parents and principals as partners in creating a culture of learning

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CHAPTER 3 PARENTS AND PRINCIPALS AS EDUCATORS PAGE 3.1 INTRODUCTION .. . . . . . . . . . . . . . . . .. 29 3.2 ROLE OF PARENTS AS PRIMARY EDUCATORS _... 29 3.2.1 Parenthood _ . _ _ . __ . _ _ _ 30 3.2.2 Responsible parenthood _ . . . . . . . . . . .. 31 3.2.3 Parenthood embraces changed attitudes . _ _ . . . . . . . . .. 33 3.2.4 Parenthood implies child-rearing _ . .. 34 3.2.5 Challenges of parenthood .. _ . _ _ .. _ . _ __ . . . .. 35 3.2.6 EducatiLlIlal relationships between parenr and child . _. 37 (1) Relationship of trust __ . _ _ _ __ . _ . .. 38 (2) Relationship of understanding _ _ . _ _ _ _ 41 (3) Relatiollship of authority __ _.. _ .. _ . __ . _ . _ . __ . .. 44 3.3 THE ROLE OF THE PRINCIPAL AS A SECONDARY EDUCATOR .. _.. _.. __ ... _.. _.... __ . . . . . . . . .. 46 3.3.\ The principal as an educational leader . .. _ . . . . . .. 47 3.3.2 The leadership roles or the school principal _ .. __ . ... _ _ _ 51 3.3.3 Essenrial leadership tasks ror effective schools .. _ . . . . . . . . .. 52 3.3.4 Managemellt or the school _ _ _ . . . .. 54 3.4 SYNTHESIS .. _ . __ .... __ . _ . .... ... _.. 60
CHAYfER3 [ 29 1 PARENTS AND PRINCIPALS AS EDUCATORS 3.1 INTRODUCTION Parents should have no uncertainties as to their educational responsibility as parents. According to Dekker and Lemmer (1993: 161) parents, as the child's primary educators, are responsible for adequate education at home which serves as a basis for school education. Parents should be fully aware ofthe role, purpose and task, as well as the possibilities and limitations of their activities as regards the education of their children. The purpose of the child's education is not only adequate support and guidance towards adulthood, but also optimal realisation of the child's unique potential (Landman, Bodenstein, Van der Merwe, Smith & Windell, 1992:22). The school complements, extends and formalises the life-world of the child's home, hence of education in the family situation. A school is a secondary human design which came about because parents no longer felt fully competent to accomplish their educational tasks (Munnik & Swanepoel, 1990:76-77). The principal is responsible for a variety of tasks related to the effective functioning of the school. The prime task and responsibility of the principal remains the management of all aspects of the school as a complex organisation in such a way that it can contribute to the actualization of effective teaching and learning by creating a culture of learning (Kruger, 1996:10). 3.2 ROLE OF PARENTS AS PRIMARY EDUCATORS The child's welfare (physical, emotional, intellectual, volitional and spiritual) must be high priorities in his parents' lives. Parents must be fully aware that their child
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PARENTS AND PRINCIPALS AS PARTNERS
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( 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 and 26: (xxiv) OPSOMMING Hierdie studie was
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: * * * 2.6 [ 28 I Violent situations
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
Page 76 and 77: [ 46 1 This means that the giving a
Page 78 and 79: [ 48 ] "As the principal, so the sc
Page 80 and 81: * * * * * * honesty and trustworthi
Page 82 and 83: [ 52 I *Communicator. Good communic
Page 84 and 85: 3.3.4 Management of the School [ 54
Page 86 and 87: [ 56 I From this short overview oft
Page 88 and 89: * * * * [ 58 I The operational dime
Page 90 and 91: 3.4 SYNTHESIS [ 60 I Education is p
Page 92 and 93: 4.3.6 Value of the partnership . (I
Page 94 and 95: [ 63 I New developments in the fiel
Page 96 and 97: * * * * * * * * * [ 65 I Education
Page 98 and 99: * * * * * * o o [ 67 1 providing th
Page 100 and 101: [ 69 I family and the school with t
Page 102 and 103: * * * * * * * * [ 71 ] Parents in g
Page 104 and 105: [ 73 I According to Postma (1990: 1
Page 106 and 107: [ 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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