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Emilie, Shane Antonio. "An investigation of stakeholder participation and learning in two schools within the Seychelles Eco-School programme". Thesis, Rhodes University, 2014. http://hdl.handle.net/10962/d1011961.
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The aim of this study was to investigate stakeholder participation and learning in the Seychelles Eco-School programme within a primary school context and a secondary school context. Findings from each Eco-School have been presented in two case studies with the goal to explore and describe how teachers, students, parents and organizations are participating and learning in the Eco-School programme. Six elements of school community were used to deepen understanding of the participatory and learning processes in each Eco-School, namely, leadership, management and administration, curriculum planning, teaching and learning, resource use and management, management of physical surrounds of the school and networks and partnerships. Some of the contextual variables in each Eco-School that were constraining and enabling stakeholder participation and learning in the programme have also been explored within this study. Data in this study was generated from historical documents analysed, semi-structured interviews, focus group discussions and field notes. Data was also generated from questionnaires completed by organizations involved in the programme at each Eco- School. Data was analysed in two phases, the first phase involved reading across data generated from the methods mentioned above to organize the data under broad themes in relation to the elements of school community. The second phase of analysis involved the use of the conceptual framework of situating learning in a community of practice to interpret and discuss the participatory and learning processes across the two cases. The study showed that in each Eco-School there is a community of practice with the active involvement of teachers and students and the occasional involvement of parents and organizations. Students and adults are learning as they engage together in classroom and field-work interactions, environmental projects, environmental activities to commemorate environmental theme days, environmental campaigns and co-curricular activities through the practices of each Eco-School community. It was also discovered that students and adults are making different contributions in the Eco-School community based on their level of participation in the programme. It is hoped that the findings in this research contribute information regarding community participation in environmental education programmes like the Seychelles Eco-School programme. In addition, findings will inform the Seychelles Government and its partners to consider the possibility of enhancing school and community partnerships to respond to some of the challenges of participation and learning in the Eco-School programme.
2
To, Chan Bik-lai Julie y 杜陳碧麗. "Parent education: a case of a secondary school in Hong Kong". Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1994. http://hub.hku.hk/bib/B31957493.
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Wan, Pui-to y 尹沛濤. "The parent involvement in secondary school management: a case study in Shatin". Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1992. http://hub.hku.hk/bib/B31956178.
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Govender, Vasuthavan Gopaul. "A multiple case study of parent involvement with grade 8 learners of mathematics". Thesis, Nelson Mandela Metropolitan University, 2007. http://hdl.handle.net/10948/511.
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The learning of mathematics is a worldwide concern. International studies over the last decade place South African learners amongst the lowest achievers. Although various initiatives have been tried there does not seem to be any improvement. In the USA and UK initiatives include the involvement of parents and these have been implemented with great success. One of the parent involvement programmes from the USA, the Family Maths Programme has been in South Africa since 1996. This programme has been successful in South Africa but is confined to parents of grades 4-7 children. However, there is no programme for parents of high school learners. As grade 8 is usually the first high school year in South Africa, this study focuses on parents of grade 8 children and their involvement in their children’s mathematics learning. It consists of an initial survey of grade 8 parents’ (from an urban school) mathematical backgrounds and experiences and their involvement in their children’s education. Using key points from the survey and elements from the literature review and other sources, the researcher designed a parent assistance programme for mathematics which was conducted with three groups of parents of grade 8 children from the same high school. Each group of parents was exclusive and the same set of procedures was applied to each group, making this study a qualitative multiple case study, within the interpretive research paradigm. The parent-assistance programme consists of a parents’ workshop and completion of journals over a 7-week period. Parents documented their interactions with their children in structured journals, a process known as participant journaling. After this journaling period, parents and children were surveyed on this interaction by means of follow-up questionnaires. This was followed later in interviews with the parents and mathematics teachers, separately. After the completion of all three case studies parents and children participated in focus group discussions to discuss and share experiences of the programme. The interrogation of the data, on two levels, suggests parents’ and children’s perceptions of mathematics were likely to be positively influenced. The data also suggest that children were likely to become more confident and to improve in mathematics.
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Chan, King y 陳璟. "Linking school and home: parent-teacher association in Hong Kong secondary schools". Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1989. http://hub.hku.hk/bib/B38626470.
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Chan, Tat-sang y 陳達生. "Teachers' practices of parent involvement in Hong Kong secondary schools". Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1995. http://hub.hku.hk/bib/B31957729.
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Cao, Ge. "Patterns of adolescent-parent conflicts over schoolwork in Chinese families". HKBU Institutional Repository, 2019. https://repository.hkbu.edu.hk/etd_oa/697.
