parents and principals as partners in creating a culture of learning

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2.1 The majority of parents (89,5 %) agreed that the principal of a school has
a vital role to play in creating a culture oflearning. The educational leader
is not only the pivot on which the whole administration and organisation
of the school turns, but as a key figure he is held responsible for the
quality of teaching and learning that takes place at school (Oosthuizen
(ed.), 1994:138-139).
2.2 More than half of the parents (54 %) either disagreed or were uncertain as
to whether the principal has accepted responsibility for creating a culture
of learning. According to Van Wyk (1996b:24-25) the parents expect the
school to provide education in accordance with the best and most
educationally accountable educational principles, points of view and
method. The level of education must be of a standard which will develop
the child's potential to the full (cf. 4.2.1).
2.3 Only 47,5 % of the parents agreed that the principal has ensured that the
children receive a balanced quality education. More than half of the
parents (52 %) either disagreed or were uncertain as to whether the
principal is ensuring that the children receive a balanced quality education.
According to Van Schalkwyk (1988: 178-179) parents expect the school to
provide children with a balanced quality education. The school must not
place undue emphasis on sport, cultural matters or academic schooling - for
example it must not over-emphasise mathematics at the expense of language
teaching or art at the expense of religious instruction (cfA.2.1).
2.4 About half of the parents (49%) agreed with the statement that they feel
supported by the principal in the education of their children. More than
half of the parents (51 %) did not agree or were uncertain about the
statement. According to Munnik & Swanepoel, (1990:82-83) the school
must provide education which must be in harmony with the spirit and