parents and principals as partners in creating a culture of learning

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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
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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
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[ 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 132 and 133: * Increased self-esteem [ 101 I Whe
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:
Page 182 and 183: [ 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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