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According to previous studies, schoolwork is the major source of adolescent-parent conflicts in Mainland China. Adolescents' personal reasoning over schoolwork conflicts reveals their desire for achieving autonomy in schoolwork. Meanwhile, their avoiding and obeying conflict resolution strategies co-exist with self-assertion. Parental psychological control is found among Mainland Chinese parents in the situations about offspring's schoolwork, which has detrimental effects on children's autonomy development. With the theoretical underpinnings of social domain theory, ecological systems theory, self-determination theory and family systems theory, the present study aims to examine the patterns of adolescent-parent conflicts over schoolwork in Ningxia of Mainland China, and explore the role of parental psychological control and the development of teenagers' autonomy in schoolwork conflicts. This study adopted grounded theory approach. Convenience and snowball sampling were conducted at the initial stage of sampling while purposeful and conceptual sampling were adopted to develop the grounded theory. There were 63 parents and teenagers participating in the present research. Specifically, 28 parents and 35 adolescents joined in this research. Data was collected through semi-structured individual interview and joint interview. Coping coding, axial coding and selective coding were used to analyze data. A grounded theory on patterns of conflicts over schoolwork, as well as parental psychological control and teenagers' autonomy revealed in schoolwork conflicts is developed in this study. Adolescents' reasoning about adolescent-parent conflicts over schoolwork is reactive to parental expectation and investment. Their resolution strategies in schoolwork conflicts also respond to parents' strategies in the process of conflict resolution. Psychological control is revealed in parents' conflict resolution strategies, which brings controlled motivation revealed in children's reasoning about schoolwork conflicts. Controlled motivation discourages the development of adolescents' autonomy over schoolwork. Contributions are made to fill up the gaps of adolescent-parent conflicts over schoolwork in Chinese families, as well as the advancement of adolescents' autonomy development in the context of adolescent-parent conflicts over schoolwork in Chinese families
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Chan, Wing-ping y 陳永平. "The impact of the Parent-Teacher Association (PTA) on a secondary school in Hong Kong". Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1995. http://hub.hku.hk/bib/B31957730.
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Shikwambi, Victoria. "Parental involvement in school governance: a case study of a secondary school in Okahandja, Namibia". Thesis, Rhodes University, 2015. http://hdl.handle.net/10962/d1017358.
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Since Namibia gained independence parents have increasingly been seen as equal partners in the education process. The Education Act 16 of 2001 provides for the democratic participation in schools by parents, learners and other education stakeholders through the introduction of regional Education Forums and School Boards in schools Parental involvement in school governance has been widely researched and has become a ‘hot topic’ worldwide, including in Namibia. This study investigated and described parental involvement through the School Board in school governance in a secondary school in Otjozondjupa region, Namibia. The study was conducted within a qualitative, interpretive paradigm. The study employed three data collection tools namely, semi-structured interviews, document analysis and observation. The School Board was made up of parents of different classes and backgrounds, i.e. employed, unemployed, professionals and business persons and with different levels of educational background. These members create a network that represents the voices of parents from different social groups, with different levels of social capital. The different levels of social capital shape the nature of the contributions and interactions on the Board. The study found that in spite of the frequency of interaction between the School Board, parents and the community the School Board is still in a dilemma as it is unable to connect with its prominent source of potential support, such as the business community, due to an outdated view that the school is well-off based on its historic status of privilege. With respect to communications with parents the focus tends to be on the negatives of learners’ behaviour or performance and the task of the parents in this regard. Broadening the agenda of the collaboration to include positive aspects of the child would add to the motivation of parents and open possibilities for new forms of collaboration. The school lacks a well-coordinated system for utilizing the available resources as well as community expertise for the benefit of the school. On the strength of the findings, one of the recommendations is for a more structured program and strategy for the Boards various interactions with the community and parents.
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Leung, Ho-ping y 梁浩平. "On the road to collaboration: a case study ofhome-school relationship in a local secondary school". Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1997. http://hub.hku.hk/bib/B31959568.
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Abd-El-Fattah, Sabry M. "Egyptian high school students' perception of parental involvement and its relationship to approach and avoidance achievement motivation : a multidimensional ecological approach". Virtual Press, 2003. http://liblink.bsu.edu/uhtbin/catkey/1264228.
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Adolescents’ Perception of Parental Involvement Scale (APPIS) and Achievement Goal Questionnaire (AGQ) were administrated to a sample (N = 300) of Egyptian high school students to investigate the effect of students' perception of parental involvement on their achievement motivation. Parental involvement was investigated as a multidimensional concept that covers home, school, and community according to three main concepts in Bronfenbrenner's ecological systems theory. These concepts are phenomenology, microsystem, and mesosystem. Achievement motivation was investigated as a tripartite construct that includes performanceapproach goal, mastery goal, and performance-avoidance goal according to Elliot's approach and avoidance achievement motivation model.Students' perception of parental involvement was found to differ significantly by the type of parental involvement and parents' educational level. There was a significant univariate interaction effect between the type of parental involvement and parents' educational level on students' perception of parental involvement at school, while there were non-significant univariate interaction effects on students' perception of parental involvement at home and within community respectively.Students' achievement motivation was found to differ significantly by students' gender and grade. There was a significant univariate interaction effect between students' gender and grade on students' performance-avoidance goal, while there were non-significant univariate interaction effects on students' performanceapproach goal, and mastery goal respectively.Students' perception of parental involvement was found to differ significantly by students' gender and grade. There were significant univariate interaction effects between students' gender and grade on students' perception of parental involvement at home, and within community respectively, while there was a non-significant univariate interaction effect on students' perception of parental involvement at school.Students' perception of parental involvement at home has a statistically significant relationship with students' perception of parental involvement at school, within the community, and mastery goal, while it has a statistically non-significant relationship with performance-approach goal, and performance-avoidance goal. Students' perception of parental involvement at school has a statistically significant relationship with students' perception of parental involvement within the community,and mastery goal, while it has a statistically non-significant relationship with performance-approach goal, and performance-avoidance goal. Students' perception of parental involvement within the community has a statistically non-significant relationship with students' performance-approach goal, mastery goal, and performance-avoidance goal. Students' performance-approach goal has a statistically significant relationship with students' performance-avoidance goal, however it has a statically non-significant relationship with mastery goal. Students' mastery goal has a statistically non-significant relationship with their performance-avoidance goal.Department of Educational Psychology
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Shilima, Christine. "An investigation into perceptions of participative management in a Namibian secondary school". Thesis, Rhodes University, 2010. http://hdl.handle.net/10962/d1005874.
