parents and principals as partners in creating a culture of learning

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New developments in the field of education in South Africa according to the
Schools Act imply, among other things, a greater say on the part of parents. In
view of the above two research findings, parent involvement and parent-principal
partnership in creating a culture of learning in particular have become an urgent
educational issue that needs immediate attention (Kruger, 1996:30).
4.2 RESPONSffiILITY AND RECIPROCAL EXPECTATIONS OF
PARENTS AND SCHOOL
One can hardly refer to the school as an extension of the parental home, or to a
supplementary relationship between parents and principals, without also
considering the partnership between parents and principals. It is generally
acknowledged that this partnership is indispensable for the harmonious, functional
and effective accomplishment, not only ofeducative teaching, but also ofeducation
in the primary education situation. Parents and principals function as equal
partners in a harmonious partnership (Munnik &Swanepoel, 1990:81).
Gunter (1990:205) is of the opinion that the education situation in the home and
the teaching situation in the school are both essentially social situations. Both
situations are based on cooperation between people and as such are interpersonal
social phenomena. According to Van Schalkwyk (1982: 128-129) the family and
the school as social institutions are uniquely interrelated within the education
system.
4.2.1 Parents' expectations of the school
The family is essentially a community of love. As such it is responsible for the
healthy development (including educative teaching) of its non-adult members. The
family is not structured in such a way that it can unfold the child fully and in a
differentiated manner. The school undertakes this on its behalf. The family