trust [ 99 I
Page 134 and 135: CHAPTERS PLANNING OF THE RESEARCH P
Page 136 and 137: CHAPTER 5 PLANNING OF THE RESEARCH
Page 138 and 139: [ 105] The researcher visited the p
Page 140 and 141: [1071 a distinction between questio
Page 142 and 143: [109] Section two of the questionna
Page 144 and 145: (1) * * * * * * * * [ 111 I Advanta
Page 146 and 147: [ 113 I (2) Disadvantages of the qu
Page 148 and 149: [ 115 I They are two ends of a cont
Page 150 and 151: * * [ 116 I Criterium validity whic
Page 152 and 153: [ 118 I reflect the respondent's tr
Page 154 and 155: * * * * * * [120) It greatly reduce
Page 156 and 157: [ 121 1 5.7· THE PROCESSING OF THE
Page 158 and 159: o o o o o [ 123 J The sharing ofres
Page 160 and 161: CHAPTER 6 PRESENTATION AND ANALYSIS
Page 162 and 163: CHAPTER 6 [ 125 l PRESENTATION AND
Page 164 and 165: [ 127 J Table 3 indicates that more
Page 166 and 167: [129J 6.2.6 Education level of pare
Page 168 and 169: I 131 J 6.2.8 Number of school-goin
Page 170 and 171: [ 1331 2.1 The majority of parents
Page 172 and 173: [ 135] to discipline the child judi
Page 174 and 175: [ 137 1 The items in Table 10 conce
Page 176 and 177: [ 139 ] that parents are more criti
Page 178 and 179: 6.2.11 Sharing of Decision-making [
Page 180 and 181: [ 143] According to Van Wyk (1996a:
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[ 145] 2.20 to 2.23 More than half
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[ 147) The items in Table 13 concer
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[ 149] understands the educational
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[ 151 I community can function with
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[ 153 1 Table 15 shows that more th
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6.3.5 Sharing of responsibilities [
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[ 157] 2.4 Nearly two-thirds of the
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6.3.6 Sharing of information [1591
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[ 161 1 Swanepoel (1990:81-85) pare
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6.3.7 Sharing of decision-making [1
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[ 1651 effects (Van Wyk, 1996b:23-2
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6.3.9 Sharing of Accountability [ 1
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o o o [169] offering him the securi
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[ 171 1 2.31 The majority of the pr
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CHAPTER 7 PAGE SUMMARY, FIND1'\'GS
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CHAPTER 7 [ 173 J SUMMARY, FINDINGS
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[175] characterised by poverty, inh
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[ 177] principal alone can fulfil t
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[ 179 J parents recognise the many
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7.3 FINDINGS [ 181 1 The postulates
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[ 1831 few mothers who do not have
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[185] 7.5.2 Promoting a harmonious
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[ 187} * Make certain that workshop
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o [189] adopting a code of ethics t
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(2) Recommendation [ 191 J The reco
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LIST OF SOURCES [ 193 J ALAN, A. &
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[195] COHEN, L. & MANION, L. 1989.
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1197] GUNTER, C.F.G. 1990. Aspects
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[ 1991 LEMMER, E. & SQUELCH, J. 199
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[201 l OWENS, R.G. & SHAKESHAFT, C.
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[ 203] SQUELCH, J. & LEMMER, E. 199
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[ 2051 VAN RENSBURG, C.I.I., LANDMA
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• APPENDIX A
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• Ibanga lesi-8 Std 9 Ibanga lesi
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EXAMPLE 1 ISIBONELO SOKUQAlA If you
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[ 214 ] 2.6 The principal encourage
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2.15 2.16 2.17 2.18 2.18.1 [ 217 ]
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[ 219 ] 2.18.7 the school's fund-ra
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[ 221 ] 2.23.1 maintaining the grou
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[ 223 ] 2.27 The principal has crea
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APPENDIXB
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[ 226 ] :,,,,::'-:''-''''::'--.;-.'
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[ 228 1 2.5 I am accepted as a part
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[ 231 I 2.18 Parents of the school
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[ 233 ] 2.20 I ought to have a list
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APPENDIX C
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APPENDIX D
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APPENDIXF
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