parents and principals as partners in creating a culture of learning

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( xxv ) verantwoordelikheid is om te verseker dat doeltreffende leer en onderrig in hulle skole geskied. In die empiriese ondersoek is gebruik gemaak van twee aparte selfgestruktureerde vraelyste vir ouers en skoolhoofde onderskeidelik. Bykomend hiertoe is vyf postulate geformuleer betreffende 'n vennootskap tussen ouers en skoolhoofde ten einde die ondersoek te rig. Die vraelyste wat deur die ouers en skoolhoofde voltooi is, is ontleed. Die ondersoek het bevestig dat die postulate waar is en derhalwe aanvaar moet word. Die empiriese ondersoek bevestig die bevindinge van die literatuurstudie, naamlik dat ouers en skoolhoofde nie as vennote in die skep van 'n leerkultuur funksioneer nie, met spesifieke verwysing na onderlinge deelname in: • verantwoordelikhede; • inligting; • besluitneming; • kundigheid; en • verantwoordbaarheid. Ten slotte word 'n opsomming van sekere bevindinge wat voortvloei uit hierdie studie, voorgele. Gebaseer op hierdie bevindinge, word die volgende aanbevelings gemaak: • doeltreffende media-gebaseerde opvoedingsprogramme oor ouerbetrokkenhied moet ingestel word. • Die Departement van Onderwys en Kultuur moet: o toesien dat die ouers en skoolhoofde aangemoedig en ondersteun word ten einde vennote te word vir die skep van 'n leerkultuur deur hulle te voorsien van die nodige riglyne en inligting;
( xxvi) o verseker dat werkswinkels, semmare, lesings en indiensopleidings programme gehou word vir skoolhoofde oor skoolbestuur en ouerbetrokkenheid; o almal wat in Regeringsliggame dien volledig oplei en ondersteun vir die verantwoordelike uitvoer van hulle pligte, magte en funksies; en o aktief die belangrikheid van 'n harmonieuse vennootskap tussen ouers en skoolhoofde propageer deur onderlinge vertroue, respek, lojaliteit, openhanigheid en begrip vir mekaar te bevorder; • Die onderwysprofessie en onderwysunies moet verantwoordelikheid aanvaar vir die skep van 'n leerkultuur. • Die skoolhoofde en inspekteurs moet toesien dat doeltreffende onderrig plaasvind by skole. • In die aanvaarding van hulle verantwoordelikhede as onderwysers, moet leerkragte hoogs professioneel optree. • Die skoolhoofde en onderwysunies moet dissiplinere aksies instel teen onderwysers wat die gedragskode vir onderwysers oortree.
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 and 24: ( xxii ) responsibility is to ensur
Page 25: (xxiv) OPSOMMING Hierdie studie was
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
Page 74 and 75: (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
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
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[ 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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