Parental involvement as the responsibility of the teacher
- Authors: Masalesa, Moipone Clancina
- Date: 2012-09-07
- Subjects: Parent-teacher relationships -- South Africa , School management and organization -- Parent participation -- South Africa , Responsibility -- Study and teaching -- South Africa
- Type: Mini-Dissertation
- Identifier: uj:9765 , http://hdl.handle.net/10210/7172
- Description: M.Ed. , The focus of this study is parental involvement as the responsibility of the teacher. Aspects of parental participation are addressed as contributory factors towards successful learning of children at school. Therefore the school (teachers) carries a responsibility to make parents to understand their involvement in education and how to make their participation effective and visible. It is the opinion of the researcher that every effort must be made by teachers to enable parents to understand that their involvement at school is a significant influence in a child's life. The method used in this study is two-fold : Firstly it contains literature study on parental involvement. The researcher used this information to support her field of investigation and to make results based on factual information. Secondly it contains information derived from questionnaires completed by a number of teachers at different schools. With the information obtained from questionnaires the researcher was able to derive an information of teachers opinion on how much of their efforts are utilized to support parents with their involvement in education. The research as stipulated above, yielded the following results that a larger proportion of input is given by female teachers to parents' class visitation as an aspect of parental involvement as compared to male teachers; that teachers of different age groups, married or unmarried with children at school or without, give an input into parental involvement; that teachers using Afrikaans, English and African languages (Rest) as a mother tongue and also as a medium of instruction at schools, give a low input into visiting parents at home as an aspect of parental involvement; that teachers with the high educational qualifications give lesser input than those with diploma, std 10 and lower qualifications regarding parental involvement as the responsibility of the teacher; that principals, deputy-principals and head of departments give the largest proportion of their input on listening to parents as an aspect of parental involvement as compared to other teachers; that teachers at primary schools and that teach junior primary subjects are giving the largest proportion of input than secondary teachers; and; lastly, it was firther evident that although teachers indicate that they are involved with aspects of parental involvement, the aspect on home visiting was rated the lowest.
- Full Text:
- Authors: Masalesa, Moipone Clancina
- Date: 2012-09-07
- Subjects: Parent-teacher relationships -- South Africa , School management and organization -- Parent participation -- South Africa , Responsibility -- Study and teaching -- South Africa
- Type: Mini-Dissertation
- Identifier: uj:9765 , http://hdl.handle.net/10210/7172
- Description: M.Ed. , The focus of this study is parental involvement as the responsibility of the teacher. Aspects of parental participation are addressed as contributory factors towards successful learning of children at school. Therefore the school (teachers) carries a responsibility to make parents to understand their involvement in education and how to make their participation effective and visible. It is the opinion of the researcher that every effort must be made by teachers to enable parents to understand that their involvement at school is a significant influence in a child's life. The method used in this study is two-fold : Firstly it contains literature study on parental involvement. The researcher used this information to support her field of investigation and to make results based on factual information. Secondly it contains information derived from questionnaires completed by a number of teachers at different schools. With the information obtained from questionnaires the researcher was able to derive an information of teachers opinion on how much of their efforts are utilized to support parents with their involvement in education. The research as stipulated above, yielded the following results that a larger proportion of input is given by female teachers to parents' class visitation as an aspect of parental involvement as compared to male teachers; that teachers of different age groups, married or unmarried with children at school or without, give an input into parental involvement; that teachers using Afrikaans, English and African languages (Rest) as a mother tongue and also as a medium of instruction at schools, give a low input into visiting parents at home as an aspect of parental involvement; that teachers with the high educational qualifications give lesser input than those with diploma, std 10 and lower qualifications regarding parental involvement as the responsibility of the teacher; that principals, deputy-principals and head of departments give the largest proportion of their input on listening to parents as an aspect of parental involvement as compared to other teachers; that teachers at primary schools and that teach junior primary subjects are giving the largest proportion of input than secondary teachers; and; lastly, it was firther evident that although teachers indicate that they are involved with aspects of parental involvement, the aspect on home visiting was rated the lowest.
