parents and principals as partners in creating a culture of learning

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The items in Table 21 concern the sharing of skills between parents and principals
in creating a culture of learning. The following are the findings, interpretations
and comments.
2.20 to 2.23 A very large percentage ofprincipals (92 %) in 2.20 agreed that they
ought to have a list of skills the parents possess however, only one-fifth of
the respondents in 2.21 is in possession of a list of skills the parents
possess for creating a culture of learning. Most of the principals (88 %) in
2.22 felt that it is the duty of parents to offer the skills they possess while
a very large number of principals (93 % on average) agreed that parents
ought to offer the skills they possess to the school in the following ways:
- maintaining the grounds and buildings (98 %).
- serving as relief teachers (90%).
- assisting in tuck-shop I library I classroom (92%).
- assisting with playground duty (92 %).
- accompanying pupils on field trips I excursions (88%).
- assisting with extra-curricular activities (98 %).
Although parents and principals according to Munnik & Swanepoel
(1990:81) are equal partners it is not implied that they are equal in all
respects. The principal's knowledge of a particular subject, school
management and education in general may be superior, while the parent
may be the principal's superior because of specialised knowledge of
theology, economics, agriculture, building or some other trade, but as
partners in education they have equal worth, complement each other and
should respect each other's expertise. They should understand each other's
strengths and weaknesses. They have an agogic relationship, which entails
mutual trust, respect, authority and responsibility (cf.4.3.4 (3».