parents and principals as partners in creating a culture of learning

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[ 38 1 parents is not likely to have the necessary respect for them and may well extend this perception of adults to all other people of authority in his life, including his teachers and school itself (Mwamwenda, 1995:312). The education relationship can be defined as a relationship between the educator and one or more educands formed with the specific aim of educating the child or children (Nel & Urbani, 1990:11). The pedagogic situation develops within this relationship. The quality of the relationship has a direct influence on the success or otherwise of the education act. Conversely, the quality of the relationship is also influenced by the success or failure of the educational act (Van Niekerk, 1987:9). In the pedagogic situation, according to Landman (Du Plooy & Kilian, 1990:66), the educator (parent) and the educand (child) are related in a special way. They become involved in education relationships, which are: * * * Pedagogic relationship of trust. Pedagogic relationship of understanding. Pedagogic relationship of authority. These pedagogic relationship structures are fundamental-pedagogic structures. if they are not realised, no genuine education (pedagogic) situation will be realised, and education cannot be fully actualised. (1) Relationship of Trust To become an adult, a child must learn to explore his life-world and come to know it. If the child does not feel secure, he will be reluctant to venture into the unknown and his learning will cease to progress adequately. This confidence and security are experienced by the child when the adult accepts the child as he is, and
[ 39 1 the child trusts and accepts the adult as a guide to and an image of his own future. This resulting sense of confidence and security promotes the child's readiness and willingness to explore and to learn (Du Toit & Kruger, 1994:11). From the above, it is evident that the relationship of trust is significantly pathic/affective in nature. It is primarily within this relationship that the trusted adult accompanies the trusting child and provides emotional support. The qual ity of the relationship of trust, or affective guidance, is directly related to the quality of the child's learning (Sonnekus, 1985:51; Vrey, 1990:24). Whatever the educator and the educand accomplish during their pedagogic encounter, there is a specific goal, namely that the events are aimed towards a future about which the educand is still uncertain. He searches for certainty. His human form of existence is a venturing out to the future. Because this is inevitable, he has to depend on the support of the adult to do so. Since his future actually represents a grater existential venturing than in the present, he needs someone he can trust, in this way he will gain a foothold or 'anchorage' in life, today, tomorrow and in the days to follow. He wants to be certain that life (with his educator) is meaningful, and that his participation in life and in reality is not without significance. He hankers after safety and security and once he has acquired this, he experiences emotional security (Du Plooy, Griessel & Oberholzer, 1992:95). A trusting sphere in which the child and the educator (parent) accept each other as persons who are bearers of human dignity is necessary to constitute the education relationship. In accepting the child, the adult must accept the child as he is, but also as he wants to be, must be and should be. The mutual involvement of the educator and the child is indicated in the adult's accosting of the child as a "child". In calling out the name "child" the adult concurs that he accepts the existence of an ontic bond between himself and the child. This ontic bond is a
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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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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
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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: [ 37 1 Without upbringing the child
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
Page 108 and 109: [ 77 I By combining the forces of t
Page 110 and 111: Parent involvement is: o o o o o o
Page 112 and 113: [ 81 I exist Kruger (1996:29-34); M
Page 114 and 115: [ 83 1 In future the school and the
Page 116 and 117: [ 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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