parents and principals as partners in creating a culture of learning

[1601
The items in Table 19 concern the sharing ofinformation between parents and
principals as partners in creating a culture of learning. The following are the
findings, interpretations and comments.
2.9 Almost three-quarters of the principals (74%) have not been informed by
the parents about what they expect of them to promote a culture of
learning. According to Badenhorst (1995: 109) the contact and cooperation
between the parents and the principal should denote a partnership. Neither
the parent nor the principal alone can fulfil the task of educating the child
completely. A partnership involves an agreement ofcooperation according
to which each partner will accept specific responsibilities and carry out
commitments (Van Rensburg, Landman & Bodenstein (1994:468). Parents
and principals should therefore inform each other of their reciprocal
responsibilities. Each party within the partnership needs 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 (cfA.3.4(3».
2.10 Most of the principals (90%) would welcome more information from
parents about their responsibilities in promoting a culture of learning. The
complete and optimum development of the child according to Wolfendale
(00.) (1989:5-6) rests with the educative teaching partnership between
parents and principals. Regular and effective two-way communication
between the school and home is needed to bind the various components of
this partnership into a closely-knit unit for the mutual exchange of
information in order to promote a culture of learning (cfA.3.3).
2.11 Nearly three-quarters of the principals agreed that parents have access to
all information and records of their children. According to Munnik &