parents and principals as partners in creating a culture of learning

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The authority of the principals is marginalised. "Militant" teachers and unions
prevent principals and inspectors access to classrooms for supervision and
assessment of the work of teachers. PrinCipals have lost accountability and dare
not confront teachers anymore. Undisciplined teachers cannot be brought to book
as some unions which have site committees at schools would defend them to the
hilt. A professional approach to teaching is being replaced by a unionist approach.
Teaching is no longer viewed as a calling and a profession in which teachers
commit themselves to the education of pupils. In a unionist approach teaching is
regarded as a job in which the workers' rights receive first priority. The unions
act as gatekeepers through which all information and communication, either in or
out, must be channelled. Unionist attitude of some teachers also allow politics to
enter the classroom. The unions have become a refuge for some teachers who
could not perform in class (cf. 1.3; 3.3.3).
No other group is so crucial to achieving a culture of learning as teachers. Only
when teachers come up with a culture of teaching. will a culture of learning
become a reality. A lack of resources in the historically disadvantaged schools is
no excuse for the absence of a culture of teaching and learning since some schools
in the squatter settlements and rural areas do achieve excellent results in the senior
certificate examination despite their circumstances.
(2) Recommendations
The recommendations are:
* The teaching profession and teacher unions/organisations must assume
responsibility for creating a culture of learning by:
o
inculcating a responsible work ethic among its members; and