parents and principals as partners in creating a culture of learning

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( xvi) PAGE 7.5.3 Conduct <strong>of</strong> 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
Page 1 and 2: PARENTS AND PRINCIPALS AS PARTNERS
Page 4: ( III ) DEDICATION This work is ded
Page 8 and 9: CHAPTER 2 ( VII ) CAUSES FOR THE BR
Page 10 and 11: CHAPTER 4 ( IX ) AN ACCOUNTABLE PAR
Page 12 and 13: CHAPTERS PLANNING OF THE RESEARCH (
Page 14 and 15: CHAPTER 6 ( xiii ) PRESENTATION AND
Page 18 and 19: LIST OF TABLES TABLE 1 TABLE 2 TABL
Page 20 and 21: TABLE 17 ( XIX) Frequency distribut
Page 22 and 23: ( XXI ) SUMMARY The aim of this stu
Page 24 and 25: ( xxiii) * The Department of Educat
Page 26 and 27: ( xxv ) verantwoordelikheid is om t
Page 28 and 29: CHAPTER I ORIENTATION PAGE 1.1 INTR
Page 30 and 31: [ 2 1 This study deals with some of
Page 32 and 33: [ 4 1 according to Dekker & Lemmer
Page 34 and 35: [ 6 l "School-related factors" with
Page 36 and 37: [ 8 1 The concept of 'partnership'
Page 38 and 39: (2) Information [ 10 I Van der West
Page 40 and 41: I 12 1 farming or some or other tra
Page 42 and 43: CHAPTER 2 CAUSES FOR THE BREAKDOWN
Page 44 and 45: [ 15 1 2.2 PROBLEMS CONCERNING THE
Page 46 and 47: * * * * * o o o o [ 17 l depopulati
Page 48 and 49: * * * o o o checking of homework; [
Page 50 and 51: [ 21 ] is losing control over the c
Page 52 and 53: [ 23 1 school attendance or homewor
Page 54 and 55: [ 25 I Ramphele (1992:15-16); Gelde
Page 56 and 57: * * * [ 27 I schools do not make pa
Page 58 and 59: CHAPTER 3 PARENTS AND PRINCIPALS AS
Page 60 and 61: [ 30 l has to be guided, protected,
Page 62 and 63: [ 32 J Pringle (1987:37) describes
Page 64 and 65: [ 34 1 To the father the baby only
Page 66 and 67:
[ 36 1 Cicirelli (1992:54-58) maint
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[ 38 1 parents is not likely to hav
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[ 40 1 pre-condition for the consti
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[ 43 1 responsible decisions befitt
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[ 45 1 appropriate meanings to what
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[ 47 1 Every person in the teaching
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* * * * He must be prepared to serv
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* * * * Show confidence in your peo
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[ 53 1 responsible for the manageme
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[ 55 1 From these structural charac
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[ 57 1 (Badenhorst, Botha, Lion-Cac
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[ 59 ) School management is directe
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[ 61 1 learning. As managers they m
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CHAYfER4 [ 62 I AN ACCOUNTABLE PART
Page 95 and 96:
[ 64 1 remains primarily responsibl
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[ 66 I therefore not seek to educat
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* * * * * * [ 68 1 To enrich the ed
Page 101 and 102:
* * * * * * * * * * * Parents want
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[ 72 I (4) Principals, as agents of
Page 105 and 106:
* * * * * * [ 74 I the common goals
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[ 76 I If anything has been establi
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* * [ 78 I The high costs ofeducati
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[ 80 ] It can be deduced from these
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[ 82 1 includes a recognition of ea
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* * [ 84 I The development of the c
Page 117 and 118:
[ 86 I One can hardly talk about th
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* * * [ 88 I competence. Hence the
Page 121 and 122:
[ 90 I Partnership involves a two-w
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(l) Formal parental involvement (a)
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[ 94 J class and standard meet regu
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* * * (c) transporting pupils; cate
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* * reading to children; and [ 98 I
Page 131 and 132:
(2) * Advantages for the pupil Impr
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[1021 Clearly, therefore, parents w
Page 135 and 136:
PAGE 5.7 THE PROCESSING OF THE DATA
Page 137 and 138:
5.2.2 lrrformation [104] In order f
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[106] (ed.), 1993:77) have shown th
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[ 108] clarification. Questions wer
