Principals', educators' and parents' partnership in creating a culture of teaching and learning in schools

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dc.contributor.advisorNgidi, D.P.
dc.contributor.authorQwabe, Jetro Zwelihle Hendrick
dc.date.accessioned2011-07-15T08:27:05Z
dc.date.available2011-07-15T08:27:05Z
dc.date.issued2004
dc.descriptionSubmitted 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.en_US
dc.description.abstractThe 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.en_US
dc.identifier.urihttps://hdl.handle.net/10530/745
dc.language.isoenen_US
dc.subjectSchool improvement programs--South Africa.en_US
dc.subjectSchool management and organization--Parent participation--South Africa.en_US
dc.subjectTeacher-principal relationships--South Africa.en_US
dc.titlePrincipals', educators' and parents' partnership in creating a culture of teaching and learning in schoolsen_US
dc.typeThesisen_US
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