parents and principals as partners in creating a culture of learning

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The items in Table 10 concern the sharing of information between parents and
principals as partners in creating a culture of learning. The following are the
findings, interpretations and comments.
2.9 A substantial number of parents (68,5 %) did not agree or were uncertain
with the statement that they have been informed by the principal about what
he expects of them to create a culture of learning. According to Kruger
(1996:33-34) all parents are interested in their children's education and
would like to contribute in some way. This is true regardless of the socio­
economic class to which the parents belong. The problem is that many
parents do not know how to contribute. Parents need to be informed of
what is expected of them so that they can become a partner in their child's
education (cf. 4.3.6). Parents and principals need to inform each other of
their respective responsibilities. Therefore, each party within the
partnership has to be provided with all the necessary information and
knowledge as to his specific part in the school's activities, how he has to
execute them and within which bounds he has to perform these tasks
(Dekker & Lemmer, 1993: 157).
2.10 A large percentage of parents (89,5%) would welcome more information
from the principal on their responsibilities for promoting a culrure of
learning. According to Van Schalkwyk (1990: 19-24) and Kruger (1996:33)
parents, on the strength of their parenthood are the primary and natural
educators of their children, and are therefore fully responsible for their
formal and informal education. Parents need to be informed that they are
co-responsible for what happens to their children in formal education (cf.
4.3.3).