Principals', educators' and parents' partnership in creating a culture of teaching and learning in schools
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Date
2004
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Abstract
The present study examines principals, educators and parents' partnership in
creating a culture of teaching and learning in schools. The fIrst aim was to
ascertain the extent to which parents, educators and principals play a
partnership role in creating a culture of teaching and learning. The second
aim was to ascertain the extent to which parents, educators and principals
perceive problems that contribute to the decline of a culture of teaching and
learning. The third aim was to determine whether parents' educators' and
principals' biographical factors such as gender, age, academic qualifIcation
nature of stakeholder as well as the highest grade of the school have any
influence on their partnership role which they play in creating a culture of
teaching and learning. The last aim was to determine whether parents,
educators and principals' biographical factors such as gender, age, academic
qualifIcation, nature ofstakeholder as well as the highest grade ofthe school
have any influence on their perception of problems that contribute to the
decline of a culture of teaching and .learning. To this end, a questionnaire
was administered to a randomly selected sample of two hundred and four
parents, educators and principals, inclusively.
The findings reveal that parents, educators and principals, as a group, differ
in the ext,,:nt to which they play a partnership role in creating the culture of
teaching and learning. A very high percentage (97.5%) ofparents, educators
and principals, as a group, report an above average level of partnership role.
The findings also show that parents, educators and principals differ in the
extent to which they perceive problems that contribute to the decline of a
culture ofteaching and learning. A very high percentage (90.2%) of parents, educators and principals, as a group, report an above average level of
perception of problems that contribute to the decline of culture of teaching
and learning. The findings further indicate that, with the exception of the
nature ofstakeholder, parents', educators' and principals' personal variables
such as gender, age, academic qualification as well as schools' highest grade
have no influence on their partnership role which they play in creating a
culture of teaching and learning. The last findings show that parents',
educators' and principals' biographical characteristics have no influence on
their perception of problems that contribute to the decline of culture of
teaching and learning.
On the basis of the findings of this study, recommendations to the
Department of Education and Culture as well as for directing future research
were made.
Description
Submitted to the FACULTY OF EDUCATION in fulfilment of the requirements for the degree of MASTER OF EDUCATION in the Department of CURRICULUM AND INSTRUCTIONAL STUDIES at the UNIVERSITY OF ZULULAND, 2004.
Keywords
School improvement programs--South Africa., School management and organization--Parent participation--South Africa., Teacher-principal relationships--South Africa.