parents and principals as partners in creating a culture of learning

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3.4 SYNTHESIS [ 60 I Education is primarily the task of the parents. Within the family context education is promoted by the fact that family ties of the parental homes as primary social group are much closer and more intimate than any other bond within any other social group. This duty of education is confirmed by the baptismal vow made by parents after the child is born. Parents should have no uncertainties as to their educational responsibility as parents. They must assume responsibility for a child's existence from conception until he accepts responsibility for his own life as an individual - to live his own life though his parents still accept final accountability for what he says and does. Parents are a child's first advocate, that is, a person who speaks for the child's welfare and acts on behalf of the child. Parents' responsibilities therefore lie mainly in the care of their children and their obligation to protect them and their interests. In terms of family law, parents have a duty to support their children. This support requires parents to provide for the physical and emotional needs of their children, and to bring up and educate their children so that they can adjust to and participate in society. The educational relationship (which is founded on the relationship of trust, understanding and authority) between parent and child is formed with the specific aim of educating the child. The quality of the relationship has a direct influence on the success or failure by parents to create a culture of learning. Leadership and management are not necessarily the same but they are not mutually exclusive. Management is essentially the process of planning, organising, leading and control. Leadership is more a process of encouraging and influencing people to cooperate in achieving goals that are perceived to be mutually satisfying. Principals must be both leaders and managers in order to create a culture of
[ 61 1 learning. As managers they must ensure that fiscal and human resources are used effectively for achieving organisational goals. As leaders they must display the vision and skills necessary to create and maintain a suitable teaching and learning climate or environment, to develop goals, and to inspire others to achieve these goals. Parents and principals as partners in creating a culture of learning will receive attention in the next chapter.
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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
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
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 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
Page 118 and 119: [ 87 I Although parents and princip
Page 120 and 121: [ 89 I understanding and respect su
Page 122 and 123: [ 91 1 As parental visits to school
Page 124 and 125: o o o o o o (b) maintaining facilit
Page 126 and 127: * * * * * * * * * (b) reading to gr
Page 128 and 129: * * * * (d) [ 97 l attending school
Page 130 and 131: * Cooperation leads to trust [ 99 I
Page 132 and 133: * Increased self-esteem [ 101 I Whe
Page 134 and 135: CHAPTERS PLANNING OF THE RESEARCH P
Page 136 and 137: CHAPTER 5 PLANNING OF THE RESEARCH
Page 138 and 139: [ 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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