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This study examines the perceptions and experiences of school stakeholders about the practices of participative management in a Namibian Secondary School. Data was collected by using interviews, observation and document analysis. The study revealed that participative management has some benefits for the school such as it promotes democracy in school management, school as an open system, sharing of ideas and skills, teamwork and that ownership and commitment enhance the chances for organization change. Participatory decision making and shared leadership are the practices of PM that emerged from this study. However the school does experience challenges such as lack of knowledge on the practice and potential of PM in school management and leadership, illiteracy among parents that prevent them from participation in management and autocratic management practices from some members in formal leadership. The study suggests that trust, relationships and openness are good interpersonal skills that can help enhance the practices of PM in the school. Other strategies were to sensitize stakeholders on the practices of PM.
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Sebhat, Kidanemariam Menghistu. "Parental involvement in the governance of secondary school in Eritrea: Current trends and future possibilities". Thesis, University of the Western Cape, 2003. http://etd.uwc.ac.za/index.php?module=etd&action=viewtitle&id=init_8542_1177925448.
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This study was designed to investigate the current policies and practices of secondary school governance in Eritrea. There is a basic need to investigate the nature of parental involvement in school governance, particularly in relation to policies enshrined in the Parent Teacher Association (PTA) guidelines. The study examined the parents' commitment to execute their school governance role properly and to determine their capacity to fulfil their responsibilities with respect to the powers and functions vested in them. Education was merely the domain of the school and parents were discouraged from interfering in matters of school governance, therefore parental participation has been very limited. Thus, the focus of the study was to investigate the prevailing problems that curtail parental involvement and identify appropriate strategies for improving and strengthening school governance.
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Ng, Yim-mo Alan y 吳嚴武. "Technological approach: enhance parental involvement for higher students' achievement". Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2006. http://hub.hku.hk/bib/B40039778.
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Chen, Jiaxin y 陈佳欣. "First year high school students' perception of parental involvement ineducation in a rural area of Heilongjiang province in China". Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2011. http://hub.hku.hk/bib/B48365476.
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The purpose of this research study is to explore first graders’ understanding of parental involvement in a rural high school, to investigate students’ feeling and attitude towards their parents’ participation in high school education, to understand rural students’ expectation of parent-teacher collaboration, and further to examine potential differences caused by gender, degree of parental involvement, and level of academic performance. Qualitative data was collected by means of individual interviews and questionnaires among first-grade students in a rural high school in Heilongjiang Province. The research involves 12 interview participants and 115 students for questionnaires. After transcribing verbally all the individual interviews, both line-by-line coding and software N-Vivo were utilized to analyze transcriptions in order to generate main codes and themes to describe students’ understanding and perception and further explore differences across individual interview participants. Questionnaire data was entered into Excel program to create figures supporting findings of interviews.
Findings show that rural high school students understand parental involvement as interactions involving parents, teachers and students in four aspects- material, supportive, communicative and environmental. Effective communication, initiation of providing supports, good relationship, and comfortable environment were highlighted in students’ expectations. Secondly, the feelings of confident, proud, warm, happy, relax, pressure, and distrust were related by students to their parents’ various practices of involvement in high school education. Moreover, students identified three different attitudes towards parental involvement: positive, negative, and dependent. It was found that students’ attitude towards the communicative parental involvement was highly depended on the content and the frequency. Besides, students tend to express their neutral attitude towards activities that were not implemented in the high school such as participation in school decision making and parent-teacher association. Thirdly, academic scores and motivation of study were discovered to be affected by parents’ involvement. Parent involvement with positive feeling and positive attitude were more likely to be related to positive effects on academic outcomes by students.
The research suggests a three-way communication among parents, teachers and students at school and in the community. Findings imply that it is necessary for rural high schools and rural parents to work together with students in the establishment of home-school cooperation. Students’ reaction and expectation provide valuable implications for practices of parental involvement in rural high school. Individual differences are also recommended to be taken into considerations in the practices.published_or_final_version
Education
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Master of Education
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Adam, Ndileka Primrose. "An investigation into factors that influence parental involvement in the development of their children's literacy in the secondary school level: a case study of a combined school in the Eastern Cape". Thesis, University of Fort Hare, 2010. http://hdl.handle.net/10353/229.