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* * * * [ 1101 Each question has to
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* * * * * * * * [ 1121 population t
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* * * [ 114 J In a mail questionnai
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[ 115 I They are two ends of a cont
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[ 117 1 the questionnaire cannot be
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5.5 PILOT STUDY [1191 A pilot study
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* * * * * * [ 120 I It greatly redu
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5.7.2 Application of data [ 122 J T
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[124] In the following chapter the
Page 161 and 162:
PAGE 6.3.9 Sharing of accountabilit
Page 163 and 164:
6.2.2 Gender of parents I guardians
Page 165 and 166:
[128J 6.2.5 Occupation of parents (
Page 167 and 168:
[ 1301 6.2.7 Number of children in
Page 169 and 170:
6.2.9 Sharing of Responsibilities [
Page 171 and 172:
[ 134] character of the home. The s
Page 173 and 174:
6.2.10 Table 10 Sharing of Informat
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[ 1381 2.11 Almost half ofthe paren
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[ 140 I 2.16 Only 37% of the respon
Page 179 and 180:
! 142] The items in Table 11 concer
Page 181 and 182:
6.2.12 Sharing of Skills [ 1441 Tab
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[ 146] (Oosthuizen (ed.), 1994:12).
Page 185 and 186:
[148 J Creating a culture of learni
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[150] that of being a counsellor. A
Page 189 and 190:
[152] 6.3 QUESTIONNAIRE FOR PRINCIP
Page 191 and 192:
[ '54] 6.3.4 Academic qualification
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[ 156] many schools. These schools
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[158] improved student academic ach
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[1601 The items in Table 19 concern
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[ 162] clear that a partnership als
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[164] The items in Table 20 concern
Page 203 and 204:
[1661 The items in Table 21 concern
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[168] 2.24 A very large percentage
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[ 170 J school-work are better able
Page 209 and 210:
[ 1721 answers to the question in t
Page 211 and 212:
PAGE 7.5.4 Further research 190 (l)
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[ 174 J teachers, attitude problems
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[ 176 J effectively for achieving o
Page 217 and 218:
* * * * * * [ 178 J Both partners e
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[180] questionnaires, (for parents
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[182] in a common task, namely the
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* [ 184] managed - leaders must be
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[ 186) have to collaborate in the c
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[188] The authority of the principa
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o o ( 190 I the protection and resp
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[192J in creating a culture of lear
Page 233 and 234:
[ 194] BEHR, A.L. 1988. Psychology
Page 235 and 236:
[196] DRECKMEYR, M. 1989. Didactics
Page 237 and 238:
[ 198 J KRUGER, A.G. 1995a. Educati
Page 239 and 240:
[2001 MWAMWENDA, T.S. 1995. Educati
Page 241 and 242:
[ 202] REGLIN, G.L. 1993. At risk "
Page 243 and 244:
[ 204J UNISA METROPOLITAN LIFE PROJ
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[206 J WAXMAN, H.C., DE FELIX, I.W.
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• Zulu isiZulu D Xhosa isiXhosa E
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• SECTION TWO: ISIGAMU SESIBIU: [
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[ 213 1 2.1 The principal of a scho
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[ 215 1 2.11 I have access to all i
Page 258 and 259:
[ 218 1 2.18.2 the school's curricu
Page 260 and 261:
[ 220 ] 2.19 Decisions taken on mat
Page 262 and 263:
[ 222 ] 2.23.6 assisting with extra
Page 264 and 265:
[ 224 1 2.31 Only when parents are
Page 266 and 267:
[ 225 ] . .jSTRICTLY CONFIDENTlALt
Page 268 and 269:
[ 227 ] SECTION TWO: PARENTS AND PR
Page 271 and 272:
2.13.5 social events. Agree 2.13.6
Page 273 and 274:
[ 232 ] 2.18.7 the school's fund-ra
Page 275:
[ 234 ] 2.23.4 assisting with playg
Page 278 and 279:
The Secretary Department of Educati
Page 281:
APPENDIXE
Page 285:
The Principal Dear Sir I Madam [ 24
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