parents and principals as partners in creating a culture of learning

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[195] COHEN, L. & MANION, L. 1989. Research methods in education. London: Croom Helm. DANE, F.C. 1990. Research methods. New York: Brooke/Cole. DEKKER, E. & LEMMER, E.. 1993. Critical issues in modem education. Durban: Butterworths. DEKKER, E. 1993. Parent orientation for partnership in education. Pretoria: UNISA. DEKKER, E. 1995. Parent-teacher partnership. Tuton"al letter 108/1995. Pretoria: UNISA. DE KONING, A.L. 1994. Bestuursontwikkeling van prinsipale van plaasskole. (D.Ed.-proefskrif) Pretoria: Universiteit van Suid-Afrika. DEPARTMENT OF EDUCATION. 1997. Understanding the South African Schools Act. Pretoria: Government Printer. DEPARTMENT OF EDUCATION. 1995. White Paper on Education and Training. Cape Town: Government Printer. DE VILLIERS, A.P. 1997. Inefficiency and demographic realities of the South African school system. South African Journal ofEducation, 17(2):76-81. DE WITT, J.T. 1993. Educational management. Tutorial letter 102/1993. Pretoria: UNISA.
[196] DRECKMEYR, M. 1989. Didactics. Only study guide for ODI 401-G. Pretoria: UNISA. DU PLOOY, I.L. & KILIAN, C.I.G. 1990. Introduction to fundamental pedagogics. Pretoria: HAUM. DU PLOOY, P.L., GRIESSEL, A.I. & OBERHOLZER, M.O. 1992. Fundamental pedagogics. Pretoria: Haum. DU TOIT, S.l. & KRUGER, N. 1994. The child: an educational perspective. Durban: Butterworths. FIRESTONE, W.A. & WILSON, B.L. 1985. Using bureaucratic and cultural linkages to improve instruction: the principal's contribution. Educational Administration Quanerly, 21(2):7-30. GELDERBLOM, D. & McKAY, V. 1995. Sociology. Second study guide for SOSl@4. Pretoria: UNISA. GOUWS, E. & KRUGER, N. 1994. The adolescent: an eduational perspective. Durban: Butterworths. GRIESSEL, GAJ., LOUW, G.J.J. & SWART, C.A. 1993. Principles of edllcative telIt:hing. Pretoria: Acacia Books. GROBLER, L.C. & MoLLER, F.J. 1991. FuTUkunental pedagogics. Only study guide for FUPHOD-C and FUPHOT-U. Pretoria: UNISA. GROBLER, B.R. 1993. Educational Leadership. Johannesburg: RAU.
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PARENTS AND PRINCIPALS AS PARTNERS
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( III ) DEDICATION This work is ded
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CHAPTER 2 ( VII ) CAUSES FOR THE BR
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CHAPTER 4 ( IX ) AN ACCOUNTABLE PAR
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CHAPTERS PLANNING OF THE RESEARCH (
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CHAPTER 6 ( xiii ) PRESENTATION AND
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( xvi) PAGE 7.5.3 Conduct of teache
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( xviii) TABLE 10 Frequency distrib
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APPENDIX A APPENDIXB APPENDIX C APP
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( xxii ) responsibility is to ensur
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(xxiv) OPSOMMING Hierdie studie was
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( xxvi) o verseker dat werkswinkels
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CHAPTER 1 ORIENTATION 1.1 INTRODUCT
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[ 3 I limited. More recently, howev
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* 1.4 [ 5 I Can the establishment o
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1.4.4 Parents [ 7 I Reference is us
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* * [ 9 I the other partner will en
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[ 11 I persons (parents and princip
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* * 1.6 [ 131 To undertake an empir
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CHAPTER 2 [ 14 I CAUSES FOR THE BRE
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* * * 2.3 [ 16 I Alcohol and drug a
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* * o o o o o [ 18 1 Dodging of cla
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o [ 20 I Unions such as SADTU and C
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[ 22 1 between child and the parent
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[ 24 ] sometimes during the plantin
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[ 26 1 2.5 LACK OFPARENTAL INVOLVEM
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* * * 2.6 [ 28 I Violent situations
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CHAYfER3 [ 29 1 PARENTS AND PRINCIP
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* * [ 31 1 relationship of warm, em
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[ 33 1 A child is a human being, a
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* * * * * * * * * * to win the chil
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[ 37 1 Without upbringing the child
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[ 39 1 the child trusts and accepts
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[ 41 I A child has expectations of
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(3) Relationship of authority [ 44
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[ 46 1 This means that the giving a
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[ 48 ] "As the principal, so the sc
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* * * * * * honesty and trustworthi
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[ 52 I *Communicator. Good communic
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3.3.4 Management of the School [ 54
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[ 56 I From this short overview oft
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* * * * [ 58 I The operational dime
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3.4 SYNTHESIS [ 60 I Education is p
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4.3.6 Value of the partnership . (I
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[ 63 I New developments in the fiel
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* * * * * * * * * [ 65 I Education
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* * * * * * o o [ 67 1 providing th
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[ 69 I family and the school with t
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* * * * * * * * [ 71 ] Parents in g
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[ 73 I According to Postma (1990: 1
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[ 75 I would be detrimental to the
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[ 77 I By combining the forces of t
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Parent involvement is: o o o o o o
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[ 81 I exist Kruger (1996:29-34); M
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[ 83 1 In future the school and the
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[ 85 1 oftheir children. They have
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[ 87 I Although parents and princip
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[ 89 I understanding and respect su
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[ 91 1 As parental visits to school
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o o o o o o (b) maintaining facilit
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* * * * * * * * * (b) reading to gr
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* * * * (d) [ 97 l attending school
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* Cooperation leads to trust [ 99 I
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* Increased self-esteem [ 101 I Whe
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CHAPTERS PLANNING OF THE RESEARCH P
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CHAPTER 5 PLANNING OF THE RESEARCH
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[ 105] The researcher visited the p
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[1071 a distinction between questio
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[109] Section two of the questionna
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(1) * * * * * * * * [ 111 I Advanta
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[ 113 I (2) Disadvantages of the qu
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[ 115 I They are two ends of a cont
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* * [ 116 I Criterium validity whic
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[ 118 I reflect the respondent's tr
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* * * * * * [120) It greatly reduce
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[ 121 1 5.7· THE PROCESSING OF THE
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o o o o o [ 123 J The sharing ofres
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CHAPTER 6 PRESENTATION AND ANALYSIS
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CHAPTER 6 [ 125 l PRESENTATION AND
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[ 127 J Table 3 indicates that more
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[129J 6.2.6 Education level of pare
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I 131 J 6.2.8 Number of school-goin
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[ 1331 2.1 The majority of parents
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[ 135] to discipline the child judi
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[ 137 1 The items in Table 10 conce
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[ 139 ] that parents are more criti
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6.2.11 Sharing of Decision-making [
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[ 143] According to Van Wyk (1996a:
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[ 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 198 and 199: [ 161 1 Swanepoel (1990:81-85) pare
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 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
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