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The main purpose of this research was to investigate the factors that influence parental involvement in the development of their children's literacy in the senior phase. The concept of parental involvement has been perceived as one of the corneThe main purpose of this research was to investigate the factors that influence parental involvement in the development of their children's literacy in the senior phase. The concept of parental involvement has been perceived as one of the cornerstones that contribute positively to the effectiveness of the education that children receive. In the South African case, it is embodied in the legislation and is expected to permeate the education process at all levels. Many scholars perceive parental involvement as enhancing the development of children's literacy. As an interpretive orientated study, this research had an interest in understanding the subjective experiences and general factors that influence parental involvement in the development of their children's literacy in the secondary school level. In line with the protocols of the case study, this study used a combination of methods namely structured interviews, semi-structured interviews, focus groups and document analysis in collecting data. The findings of the study revealed different opinions on parental involvement. While some parents appreciate the importance of their involvement, there were, however, some parents who perceive it as a responsibility of educators. Despite these views, there were positive contributions that have been brought about by parental involvement in the development of their children's literacy. The study has also revealed that there are factors that influence parental involvement in the development of their children's literacy in the senior phase such as parents' lack of understanding of their roles, absence of guiding documents, lack of unity among stakeholders, age and qualifications. The intent of this research was to investigate factors that influence parental involvement in the development of their children's literacy in the secondary school level and to give some recommendations on how these can best be addressed.rstones that contribute positively to the effectiveness of the education that children receive. In the South African case, it is embodied in the legislation and is expected to permeate the education process at all levels. Many scholars perceive parental involvement as enhancing the development of children's literacy. As an interpretive orientated study, this research had an interest in understanding the subjective experiences and general factors that influence parental involvement in the development of their children's literacy in the secondary school level. In line with the protocols of the case study, this study used a combination of methods namely structured interviews, semi-structured interviews, focus groups and document analysis in collecting data. The findings of the study revealed different opinions on parental involvement. While some parents appreciate the importance of their involvement, there were, however, some parents who perceive it as a responsibility of educators. Despite these views, there were positive contributions that have been brought about by parental involvement in the development of their children's literacy. The study has also revealed that there are factors that influence parental involvement in the development of their children's literacy in the senior phase such as parents' lack of understanding of their roles, absence of guiding documents, lack of unity among stakeholders, age and qualifications. The intent of this research was to investigate factors that influence parental involvement in the development of their children's literacy in the secondary school level and to give some recommendations on how these can best be addressed.
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Sinvula, Leonard Masene. "The role of leadership in a successful rural secondary school in Namibia: a case study". Thesis, Rhodes University, 2009. http://hdl.handle.net/10962/d1004925.
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The primary purpose of this qualitative case study research was to examine the role of leadership in a successful rural secondary school in Namibia. In Namibia, the Education and Training Sector Improvement Programme (ESTIP) was initiated to provide, amongst other things, effective leadership in education. In addition, the Ministry developed a policy on the National Standards and Performance Indicators for Schools in Namibia to complement the objectives of ETSIP. The policy emphasizes leadership practices in schools such as professional competence, commitment, ability to direct, inspire and motivate interpersonal relationships and teams. The study drew on leadership theories and findings from related studies to make sense of the role played by leadership in this particular rural school in Namibia. The study uses the interpretive orientation as the methodology for investigating the leadership's role. This is in line with my attempt to determine stakeholder's experiences and perceptions of the leadership in the school. I collected data from three sources: semi-structured interviews, observation and document analysis. The findings of this study suggest that the leadership had a significant influence on the school's success. In particular it emerged that the school leadership played an instructional role to ensure there was effective teaching and learning and that they encouraged teamwork extensively in leading the school. The leadership provided internal support structures as well as external networking to garner support for the school from the wider community. The study has also revealed that there are challenges facing this rural school's leadership in terms of poor parental involvement. Challenges such as lack of parental commitment to the school, illiteracy among adults and a communication breakdown between the school and its parents are still rife. The school leadership addresses this challenge by participating in village meetings and utilizing them as a platform to discuss school matters with parents. Further research on this topic would be useful, including such institutions as rural primary schools, private schools and colleges in the Caprivi Region, as very little research has been done on leadership roles in schools in the rural areas of Namibia.
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Stack, Wendy M. "The Relationship of Parent Involvement and Student Success in GEAR UP Communities in Chicago". Antioch University / OhioLINK, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=antioch1294956956.
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Tang, Sai-cheong y 鄧世昌. "Family factors and student achievement: case studies in 3 Hong Kong secondary schools". Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1998. http://hub.hku.hk/bib/B31960431.
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Ngcuka, Zimkhita Zenith. "An assessment of the effectiveness of school governing bodies in implementing school policy: a case study of Xengxe Junior Secondary School in King William's Town district". Thesis, University of Fort Hare, 2015. http://hdl.handle.net/10353/1719.
