parents and principals as partners in creating a culture of learning

More documents

Recommendations

Info

[ 161 1 Swanepoel (1990:81-85) parents who have access to all information and records concerning their children are able to support and amplify the education provided by the school by following-up and correcting the child's work, practising certain skills, revising and repeating the work done at school (cfA.2.2). 2.12 and 2.13 Although only 56% ofthe principals send out newsletters to parents on a regular basis, the majority of the respondents (average of 84 %) in 2.13 agreed that a newsletter should contain the following information: staff changes (40%). curricular achievements (90%). extra-curricular activities (98 %). school climate/culture (96%). social events (96 %). According to Dekker (1995:30) it is essential that parents be fully informed of the school's activities so that they can make a positive and real contribution to the education of their children. A newsletter from the principal could serve this purpose effectively (cfA.3.5). Keeping the parents informed will encourage involvement of parents in their children's education. 2.14 Only 50% ofthe principals agreed that they experience trust, understanding and respect between parents and themselves when information concerning educational matters is exchanged. According to Munnik & Swanepoel (1990:80-81) an important requirement for cooperation in a close partnership is a positive attitude. Although the ways and means of reaching objectives employed by various partners might differ, partners should never become estranged and unity should never disintegrate. It is
[ 162] clear that a partnership also means joining forces, whilst retaining individuality. A successful partnership depends, among other things, on parents and principals trusting one another, understanding and respecting one another's needs and aspirations when information concerning educational matters is exchanged (cf.4.3.4 (3». 2.15 A large number ofprincipals (82%) indicated that they feel that the parents consider the information they share with them to be to the ultimate benefit of the child. Discussions between the principal and the parents should be honest, frank and candid (Swap, 1993: 1). As partners they should not hesitate to supply information regarding the child to each other, however the information should be treated as confidential (cf. 4.3.6). 2.16 60% of the respondents encouraged parents to visit the school regularly to exchange information about their children. According to Dekker & Lemmer (1993: 159) as parental visits to school are made, knowledge ofthe 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 (cf. 4.3.4).
Page 1 and 2:
PARENTS AND PRINCIPALS AS PARTNERS
Page 4:
( III ) DEDICATION This work is ded
Page 8 and 9:
CHAPTER 2 ( VII ) CAUSES FOR THE BR
Page 10 and 11:
CHAPTER 4 ( IX ) AN ACCOUNTABLE PAR
Page 12 and 13:
CHAPTERS PLANNING OF THE RESEARCH (
Page 14 and 15:
CHAPTER 6 ( xiii ) PRESENTATION AND
Page 17 and 18:
( xvi) PAGE 7.5.3 Conduct of teache
Page 19 and 20:
( xviii) TABLE 10 Frequency distrib
Page 21 and 22:
APPENDIX A APPENDIXB APPENDIX C APP
Page 23 and 24:
( xxii ) responsibility is to ensur
Page 25 and 26:
(xxiv) OPSOMMING Hierdie studie was
Page 27 and 28:
( xxvi) o verseker dat werkswinkels
Page 29 and 30:
CHAPTER 1 ORIENTATION 1.1 INTRODUCT
Page 31 and 32:
[ 3 I limited. More recently, howev
Page 33 and 34:
* 1.4 [ 5 I Can the establishment o
Page 35 and 36:
1.4.4 Parents [ 7 I Reference is us
Page 37 and 38:
* * [ 9 I the other partner will en
Page 39 and 40:
[ 11 I persons (parents and princip
Page 41 and 42:
* * 1.6 [ 131 To undertake an empir
Page 43 and 44:
CHAPTER 2 [ 14 I CAUSES FOR THE BRE
