Perception of Daveyton parents on their role in the education of their foundation phase children
- Authors: Sehloho, Malehu Victoria
- Date: 2012-09-10
- Subjects: Blacks - Education, Primary - South Africa - Daveyton , Blacks - Education - Parent participation , Parent-teacher relationships - South Africa - Daveyton
- Type: Mini-Dissertation
- Identifier: uj:9894 , http://hdl.handle.net/10210/7293
- Description: M.Ed. , The research essay is an attempt to attend to the role of parents in the education of foundation phase children. Through the combination of in-depth interviews and focus group interviews with parents and teachers of the foundation phase the purpose was to find out what their views and opinions are about the issue under investigation. The study focuses on the Daveyton parents' perception of their role in the education of foundation phase children. New insights were gained into parents' perception of their role in education and teachers' perception of the role of *ents in education. Findings reveal that parents view their role in terms of financial contributions, collection of quarterly reports and meeting attendance. Data revealed that the majority of concerned parents are mothers. They started to realise that teachers cannot do everything on their own. Some mothers were willing to volunteer to help clean the classrooms and toilets. Their help was however not sought about academic matters. They suggested that given training, they will be able to help the teacher to help with other classroom chores such as the invigilation of tests or observation of teacher-child intervention. Evidence from the study suggest that parents and teachers need to co-operate for the effectiveness of education. There is a need for the school to be decentralized so that parents might be actively involved in the school. Most parents cannot express themselves in meetings, and as such they suggested that meetings be held in classrooms, with class teachers. Furthermore, parents need to be empowered in education. Responsibility will be transferred and shared amongst parents and teachers. Parents could take on roles as supporters, learners, service-givers and teachers.
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Parental involvement as as aspect of co-operative ability : implications for the management of teacher competence.
- Authors: Mbete, Felix Mhlangabezi
- Date: 2012-08-16
- Subjects: Parent-teacher relationships - South Africa , Blacks - Education - Parent participation , Competency based education - South Africa , Teachers - Rating of - South Africa , School management and organization - Parent participation - South Africa
- Type: Mini-Dissertation
- Identifier: uj:2592 , http://hdl.handle.net/10210/6041
- Description: M.Ed. , The main aim of the project is to investigate, highlight and come up with recommendations on how best parental involvement in the education of their children can be encouraged, especially in the Duncan Village area of the East London district. Because parents cannot just come to school on their own initiative, this poses a great challenge on the teachers of the respective school. It can be argued that every parent wishes what is best for his or her child. The extent to which parents participate in school-related matters reflects on the level of competence of that particular school's teachers. There are, however, many areas by which the teachers can be evaluated. Such areas include the learning environment. professional commitment, order and discipline, educational foundation, teacher reflection, efficiency, leadership and co-operative ability.. For the purpose of this project, the researcher has decided to focus on parental involvement as an aspect of co-operative ability and the implications thereof on the management of teacher competence.
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Truancy in black schools: the role of parents
- Authors: Nhlapo, Rosy Vangile
- Date: 2014-07-29
- Subjects: Blacks - Education - South Africa - Psychological aspects , Dropouts - South Africa , Blacks - Education - Parent participation , School attendance - Psychological aspects
- Type: Thesis
- Identifier: uj:11925 , http://hdl.handle.net/10210/11652
- Description: M.Ed. (Psychology of Education) , Truancy is such a problem that there is a need to investigate it. The act of truancy has both psychological and social consequences. It affects not only the individual truant adversely but also the people in his social environment. The ultimate purpose of the research is essentially practical: to help teachers, parents and others to address issues of non-attendance. The present research focuses on the possible role of parents in the incidence of truancy, since the family is basically a community of love. The present research displays a two-pronged approach. Firstly, a literature study is carried out on truancy as a phenomenon and on the role of parents in children's development. This serves as the substructure for the second component, namely the empirical investigation. Secondly, an empirical investigation is done. The empirical investigation in Mamelodi high schools, is part of a group project that utilizes a criterion-group-comparative-group research design with a nomothetic strategy, comparing truants' data with those of non-truants.
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