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This study looks at School Governing Bodies and its role and their effectiveness in school management. In terms of the South African Schools Act, all schools are now required to have School Government Bodies to compliment the formal school administrative structures. The research looks at how these bodies have functioned in a rural context. The empirical evidence, supported by other research evidence show that even though these bodies are sometimes dutifully constituted in schools, their functionality and effectiveness remains limited due to a number of reasons. This research study has shown that the ineffectiveness of SGBs in a rural context is attributed to that following key issues- firstly, there is limited knowledge of the functions of SGB, which can be traced to the lack of training on the body member; secondly, there is a inadequate framework in many public schools to engage with the SGBs; and finally there is a lack of school resources to make effective use of these bodies.
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Lackay, Joaline Merle. "'n Beroepsgerigte opleidingsprogram vir adolessente leerders met intellektuele gestremdheid". Thesis, Stellenbosch : University of Stellenbosch, 2011. http://hdl.handle.net/10019.1/6495.
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Thesis (PhD)--University of Stellenbosch, 2011.ENGLISH ABSTRACT: The aim of this study is to develop a vocational training programme for the adolescent learner with an intellectual disability. There is a need for these learners to be trained for work in the open labour market. From the literature it is apparent that American legislation is in place for these learners to gain access to schools, colleges and universities. The literature also makes it clear that parent involvement and community involvement are essential for the planning and implementation of a vocational training programme. To answer the research question, a qualitative participatory action research study was conducted from an interpretive research paradigm. The researcher implemented multiple sources to generate data, namely semistructured interviews, a literature review, personal documents and field notes. In the course of the study a number of steps were taken to ensure the credibility of the data and to pay attention to the ethical aspects that emerged during the research. The literature review extends over two chapters: Firstly the American legislation on vocational training programmes for the adolescent with intellectual disabilities was studied, as well as the South African Educational legislation after 1994. Secondly the three national curriculum programmes are described, namely Outcomes-based Education, Curriculum 2005 and the National Curriculum Statement. The vocational training programme was developed in accordance with the principles of the National Curriculum Statement, learning area Life orientation, Learning outcome 5: the world of work. The development of the learning programmes,work schedules and the lesson plans were adapted to suit the needs of the learners with intellectual disabilities. The findings concluded that schools can train learners to prepare them for entering the open labour market. The teachers cannot do the vocational training in school alone; they need the support of the parents and the community.
AFRIKAANSE OPSOMMING: Die doel van die studie is om 'n beroepsgerigte opleidingsprogram vir die adolessente leerder met intellektuele gestremdheid te ontwikkel. Daar is 'n behoefte vir hierdie leerders om opgelei te word om toegang tot die ope arbeidsmark te verkry. Uit die literatuur is dit duidelik dat Amerikaanse wetgewing vir beroepsgerigte opleiding in plek is vir die genoemde leerders om tot skole, kolleges en universiteite toegang te verkry. Ouer- en gemeenskapsbetrokkenheid is belangrik in die beplanning en implementering van 'n beroepsgerigte opleidingsprogram. In antwoord op die navorsingsvraag is 'n kwalitatiewe deelnemendeaksie-navorsingstudie vanuit 'n interpretatiewe paradigma onderneem. Die navorser het van verskeie bronne gebruik gemaak om data te genereer, naamlik semigestruktureerde onderhoude, 'n literatuurondersoek, persoonlike dokumente en veldnotas. Tydens die studie is verskillende maatreëls toegepas om die geloofwaardigheid van die data te verseker. Die etiese aspekte het ook aandag geniet. Die literatuurstudie strek oor twee hoofstukke. Die eerste behels die Amerikaanse wetgewing op beroepsgerigte opleidingsprogramme, sowel as die Suid-Afrikaanse wetgewing ná 1994 op spesiale onderwys. Tweedens is die drie kurrikulumbenaderings ondersoek, naamlik Uitkomsgebaseerde Onderwys, Kurrikulum 2005 en die Nasionale Kurrikulumverklaring. Die beroepsgerigte opleidingsprogram is ontwikkel volgens die beginsels van die Nasionale Kurrikulumverklaring in die leerarea Lewensoriëntering, Leeruitkomste 5: Die wêreld van werk. Die ontwikkeling van die leerprogramme, werkskedules en lesplanne is aangepas volgens die behoeftes van leerders met intellektuele gestremdhede. Die bevindings het gelei tot die gevolgtrekking dat leerders op skool opgelei kan word om die ope arbeidsmark te betree. Die opvoeders kan nie die beroepsopleiding op skool alleen vermag nie; hulle benodig die ondersteuning van die ouers en die gemeenskap.
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Mabuza, Johannes Tshotsho. "Stakeholder perceptions of success factors in an academically successful Swazi high school in Manzini, Swaziland". Thesis, Rhodes University, 2003. http://hdl.handle.net/10962/d1006223.