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Staff development for multicultural education
- Authors: Nkosi, Jacob
- Date: 2012-09-06
- Subjects: Multicultural education -- South Africa , Teachers -- In-service training -- South Africa -- Evaluation , Educational anthropology -- South Africa , Communication in education -- South Africa , School management and organization -- Parent participation -- South Africa
- Type: Mini-Dissertation
- Identifier: uj:9695 , http://hdl.handle.net/10210/7109
- Description: M.Ed. , This study is an investigation of staff development for multicultural education. It has reference to overseas countries where multicultural education is being applied and shows how multicultural education can be implemented in South Africa. The aim of multicultural education is to prepare the pupils for life in a multicultural society. Multicultural education is an essential part of schooling in a culturally diverse society. The degree to which multicultural education becomes a reality in our schools will ultimately depend on the attitudes, behaviours, knowledge and skills of the classroom teachers. Multicultural education examine the dynamics of diverse cultures and the implications for developing teaching strategies. The attitudes of staff need to be examined for multicultural education in which they relate to expectations of the minority pupils. Staff development must be seen as an uninterrupted process of growth in which the teachers ability will change and improve in multicultural education. Staff development must link up with the teacher's formal educational training. Teachers must support the innovation in order that multicultural education can be implemented in South Africa. In staff development, it is equally important that minority cultures are represented throughout the whole staffing structure of the school. Staff development should promote understanding between various kinds of staff and different levels of administration. In this study, the purpose was to conduct a situation analysis of staff development for multicultural education in South Africa. This was done by compiling one questionnaire to the principals of the Johannesburg Region. There were twelve principals who were interviewed and supplied with a questionnaire. The investigation yielded the following results: Staff development for multicultural education is applicable in South Africa. Parents play a role in school programmes in staff development; for multicultural education. Teachers need in-service training for multicultural education.
- Full Text:
- Authors: Nkosi, Jacob
- Date: 2012-09-06
- Subjects: Multicultural education -- South Africa , Teachers -- In-service training -- South Africa -- Evaluation , Educational anthropology -- South Africa , Communication in education -- South Africa , School management and organization -- Parent participation -- South Africa
- Type: Mini-Dissertation
- Identifier: uj:9695 , http://hdl.handle.net/10210/7109
- Description: M.Ed. , This study is an investigation of staff development for multicultural education. It has reference to overseas countries where multicultural education is being applied and shows how multicultural education can be implemented in South Africa. The aim of multicultural education is to prepare the pupils for life in a multicultural society. Multicultural education is an essential part of schooling in a culturally diverse society. The degree to which multicultural education becomes a reality in our schools will ultimately depend on the attitudes, behaviours, knowledge and skills of the classroom teachers. Multicultural education examine the dynamics of diverse cultures and the implications for developing teaching strategies. The attitudes of staff need to be examined for multicultural education in which they relate to expectations of the minority pupils. Staff development must be seen as an uninterrupted process of growth in which the teachers ability will change and improve in multicultural education. Staff development must link up with the teacher's formal educational training. Teachers must support the innovation in order that multicultural education can be implemented in South Africa. In staff development, it is equally important that minority cultures are represented throughout the whole staffing structure of the school. Staff development should promote understanding between various kinds of staff and different levels of administration. In this study, the purpose was to conduct a situation analysis of staff development for multicultural education in South Africa. This was done by compiling one questionnaire to the principals of the Johannesburg Region. There were twelve principals who were interviewed and supplied with a questionnaire. The investigation yielded the following results: Staff development for multicultural education is applicable in South Africa. Parents play a role in school programmes in staff development; for multicultural education. Teachers need in-service training for multicultural education.
- Full Text:
Parental involvement in the management of public schools in the Northern Province
- Authors: Mokoka, Charles Manoko
- Date: 2012-08-17
- Subjects: School management and organization -- Parent participation , Public schools -- Northern Province -- Management , Schools -- South Africa -- Management , School management and organization -- Parent participation -- South Africa
- Type: Mini-Dissertation
- Identifier: uj:2624 , http://hdl.handle.net/10210/6071
- Description: M.Ed. , There are three remarkable areas that create problems in the management of schools in the Northern Province, these are the following: parental involvement in financial management, policy-making and resource management. The most important method used in this research essay was the focus group, where a group of parents in a school are interviewed. Three open-ended questions were put to them for discussion and data was analysed. The other method was the literature study. The relevant information, facts, theories and findings on the topic were collected and gathered to find out what other researchers have said about the problem. The most important results obtained are that low educational qualifications of parents hamper parental involvement. Financial management is of great concern to parents. Another important result is that parents are relatively satisfied with their present involvement compared to the situation two years ago.
- Full Text:
- Authors: Mokoka, Charles Manoko
- Date: 2012-08-17
- Subjects: School management and organization -- Parent participation , Public schools -- Northern Province -- Management , Schools -- South Africa -- Management , School management and organization -- Parent participation -- South Africa
- Type: Mini-Dissertation
- Identifier: uj:2624 , http://hdl.handle.net/10210/6071
- Description: M.Ed. , There are three remarkable areas that create problems in the management of schools in the Northern Province, these are the following: parental involvement in financial management, policy-making and resource management. The most important method used in this research essay was the focus group, where a group of parents in a school are interviewed. Three open-ended questions were put to them for discussion and data was analysed. The other method was the literature study. The relevant information, facts, theories and findings on the topic were collected and gathered to find out what other researchers have said about the problem. The most important results obtained are that low educational qualifications of parents hamper parental involvement. Financial management is of great concern to parents. Another important result is that parents are relatively satisfied with their present involvement compared to the situation two years ago.
- Full Text:
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