parents and principals as partners in creating a culture of learning

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[ 218 1 2.18.2 the school's curricular programme. inqubo yokufunda esikoleni. Agree Disagree Uncertain Ngiyavuma Angivumi Anginasiqiniseko 2.18.3 the school's extra-curricular programme. okwenzeka ngaphandle kwekilasi esikoleno. Agree Disagree Uncertain Ngiyavuma Angivumi Anginasiqiniseko 2.18.4 the school's discipline policy. umgomo wokuqondiswa kwezigwegwe esikoleni. Agree Disagree Uncertain Ngiyavuma Anghumi Anginasiqiniseko 2.18.5 the school's religious observance/instruction policy. umgomo ngokulandelwa/ngokufundiswa kwezenkolo. Agree Disagree Uncertain Ngiyavuma Angivumi Anginasiqiniseko 2.18.6 the school's management policy. umgomo ngokuphathwa kwesikole. Agree Disagree Uncertain Ngiyavuma Angivumi Anginasiqiniseko
[ 219 ] 2.18.7 the school's fund-raising policy. umgomo ngokwakhiwa kwezimali zesikole. Agree Disagree Uncertain Ngiyavuma Angivumi Anginasiqiniseko 2.18.8 the school's budget policy. umgomo ngokwablli'll kwezimali esikoleni. Agree Disagree Uncertain Ngiyavuma Angivumi Anginasiqiniseko 2.18.9 the school's admission policy. umgomo ngokwamukelwa kwabafundi esikoleni. Agree Disagree Uncertain Ngiyavuma Angivumi Anginasiqiniseko 2.18.10 the school's language policy. umgomo nmgokusethenziswa kwezilimi esikoleni. Agree Disagree Uncertain Ngiyavuma Angivumi Anginasiqiniseko 2.18.11 other (please specify). okunye (sicela usho ngqo).
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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
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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
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: 2.15 2.16 2.17 2.18 2.18.1 [ 217 ]
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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parents and principals as partners in creating a culture of learning

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