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In contrast with the large number of poorly performing schools in Swaziland over the past decade (1991-2000), a few schools have managed to attain consistently good results. One such school is St Michael's High. This study draws on the perceptions of different major stakeholders at St Michael's of factors deemed to have contributed to academic success at the school. The study thus follows Fertig (2000), who advocates research in effective schools to be done by looking at the perceptions of different stakeholders rather than in relation to an objective checklist. In this study, St Michael's High is found to be an effective school. Its experience can play a vital role in helping other ineffective and failing schools to improve their academic standing and tarnished public image, provided the schools unreservedly commit themselves to changing their ways. This investigation is aimed at understanding the roles which the school leadership and associated stakeholders have played in making St Michael's an exemplary school in Swaziland. Its findings indicate that the schools that themselves take the initiative to improve their effectiveness are the ones which are successful, which accords with the consensus in research literature on school effectiveness. The evidence gathered in this study suggests that St Michael's is characteristic of such effective schools. Since this is a qualitative interpretive case study on perception of success factors in a girls' high school within the city of Manzini, interviews comprising semi-structured questions were highly useful in tapping the understanding of how various stakeholders contribute to the academic achievement of students in the school. The findings, organised in the form of themes, help illuminate what appears to be a systematic and well-focussed approach toward the academic development of the school and the fulfilment of its goals. Every aspect of the school system is thoroughly explored. The validity of the stakeholders' claim that St Michael's High is a dream school for most Swazi children is verified by the school's examination results for the past decade. But what the research reveals are the cultural, academic, social, and moral values and beliefs which serve as a strong anchor for the school leadership and management, and without which St Michael's as an organisation would be unable to meet the challenge of implementing academic and national reconstruction.
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Lee, Kirk T. "Perceptions of Hmong Parents in a Hmong American Charter School: a Qualitative Descriptive Case Study on Hmong Parent Involvement". PDXScholar, 2016. http://pdxscholar.library.pdx.edu/open_access_etds/3103.
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Parental involvement plays an essential role in the United States (U.S.) educational system. However, parental involvement poses many challenges for Hmong parents in American schools. Many assumptions are made on the parts of teachers, staff, and Hmong parents about parents' roles pertaining to their involvement in their children's education. Hmong parents struggle to reconcile beliefs, attitudes, and values that they bring with them from Laos with the expectations found in the U.S. due to their unfamiliarity with the U.S. educational system.
This study employed the used a qualitative, descriptive case study approach to examine the perceptions of Hmong parents involvement at a K-6 Hmong American charter school in Northern California. The primary data collection method used in this study was interviews with four school-community stakeholder groups.
The purposeful-selected interview participants included two administrators, four teachers, six parents, and four students. The interviews were dialogically coded and nine themes were developed related to parental involvement. These nine themes were: communication with parents, committee involvement, flexibility of staff, enrichment programs non-traditional school schedule, importance of field trips, cultural events and presence of other cultures, recommend school to others, and positive behavioral reinforcement. The study concludes with a presentation of the implications of the nine themes on the design of parent involvement models and recommendations are offered related to policies and connected strategies for how to design culturally relevant supports for parent involvement in education.
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Njeya, Emily Motlalepule. "Parents' perceptions on the causes of poor performance in grade 12 at Sehlabeng High School in Manyatseng". Thesis, Bloemfontein : Central University of Technology, Free State, 2007. http://hdl.handle.net/11462/52.
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Shezi, Noah Jonathan. "Exploring how principals promote parental involvement in secondary schools: a case study of three secondary schools in the Umbumbulu Circuit". Thesis, 2012. http://hdl.handle.net/10413/9406.
Texto completoResumen
This study is partly responding to an uproar from the public generally and the KwaZulu-Natal Department of Education (KZNDoE), in particular, that in most schools within the province, there is a lack of parental involvement whilst serious problems in many schools persist Many schools in KwaZulu-Natal province are experiencing problems which have eventually resulted in poor quality education. This study explored how principals promoted parental involvement in secondary schools. The promotion of parental involvement in the affairs of the school is one of the responsibilities of the school principal. In view of this expectation by the government and the Department of Education, this study therefore, was underpinned by an assumption that principals are promoting parental involvement in schools. The study sought to get an insight into what principals did in order to promote parental involvement. It also attempted to find out what principals regarded as the benefits of promoting parental involvement in schools, and what they consider as barriers.
The studied schools were drawn from three different South African social contexts of semi-urban and rural areas. This study adopted an interpretivist qualitative case study approach comprising three secondary schools. I chose interpretive research paradigm because it allowed me to interact closely with participants to gain insight and form clear understanding.
The findings showed that participating schools were, to a large degree, successful in promoting parental involvement in the affairs of the school, despite some obstacles which persisted. The findings revealed that socio-economic issues such as unemployment, poverty, HIV/AIDS pandemic, poor communication between the schools and parents, educators who seem to be unwelcoming to parental involvement, low level of education of parents, reluctance of some parents to involve themselves in school affairs, were the main barriers to effective parental involvement.Thesis (M.Ed.)-University of KwaZulu-Natal, Durban, 2012.
26
Jele, Bhekumuzi Sipho Kenneth. "The parental role in the support structure of grade eleven students at Sitintile Secondary School". Thesis, 2012. http://hdl.handle.net/10210/4380.