Page 45 and 46:
* * * 2.3 [ 16 I Alcohol and drug a
Page 47 and 48:
* * o o o o o [ 18 1 Dodging of cla
Page 49 and 50:
o [ 20 I Unions such as SADTU and C
Page 51 and 52:
[ 22 1 between child and the parent
Page 53 and 54:
[ 24 ] sometimes during the plantin
Page 55 and 56:
[ 26 1 2.5 LACK OFPARENTAL INVOLVEM
Page 57 and 58:
* * * 2.6 [ 28 I Violent situations
Page 59 and 60:
CHAYfER3 [ 29 1 PARENTS AND PRINCIP
Page 61 and 62:
* * [ 31 1 relationship of warm, em
Page 63 and 64:
[ 33 1 A child is a human being, a
Page 65 and 66:
* * * * * * * * * * to win the chil
Page 67 and 68:
[ 37 1 Without upbringing the child
Page 69 and 70:
[ 39 1 the child trusts and accepts
Page 71:
[ 41 I A child has expectations of
Page 74 and 75:
(3) Relationship of authority [ 44
Page 76 and 77:
[ 46 1 This means that the giving a
Page 78 and 79:
[ 48 ] "As the principal, so the sc
Page 80 and 81:
* * * * * * honesty and trustworthi
Page 82 and 83:
[ 52 I *Communicator. Good communic
Page 84 and 85:
3.3.4 Management of the School [ 54
Page 86 and 87:
[ 56 I From this short overview oft
Page 88 and 89:
* * * * [ 58 I The operational dime
Page 90 and 91:
3.4 SYNTHESIS [ 60 I Education is p
Page 92 and 93:
4.3.6 Value of the partnership . (I
Page 94 and 95:
[ 63 I New developments in the fiel
Page 96 and 97:
* * * * * * * * * [ 65 I Education
Page 98 and 99:
* * * * * * o o [ 67 1 providing th
Page 100 and 101:
[ 69 I family and the school with t
Page 102 and 103:
* * * * * * * * [ 71 ] Parents in g
Page 104 and 105:
[ 73 I According to Postma (1990: 1
Page 106 and 107:
[ 75 I would be detrimental to the
Page 108 and 109:
[ 77 I By combining the forces of t
Page 110 and 111:
Parent involvement is: o o o o o o
Page 112 and 113:
[ 81 I exist Kruger (1996:29-34); M
Page 114 and 115:
[ 83 1 In future the school and the
Page 116 and 117:
[ 85 1 oftheir children. They have
Page 118 and 119:
[ 87 I Although parents and princip
Page 120 and 121:
[ 89 I understanding and respect su
Page 122 and 123:
[ 91 1 As parental visits to school
Page 124 and 125:
o o o o o o (b) maintaining facilit
Page 126 and 127:
* * * * * * * * * (b) reading to gr
Page 128 and 129:
* * * * (d) [ 97 l attending school
Page 130 and 131:
* Cooperation leads to trust [ 99 I
Page 132 and 133:
* Increased self-esteem [ 101 I Whe
Page 134 and 135:
CHAPTERS PLANNING OF THE RESEARCH P
Page 136 and 137:
CHAPTER 5 PLANNING OF THE RESEARCH
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 186 and 187: [ 149] understands the educational
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 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.
Page 236 and 237: 1197] GUNTER, C.F.G. 1990. Aspects
Page 238 and 239: [ 1991 LEMMER, E. & SQUELCH, J. 199
Page 240 and 241: [201 l OWENS, R.G. & SHAKESHAFT, C.
Page 242 and 243: [ 203] SQUELCH, J. & LEMMER, E. 199
Page 244 and 245: [ 2051 VAN RENSBURG, C.I.I., LANDMA
Page 246: • APPENDIX A
Page 250 and 251:
• Ibanga lesi-8 Std 9 Ibanga lesi
Page 252 and 253:
EXAMPLE 1 ISIBONELO SOKUQAlA If you
Page 254 and 255:
[ 214 ] 2.6 The principal encourage
Page 257 and 258:
2.15 2.16 2.17 2.18 2.18.1 [ 217 ]
Page 259 and 260:
[ 219 ] 2.18.7 the school's fund-ra
Page 261 and 262:
[ 221 ] 2.23.1 maintaining the grou
Page 263 and 264:
[ 223 ] 2.27 The principal has crea
Page 265 and 266:
APPENDIXB
Page 267 and 268:
[ 226 ] :,,,,::'-:''-''''::'--.;-.'
Page 269:
[ 228 1 2.5 I am accepted as a part
Page 272 and 273:
[ 231 I 2.18 Parents of the school
Page 274 and 275:
[ 233 ] 2.20 I ought to have a list
Page 277 and 278:
APPENDIX C
Page 279:
APPENDIX D
Page 284 and 285:
APPENDIXF
show all

parents and principals as partners in creating a culture of learning

Create successful ePaper yourself

Delete template?

Save as template?