parents and principals as partners in creating a culture of learning

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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.
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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
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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 134 and 135: CHAPTERS PLANNING OF THE RESEARCH P
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
Page 184 and 185: [ 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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