Texto completoResumen
M.Ed.The purpose of this study is to investigate the parental involvement in the education of their children. This research study is also an endeavour to explore the views of parents of students in grade eleven at Sitintile secondary school and on their role as support structure. In gathering data, qualitative research methods were used. This qualitative research methods lead to the understanding of people's perceptions. Processes that were involved in the data collection were one to one interviews with each of the twelve parents and observation was employed as the secondary data collection method. The researcher approached twelve individuals and they were identified as the sample population of the study . . The main implications of these findings could be summed up this way: • For the grade eleven students to prosper and be goal directed, parent-teacher relationship need to be enhanced. • There is a need for the parents to involve parents in the education of their children. • In conclusion, parents must play a meaningful role in the education of children.
27
Friedman, Morgan A. "Parental Involvement During Post-secondary Transition for Youth with Developmental Disabilities". Thesis, 2018. https://doi.org/10.7916/D8TX4SXX.
Texto completoResumen
Transition from high school to adulthood for students with developmental disabilities is a monumental stage for both the individual and his or her family. Past research has shown that one of the most salient predictors of students’ successful transition is their parents’ involvement with transition planning, however, during this time parent involvement often declines (Grigal & Neubert, 2004). The current study examined parent involvement and knowledge during the transition from high school to adulthood for the parents of young adults with developmental disabilities. Participants included a diverse sample of 55 parents in an urban school district who had youth with special needs between the ages of 14 and 22. The present study examined parental psychosocial factors, demographic factors, parents’ experiences during the transition process, and three dimensions of their educational involvement: school involvement, transition involvement, and transition knowledge. The study found that parent experiences during the transition period (IEP familiarity, perceived teacher invitations, and perceived time and energy) as well as the socio-economics of school neighborhood, were the most salient factors associated with parental involvement and knowledge. The study offers suggestions for future research, policy, and intervention ideas to assist in improving parents’ positive experiences during the transition process. These suggestions aim in increasing parental involvement and knowledge during an important time in their youths’ educational development.
28
Nzima, Phumzile Rejoice. "Parent-ducator partnership and the culture of learning and teaching in secondary schools in KwaZulu-Natal". Thesis, 2002. http://hdl.handle.net/10530/769.
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Submitted in fulfilment of the requirements for the degree MASTER OF EDUCATION in the Department of Foundations of Education of the Faculty of Education at the University of Zululand, 2002.The issue of involving parents in education has been explored by several studies in the past with all pointing towards greater success than failures amongst learners whose parents work in partnership with educators. Parental involvement not only ensures maximum development of learner-motivation, but it also has an impact on the smooth running of the school. However, a gap still exists between parents and educators in black secondary schools in South Africa. This results in poor performance among matriculants in particular, and lack of commitment and responsibility among learners in general. The aim of this study was to explore the extent to which parents and educators in black secondary schools work as partners in developing the culture of learning in learners. The results showed that most parents felt that they have a role to play in the education of their children. Yet they realized that they were not fully involved either due to inadequate financial and knowledge resources or trie schools did not fully involve them in their activities- This study is an ongoing attempt at making parents and educators realize the importance of partnership in the education of the child.
29
Sepadile, Keetsamang Gertrude. "Parental involvement and learner education: findings from a secondary school in John Taolo Gaetsewe district, Northern Cape". Thesis, 2009. http://encore.tut.ac.za/iii/cpro/DigitalItemViewPage.external?sp=1000335.
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Thesis (MTech. degree in Education) -- Tshwane University of Technology, 2009.Parents are less involved and less committed in the education of their children. As a result, it is difficult for the school to function properly. The South African Government has promulgated the South African Schools Act 84 of 1996 and introduced White Paper 6, in 1995, as a way to encourage parental involvement in schools. This study was undertaken to determine the involvement of parents in a secondary school in Northern Cape.
30
Mthembu, Thulisile. "Parental involvement in academic and non academic activities in a secondary school in Cleremont : a case study". Thesis, 1999. http://hdl.handle.net/10413/4496.
Texto completoResumen
This study investigated the nature and level of parental involvement in academic and non academic activities in a secondary school in a disadvantaged township in Durban. The review of literature identified aspect of parent-educator relationships which should be developed to facilitate learner's success.It also included models of parental involvement, levels of parental involvement, role of parents in their children's education as well as barriers which affect parental involvement. The school with poor academic results is, among other factors, characterised by minimal level of involving parents in their children's education. To maximise parental involvement parents and educators should substitute the attitude ·of blaming each other, by the idea of coming together in the interests of the
learners. This joint effort should also improve the schools academic results. One secondary school was used as a case study. Data were collected through semi-structured interviews with educators, parents and learners. Other information was taken from the departmental reports, Daily News paper, information from one of the school events speech context and the supervising manager of the school. Parents from this disadvantaged community tend to perceive educators as professionals who know everything. Educators and parents are willing to be partners but they do not know how to initiate and sustain this relationship. Perceived barriers to
parental involvement are illiteracy, unemployment, ignorance and transport problems.Some parents participate at the governing body level, while most parents are inactive. Improved communication between parents and school personnel seems to be essential to achieve more parental involvement.
Educators need staff development to equip themselves for this task. Workshops could be used to inform parents of their rights to services and resources. Together parents and educators could develop strategies to use the school for the benefit of the entire community.Thesis (M.Ed.)-University of Natal, Pietermaritzburg, 1999.
