The attitudes of educators towards parental involvement from a disadvantaged community
- Authors: Steyn, Marietjie
- Date: 2012-09-05
- Subjects: Education -- Parent participation -- South Africa , Educators -- Attitudes -- South Africa , Parent-teacher relationships -- South Africa , Home and school -- South Africa
- Type: Mini-Dissertation
- Identifier: uj:9585 , http://hdl.handle.net/10210/7008
- Description: M.Ed. , This study focuses on the attitudes of educators towards the involvement of parents from a disadvantaged community. The past education system minimised the role of parents in education, thus distancing them and leaving them with a lack of ownership towards their children's education. This was especially apparent in disadvantaged communities. Consequently, the Department of Education has recently identified the lack of parental involvement in children's education, as one of the main barriers to quality education in South Africa. Along with the changes in the political and economical spheres, in South Africa, over the last few years, there has also been a shift towards a more democratic education system. This entailed the acceptance of an inclusive education policy, that ensures the optimum accommodation and inclusion of the full variety of educational needs in a single education system. Within this policy there has been a rightful emphasis on the development of parent-school collaborative partnerships. Parent-school collaborative partnerships encompass the involvement of parents and the community in all levels of the education of their children. It is clear that this way of viewing parents is in clear contrast to the authoritarian roles that educators played in the past and that the shift towards such a partnership with parents affects the very core of the way educators viewed themselves and their roles. It thus calls for a shift in the attitude of educators, as the attitude of educators will affect their behaviour and finally their acceptance of their new roles. The goal of this study is to gain insight into the attitudes of educators towards parental involvement, in order to use the information to successfully facilitate the implementation of parent-school collaborative partnerships in schools. The goal is further to develop more positive attitudes, ultimately ensuring the success of inclusive education in South African schools. To achieve the above-mentioned goal, a specific school with a unique context was selected to form part of the research project. The school mainly serves children from a nearby poverty-stricken informal settlement. A focus group interview was held with all the educators of the school and individual interviews were held with the acting headmistress as well as parents living in the settlement. The data analysis process was done according to the constant comparative method, where themes were identified and compared. From the data analysis process findings were categorised into four areas, namely attitudes of educators regarding the social context, the parent group, themselves and parental involvement at the school. From the interviews it became evident that mosA of the educators do not always acknowledge the impact of the social context of most of the children and parents. This might lead to the high frustration levels of most of the educators, feeling that there is a general lack of responsibility and lack of caring within the parent community. Lack of communication and a lack of opportunities to be involved were also identified as possible barriers to parental involvement. Most of the participants had a limited view of ways in which the parent community can be involved and felt ambivalent towards the importance of parental involvement in the education of children. Making the educators and parent group aware of these attitudes is important for a shift to take place towards better parental involvement at the school.
- Full Text:
- Authors: Steyn, Marietjie
- Date: 2012-09-05
- Subjects: Education -- Parent participation -- South Africa , Educators -- Attitudes -- South Africa , Parent-teacher relationships -- South Africa , Home and school -- South Africa
- Type: Mini-Dissertation
- Identifier: uj:9585 , http://hdl.handle.net/10210/7008
- Description: M.Ed. , This study focuses on the attitudes of educators towards the involvement of parents from a disadvantaged community. The past education system minimised the role of parents in education, thus distancing them and leaving them with a lack of ownership towards their children's education. This was especially apparent in disadvantaged communities. Consequently, the Department of Education has recently identified the lack of parental involvement in children's education, as one of the main barriers to quality education in South Africa. Along with the changes in the political and economical spheres, in South Africa, over the last few years, there has also been a shift towards a more democratic education system. This entailed the acceptance of an inclusive education policy, that ensures the optimum accommodation and inclusion of the full variety of educational needs in a single education system. Within this policy there has been a rightful emphasis on the development of parent-school collaborative partnerships. Parent-school collaborative partnerships encompass the involvement of parents and the community in all levels of the education of their children. It is clear that this way of viewing parents is in clear contrast to the authoritarian roles that educators played in the past and that the shift towards such a partnership with parents affects the very core of the way educators viewed themselves and their roles. It thus calls for a shift in the attitude of educators, as the attitude of educators will affect their behaviour and finally their acceptance of their new roles. The goal of this study is to gain insight into the attitudes of educators towards parental involvement, in order to use the information to successfully facilitate the implementation of parent-school collaborative partnerships in schools. The goal is further to develop more positive attitudes, ultimately ensuring the success of inclusive education in South African schools. To achieve the above-mentioned goal, a specific school with a unique context was selected to form part of the research project. The school mainly serves children from a nearby poverty-stricken informal settlement. A focus group interview was held with all the educators of the school and individual interviews were held with the acting headmistress as well as parents living in the settlement. The data analysis process was done according to the constant comparative method, where themes were identified and compared. From the data analysis process findings were categorised into four areas, namely attitudes of educators regarding the social context, the parent group, themselves and parental involvement at the school. From the interviews it became evident that mosA of the educators do not always acknowledge the impact of the social context of most of the children and parents. This might lead to the high frustration levels of most of the educators, feeling that there is a general lack of responsibility and lack of caring within the parent community. Lack of communication and a lack of opportunities to be involved were also identified as possible barriers to parental involvement. Most of the participants had a limited view of ways in which the parent community can be involved and felt ambivalent towards the importance of parental involvement in the education of children. Making the educators and parent group aware of these attitudes is important for a shift to take place towards better parental involvement at the school.
