parents and principals as partners in creating a culture of learning

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[ 149] understands the educational needs of the child, and is able to develop and manage a sound instructional programme. The principal should also be in a position to advise his or her staff on all educational matters relating to pupils (cf.3.3.2). 2.27 50,5% of the parents disagreed that the principal has created a responsible work ethic among his staff. The principal according to Kruger (1996:5-6) is both a professional leader and a manager of a school, and his management and leadership style also affects classroom management and therefore, pupils' performance. Teaching is a very personal activity that can take place in isolation in every classroom - the principal can influence it effectively by means of his leadership style, his personality and his educational leadership programme. The principal's attitude towards the important role played by educative teaching in the school programme must be clearly reflected in his educational leadership style (cf.3.3.4). 2.28 More than half of the parents (53%) were not in agreement that the principal has provided their children with a safe and secure learning environment. Principals are required to fulfil a number of leadership tasks (cf.3.3.3). One of the essential leadership tasks is to ensure safety and order in the school. An orderly and safe environment is essential for meaningful learning. The school should be free from disruption, chaos and danger. This also implies that effective school discipline must be in place so that a habitable and safe life-world is created for the child (Kruger, 1996:6). 2.29 A significant percentage ofparents (53 %) disagreed with the statement that they are satisfied that the principal has guided their children to live according to acceptable norms and values ofsociety. One of the important leadership roles of a principal according to Oosthuizen (ed.) (1994: 143) is
[150] that of being a counsellor. A principal is expected to be able to counsel pupils on a variety of matters. This involves recognising and understanding needs and problems, listening, giving advice, making recommendations and solving problems. The education provided by the school must be in harmony with the spirit and character of the home. The school must build on the foundations laid by the family and must strive to attain the same general educational goal. It must instil acceptable principles and values and teach the child to put them into practice. In the case of a Christian child, this would mean the inculcation of Christian norms and values (cfA.2.1). 2.30 Almost halfofthe parents (49,5 %) disagreed that the principal has assumed accountability in helping to guide their ch;ldren towards adulthood. Whereas in the home, education usually takes place spontaneously, intuitively and informally, education in the school is carried out in a formal, purposeful, differentiated and specialised manner by professionally trained persons. However, formal instruction at school is and remains a continuation of the educational basis laid by the parental home (Louw (ed.), 1983:46). A school is a secondary human design which came about because parents no longer felt fully competent to accomplish their educational task. The fact that parents are empowered to legally delegate certain rights and duties, renders the principal accountable to guide the children towards responsible adulthood (cfA.3.4(3». Consequently it is of the utmost importance that the principal should know and respect the norms and values endorsed both at home and in the community (Munnik & Swanepoel, 1990:82-83). 2.31 Most of the parents (89,5) agreed that only when parents are prepared to discipline their children will the culture of learning be restored. Discipline is necessary to maintain a certain standard ofsocial conformity so that the
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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
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[ 75 I would be detrimental to the
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[ 77 I By combining the forces of t
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Parent involvement is: o o o o o o
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[ 81 I exist Kruger (1996:29-34); M
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[ 83 1 In future the school and the
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[ 85 1 oftheir children. They have
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[ 87 I Although parents and princip
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[ 89 I understanding and respect su
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[ 91 1 As parental visits to school
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o o o o o o (b) maintaining facilit
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* * * * * * * * * (b) reading to gr
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* * * * (d) [ 97 l attending school
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* Cooperation leads to trust [ 99 I
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* Increased self-esteem [ 101 I Whe
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CHAPTERS PLANNING OF THE RESEARCH P
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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 156 and 157: [ 121 1 5.7· THE PROCESSING OF THE
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 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
Page 206 and 207: o o o [169] offering him the securi
Page 208 and 209: [ 171 1 2.31 The majority of the pr
Page 210 and 211: CHAPTER 7 PAGE SUMMARY, FIND1'\'GS
Page 212 and 213: CHAPTER 7 [ 173 J SUMMARY, FINDINGS
Page 214 and 215: [175] characterised by poverty, inh
Page 216 and 217: [ 177] principal alone can fulfil t
Page 218 and 219: [ 179 J parents recognise the many
Page 220 and 221: 7.3 FINDINGS [ 181 1 The postulates
Page 222 and 223: [ 1831 few mothers who do not have
Page 224 and 225: [185] 7.5.2 Promoting a harmonious
Page 226 and 227: [ 187} * Make certain that workshop
Page 228 and 229: o [189] adopting a code of ethics t
Page 230 and 231: (2) Recommendation [ 191 J The reco
Page 232 and 233: LIST OF SOURCES [ 193 J ALAN, A. &
Page 234 and 235: [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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