parents and principals as partners in creating a culture of learning

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[ 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.
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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
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[ 56 I From this short overview oft
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* * * * [ 58 I The operational dime
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3.4 SYNTHESIS [ 60 I Education is p
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4.3.6 Value of the partnership . (I
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[ 63 I New developments in the fiel
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* * * * * * * * * [ 65 I Education
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* * * * * * o o [ 67 1 providing th
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[ 69 I family and the school with t
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* * * * * * * * [ 71 ] Parents in g
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[ 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 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 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
Page 186 and 187: [ 149] understands the educational
Page 188 and 189: [ 151 I community can function with
Page 190 and 191: [ 153 1 Table 15 shows that more th
Page 192 and 193: 6.3.5 Sharing of responsibilities [
Page 194 and 195: [ 157] 2.4 Nearly two-thirds of the
Page 196 and 197: 6.3.6 Sharing of information [1591
Page 198 and 199: [ 161 1 Swanepoel (1990:81-85) pare
Page 200 and 201: 6.3.7 Sharing of decision-making [1
Page 202 and 203: [ 1651 effects (Van Wyk, 1996b:23-2
Page 204 and 205: 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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