parents and principals as partners in creating a culture of learning

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2.16 Only 37% of the respondents agreed that the principal encourages them to
visit the school regularly to exchange information about their children. As
parental visits to school are made, knowledge about the child is increased.
With this knowledge, parents are better able to assist the school in helping
the child to the fullest. Without this knowledge, parents and principals
may be at cross purposes or may each deal with the child in ignorance of
the other setting (Dekker & Lemmer, 1993:159). From various research
projects regarding the maintenance and improvement of home-school
relations, consistent findings emerge, such as the fact that parent
involvement in schools is significantly related to (cf.4.3.4):
* improved student academic achievement;
* improved student attendance at school; and
* improved student behaviour at school.
According to Squelch & Lemmer (1994:93) research and practice indicate
that schools that work closely with parents and encourage their active
involvement are more effective than those that do not. Although many
schools seem toembrace the idea ofparent-principal partnership and parent
involvement, few have translated their beliefs into positive plans of action.
Principals who know parents by virtue of their participation in school
activities treat these parents with greater respect. The opposite is also true.
Parents who understand the aims, nature and functioning ofthe school, will
be less likely to criticise the teacher or the principal, and more likely to
contribute positively to the education ofthe child (Van Wyk, 1996b:23-25).