parents and principals as partners in creating a culture of learning
parents and principals as partners in creating a culture of learning
parents and principals as partners in creating a culture of learning
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[ 6 l<br />
"School-related factors" with regard to <strong>in</strong>fluenc<strong>in</strong>g a <strong>culture</strong> <strong>of</strong> learn<strong>in</strong>g <strong>in</strong>clude<br />
cl<strong>as</strong>sroom factors, the <strong>in</strong>fluence <strong>of</strong> the teachers, leadership <strong>of</strong> the pr<strong>in</strong>cipal,<br />
discipl<strong>in</strong>e <strong>and</strong> school climate.<br />
"Societal factors" refer to the macro factors namely economic, demographic,<br />
socio-cultural, technological <strong>and</strong> political factors which have a direct or <strong>in</strong>direct<br />
<strong>in</strong>fluence on the community, the family <strong>and</strong> the pupil. Also <strong>in</strong>cluded are the roles<br />
<strong>of</strong> the Department <strong>of</strong> Education <strong>and</strong> Teacher Unions like South African<br />
Democratic Teachers' Unions (SADTU) <strong>and</strong> National Pr<strong>of</strong>essional Teachers'<br />
Organisation <strong>of</strong> South Africa (NAPTOSA).<br />
1.4.2 Education<br />
Education is a practice - the educator's (<strong>parents</strong> <strong>and</strong> <strong>pr<strong>in</strong>cipals</strong>) concern <strong>in</strong> <strong>as</strong>sist<strong>in</strong>g<br />
the child on his way to responsible adulthood. Education may be def<strong>in</strong>ed <strong>as</strong> the<br />
conscious, purposive <strong>in</strong>tervention by an adult (educator) <strong>in</strong> the life <strong>of</strong> a non-adult<br />
(child) to lead him to <strong>in</strong>dependence (Van Rensburg, L<strong>and</strong>man & Bodenste<strong>in</strong>,<br />
1994:366). Education <strong>as</strong> pedagogic <strong>as</strong>sistance is the positive <strong>in</strong>fluenc<strong>in</strong>g <strong>of</strong> a non<br />
adult by an adult, with the specific purpose <strong>of</strong> effect<strong>in</strong>g changes <strong>of</strong> significant<br />
value. Du Toit & Kruger (1994:5) contend that education refers to the help <strong>and</strong><br />
support which the child receives from an adult with a view <strong>of</strong> atta<strong>in</strong><strong>in</strong>g responsible<br />
adulthood.<br />
1.4.3 Educative teach<strong>in</strong>g<br />
Educative teach<strong>in</strong>g accord<strong>in</strong>g to Van Schalkwyk (1988:28) <strong>and</strong> Dreckmeyr<br />
(1989:52) comprises five essential components, namely educ<strong>and</strong>, educator,<br />
educational content, teach<strong>in</strong>g <strong>and</strong> learn<strong>in</strong>g <strong>and</strong> the aim <strong>of</strong>education. Educative<br />
teach<strong>in</strong>g is essentially the unfold<strong>in</strong>g/development <strong>of</strong> a pupil's potential by an<br />
educator (parent, pr<strong>in</strong>cipal or teacher) <strong>in</strong> order to atta<strong>in</strong> a particular educational<br />
goal, namely guid<strong>in</strong>g the child towards responsible adulthood.
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