Parental supervision and learners' academic achievement in rural Secondary Schools

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dc.contributor.advisorNzima, D.R.
dc.contributor.authorWanda, Innocent Bhekani
dc.date.accessioned2009-09-16T12:11:40Z
dc.date.available2009-09-16T12:11:40Z
dc.date.issued2007
dc.descriptionSubmitted in fulfilment of the requirements for the degree of DOCTOR OF PHILOSOPHY In the DEPARTMENT OF EDUCATIONAL PSYCHOLOGY OF THE FACULTY OF EDUCATION at the UNIVERSITY OF ZULULAND, 2007en_US
dc.description.abstractThis study is about rural parents who are expected to participate in some of the activities and programmes of rural secondary schools. This is a questionable expectation because rural parents are mostly illiterate, i.e. they cannot read and write. This study revealed that the Department of Education is not doing enough to empower and enlighten rural parents in terms of skills investment This lack of support to rural communities is difficult to understand, as their plight and predicament is known to the Department of Education. Rural secondary learners have suffered a tremendous loss due to this lack of commitment. Rural secondary schools do not have sufficient teaching and learning aids that can enhance the teaching and learning process in rural secondary schools. It is recommended that the Department of Education's officials should visit rural secondary schools more often in order to address issues pertaining to these schools' infrastructures and parental involvement. Parental supervision should be established in each rural secondary school to optimise the learners' academic achievement. The school management teams (SMTs) should also welcome and assist with parental involvement. This study further revealed that subject advisors seldom visit rural secondary schools to review and monitor the learning and teaching process. It is recommended that subject advisors should visit each rural secondary school quarterly, i.e. once in every three months. Simultaneously, Superintendents of Education Management (SEMs) should workshop the school governing bodies (SGBs) of their duties at schools. Superintendents of Education Management are recommended to often visit rural secondary schools as "developers" and not as "judges". They should not only visit schools when there are problems, but also on ad hoc basis to ensure that the culture of teaching and learning is intact.en_US
dc.identifier.urihttps://hdl.handle.net/10530/83
dc.language.isoenen_US
dc.subjectRural parentsen_US
dc.subjectParent supervisionen_US
dc.titleParental supervision and learners' academic achievement in rural Secondary Schoolsen_US
dc.typeThesisen_US
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