parents and principals as partners in creating a culture of learning

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( xxiii) * The Department of Education and Culture must: o ensure that parents and principals are encouraged and supported to become partners in creating a culture of learning by providing them with the necessary guidelines and information; o make certain that workshops, seminars, lectures and in-service training programmes are conducted for principals on school management and parental involvement; o provide all members servmg on Governing Bodies full training and support in the responsible exercise of their duties, powers and functions; and o actively propagate the importance of nurturing a harmonious partnership between parents and principals by promoting mutual trust, respect, loyalty, frankness and understanding for each other. * The teaching profession and teacher unions must assume responsibility for creating a culture of learning. * The principals and inspectors must ensure that effective teaching is taking place at schools. * In undertaking their teaching responsibilities, teachers must become highly professional. * The principals and teacher unions must take disciplinary actions against those teachers who violate the code of conduct for teachers.
(xxiv) OPSOMMING Hierdie studie was daarop gerig om ondersoek in te stel na die betrokkenheid van ouers en skoolhoofde as vennote vir die skep van 'n leerkultuur. Uit die literatuurstudie het dit duidelik geblyk dat onderrig by baie skole in Suid Afrika ineengestort het. Die meerderheid van die skole in die voormalige departemente van onderwys wat verantwoordelik was vir swart onderrig word gekenmerk deur 'n hoe druipsyfer, vroee skoolverlating, 'n gebrek aan dissipline, lae moraal en 'n anti-akademiese houding onder skoliere. In hierdie skole het baie min verander sedert 1994. Dit wil voorkom of "n kultuur van onderrig en leer" nie in hierdie skole bestaan nie. Die voortslepende ontwrigting in hierdie skole onderstreep die onvermoe van ouers en skoolhoofde om saam te werk as vennote vir die aanvaarding van verantwoordelikheid vir die skep van 'n leerkultuur. Die skep van 'n leerkultuur behels dat ouers en skoolhoofde aktief moet saamwerk. Nie die ouer Of die skoolhoofkan alleen die taak onderneem om die kind behoorlik te onderrig nie. In die belang van die kind se opvoeding behoort die kontak en samewerking tussen ouers en skoolhoofde as 'n vennootskap gesien te word. Alhoewel die premisse bestaan dat ouers (die kind se primere opvoeder) en skoolhoofde (die kind se sekondere opvoeder) onvervangbare vennote is vir die skep van 'n leerkultuur, is die situasie tans onbevredigend. 'n Groot aantal skole in die voorrnalige agtergeblewe swart gemeenskappe het grootJiks hierin gefaaL Die oorsake vir die afwesigheid van 'n leerkultuur kan toegeskryf word aan die probleme wat deur skoliere ondervind word, faktore by die skool, probleme by ouerhuise en die lewensomstandighede daar, asook die gebrek aan ouerbetrokkenheid by die formele opvoeding van hulle kinders. Ouers en skoolhoofde behoort geen onsekerhede te he oor hulle opvoedingsverantwoordelikhede as primere opvoeders nie. Skoolhoofde is beide opvoedende leerkragte en bestuurders, en hulle primere taak of
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: ( xxii ) responsibility is to ensur
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
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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
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[ 147) The items in Table 13 concer
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[ 149] understands the educational
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[ 151 I community can function with
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[ 153 1 Table 15 shows that more th
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6.3.5 Sharing of responsibilities [
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[ 157] 2.4 Nearly two-thirds of the
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6.3.6 Sharing of information [1591
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[ 161 1 Swanepoel (1990:81-85) pare
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6.3.7 Sharing of decision-making [1
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[ 1651 effects (Van Wyk, 1996b:23-2
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6.3.9 Sharing of Accountability [ 1
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o o o [169] offering him the securi
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[ 171 1 2.31 The majority of the pr
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CHAPTER 7 PAGE SUMMARY, FIND1'\'GS
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CHAPTER 7 [ 173 J SUMMARY, FINDINGS
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[175] characterised by poverty, inh
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[ 177] principal alone can fulfil t
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[ 179 J parents recognise the many
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7.3 FINDINGS [ 181 1 The postulates
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[ 1831 few mothers who do not have
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[185] 7.5.2 Promoting a harmonious
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[ 187} * Make certain that workshop
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o [189] adopting a code of ethics t
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(2) Recommendation [ 191 J The reco
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LIST OF SOURCES [ 193 J ALAN, A. &
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[195] COHEN, L. & MANION, L. 1989.
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1197] GUNTER, C.F.G. 1990. Aspects
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[ 1991 LEMMER, E. & SQUELCH, J. 199
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[201 l OWENS, R.G. & SHAKESHAFT, C.
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[ 203] SQUELCH, J. & LEMMER, E. 199
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[ 2051 VAN RENSBURG, C.I.I., LANDMA
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• APPENDIX A
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• Ibanga lesi-8 Std 9 Ibanga lesi
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EXAMPLE 1 ISIBONELO SOKUQAlA If you
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[ 214 ] 2.6 The principal encourage
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2.15 2.16 2.17 2.18 2.18.1 [ 217 ]
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[ 219 ] 2.18.7 the school's fund-ra
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[ 221 ] 2.23.1 maintaining the grou
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[ 223 ] 2.27 The principal has crea
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APPENDIXB
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[ 226 ] :,,,,::'-:''-''''::'--.;-.'
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[ 228 1 2.5 I am accepted as a part
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[ 231 I 2.18 Parents of the school
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[ 233 ] 2.20 I ought to have a list
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APPENDIX C
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APPENDIX D
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APPENDIXF
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