parents and principals as partners in creating a culture of learning

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improved student academic achievement;
improved student attendance; and
improved student behaviour at school.
2.7 A large number of the principals (62%) are not satisfied with the way in
which parents discipline their children. The ongoing turmoil in many
schools according to Alexander (1993:1) underscores the failure ofparents
in assuming responsibility to discipline their children. Children have
become immersed in politics and anti-social behaviour. A major problem
facing parents according to Ngakane & Naidoo (1995:13) is how to get
children to attend school and how to make those children who attend school
to gain the full benefit of their education. According to Kruger (1996:23­
25) students who are aware that their parents are interested in their school
work, experience emotional stability and security and are better able to
adjust to school and better able to overcome any problems which they may
encounter, such as discipline, behavioural and learning problems
(cf.4.3.6(2».
2.8 The majority of the respondents (70%) accepted that it is their
responsibility to contribute towards creating a culture of learning. 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, the pupil's 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 therefore occupies a special position in the school and his
influence in creating a culture of learning is decisive for the effective
functioning of all facets of school-life (cf.4.3.3).