- Full Text:
Geslagsidentiteitsverwerwing by adolessente in 'n disfunksionele gesin
- Odendaal, Isabella Elizabeth
- Authors: Odendaal, Isabella Elizabeth
- Date: 2012-09-11
- Subjects: Gender identity , Adolescence -- Research -- South Africa , Educational counseling -- South Africa , Youth with social disabilities -- Education (Secondary) -- South Africa , Home and school -- South Africa
- Type: Mini-Dissertation
- Identifier: uj:10024 , http://hdl.handle.net/10210/7414
- Description: M.Ed. , The majority of schools under the jurisdiction of the Gauteng Education Department have fully integrated Family and Sexuality Education as part of the school curriculum. Yet it appears that teenage pregnancies, premarital sex and sexually transmitted diseases are on the increase. Thus the question arises - why has Family and Sexuality Education not made any significant difference in assisting and guiding the adolescent with the development of a well-established, assertive gender identity? Perhaps the answer lies in the primary context of the adolescent, namely the family, its structure and the family relationships. This investigation then focuses on the development of adolescent gender identity in the context of a dysfunctional family. The theory framework for this study includes readings in Developmental Psychology which focus on adolescent development in general and adolescent gender identity development in particular. In order to address this aim, it is also necessary to investigate through a theoretical framework, the following three aspects: which dysfunctional family factors play a role in the development of adolescent gender identity? what is the nature of adolescent gender identity, and how does it develop? how is the family, and thus also the adolescent, influenced by society? The problem that is focused upon in this study often confronts the Head of Department: Educational Guidance, who has to deal with the ever increasing number of behavioural and emotional problems experienced by some adolescents. Very often these problems are identified as being due to immaturity, without a real investigation of the underlying cause. This could possibly be the result of a lack of knowledge and understanding of the problem. This study is then also directed at the position and tasks of the Head of Department: Educational Guidance, and aims to illustrate an approach to the identification of the problem under study. The nature of the research question presupposes a case study as research format. The discussion takes place against the background of the qualitative research design. The research design is descriptive and contextual as it aims to understand and give better insight into the development of adolescent gender identity within a dysfunctional family unit.
- Full Text:
- Authors: Odendaal, Isabella Elizabeth
- Date: 2012-09-11
- Subjects: Gender identity , Adolescence -- Research -- South Africa , Educational counseling -- South Africa , Youth with social disabilities -- Education (Secondary) -- South Africa , Home and school -- South Africa
- Type: Mini-Dissertation
- Identifier: uj:10024 , http://hdl.handle.net/10210/7414
- Description: M.Ed. , The majority of schools under the jurisdiction of the Gauteng Education Department have fully integrated Family and Sexuality Education as part of the school curriculum. Yet it appears that teenage pregnancies, premarital sex and sexually transmitted diseases are on the increase. Thus the question arises - why has Family and Sexuality Education not made any significant difference in assisting and guiding the adolescent with the development of a well-established, assertive gender identity? Perhaps the answer lies in the primary context of the adolescent, namely the family, its structure and the family relationships. This investigation then focuses on the development of adolescent gender identity in the context of a dysfunctional family. The theory framework for this study includes readings in Developmental Psychology which focus on adolescent development in general and adolescent gender identity development in particular. In order to address this aim, it is also necessary to investigate through a theoretical framework, the following three aspects: which dysfunctional family factors play a role in the development of adolescent gender identity? what is the nature of adolescent gender identity, and how does it develop? how is the family, and thus also the adolescent, influenced by society? The problem that is focused upon in this study often confronts the Head of Department: Educational Guidance, who has to deal with the ever increasing number of behavioural and emotional problems experienced by some adolescents. Very often these problems are identified as being due to immaturity, without a real investigation of the underlying cause. This could possibly be the result of a lack of knowledge and understanding of the problem. This study is then also directed at the position and tasks of the Head of Department: Educational Guidance, and aims to illustrate an approach to the identification of the problem under study. The nature of the research question presupposes a case study as research format. The discussion takes place against the background of the qualitative research design. The research design is descriptive and contextual as it aims to understand and give better insight into the development of adolescent gender identity within a dysfunctional family unit.
- Full Text:
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