31
Sibiya, Simamile Nontokozo KaPhumasilwe. "Teachers' and parents' perceptions of their relationship : a case study of two secondary schools in Ubombo circuit, KwaZulu-Natal". Thesis, 2004. http://hdl.handle.net/10413/2604.
Texto completoResumen
Parent-teacher relationship and support to children are essential for effective
education to be functional. Sound parent-teacher relationships influence teaching
and learning. Hence it was evident from literature review that so many studies were
conducted in parent involvement in schools to enhance teaching and learning, this
study focused on the dimension of the perceptions of both teachers and parents on
their relationship to accelerate parent involvement in schools. The study focused on
how parents and teachers view their relationship, how they raise problems
encountered in the relationship, what enhances and/or aggravates the status of their
relationship, and the issue of policies pertaining parent-teacher relationship.
The objectives of the study were to examine and define the concept of the parent-teacher
relationship, to investigate the perceptions of parents and teachers about
their relationship with a focus on their obligations and responsibilities, to
understand what enhances and/or impedes the parent-teacher relationship in rural
Black communities, and to discuss possible solutions towards enhancing parent-teacher
relationship.
The research questions were:
a) How do parents and teachers describe their relationship?
b) What factors do parents and teachers suggest impede and/or enhance their
relationship?
c) What school policies and practices are in place that facilitate or hinder the
relationship?
The outline of the dissertation took this shape:
Chapter One provides a background to the study explaining the motive behind it,
and discussing the rationale of the study. The main objectives of the study and the
research questions are explored in this chapter and the chapter has further furnished
readers with the description of the setting of the schools under study.
Chapter Two defines terms used in the study, and then reviews relevant literature
adopted in this study. The contextual and theoretical framework of the study is
explored in this chapter.
Chapter Three deals with the methodological aspects and procedures. A justification
on the use of qualitative approach is given and the choice of research instruments is
also discussed. How access was gained from high structures to the parents on the
ground level is also discussed. Experiences and methods used during interviews are
also explored.
Chapter Four embarks on the clear milieu of the two schools, the initial visits and
the description of respondents.
Chapter Five present, analyses and discusses the findings and implications of the
study employing literature reviewed.
Chapter six concludes the entire study and makes recommendations.
The briefing of the study is of two schools that were selected purposively and then
three teachers per school including the principal and six parents per school
community that resulted in eighteen respondents in all.
The study opted for a qualitative approach and for a case study. The findings of the
study were that there is poor or no parent-teacher relationship. Teachers and parents
admitted the need for each other. Though parents admitted their deficiency in
supporting schools and in making good relations with teachers, however, they
shifted more blame to teachers who do not initiate the relationship whilst they stand
a good chance. The study revealed that there are factors that impede parent-teacher
relationship and those that are supposedly to enhance the relationship. Both parents
and teachers raised a need for empowerment on how to deal with each other.Thesis (M.Ed.)-University of KwaZulu-Natal, Pietermaritzburg, 2004.
32
Perumal, Munsamy. "The role of school managers in parental involvement in education in secondary schools". Diss., 1995. http://hdl.handle.net/10500/15761.
Texto completoResumen
Parental involvement in education is not a new concept;
parents have always been involved in education in various ways
and to various degrees. Perhaps nowr parents are more
sensitive to the important role it plays in ensuring the full
potential of the child is realised. Departing from the
premise, that it is important, useful and necessary, the
researcher has embarked upon an in depth literature study of
parental involvement in education in various communities and
has undertaken an empirical investigation of the involvement
of parents of pupils in secondary schools in the Phoenix
North area. The main thrust of this research was to explore
the obstacles to parents being involved fully in the
education of their children and to make appropriate
recommendations to the principals, as the school managers.Educational Leadership and Management
M. Ed. (Educational Management)
33
Mzoneli, Walter Nkosikhona Herbert. "The role of parents in the academic achievement of pupils in senior secondary classes in the Nseleni and Ongoye Magisterial Districts". Thesis, 1991. http://hdl.handle.net/10530/804.
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Submitted to the Faculty of Education in partial fulfillment of the requirements for the degree of MASTER OF EDUCATION in the Department of Educational Planning and
Administration at the University of Zululand, 1991.The ever depreciating quality and quantity of matric results in black schools has called for the urgent attention for all educationists, decision-makers and parents, as well as pupils with the aim of joining hands to save and improve this appalling state of affairs. There has been much speculation ranging from the malfunctioning of the education system for the black community to the racially segregated education system. This thesis presents the findings of a study which describes the role played by parents in the academic performance of pupils in Senior Secondary classes in the Nseleni and Ongoye Magisterial districts. The Study was conducted among 150 Standard 9 and 10 pupils, 12 subject teachers, six principals of schools and 50 parents. The questionnaire and interview tools of research were used in the collection of data. The data collected by means of both the questionnaire and research tools, were analysed quantitatively. The analysis of results led to the emergence of numerous closely related factors which formed the basis of poor academic performance of pupils in Senior Secondary classes, especially standard 10. The findings indicated work time-tables, viz. shift work undertaken by parents, lack of parental support due to illiteracy, conditions of employment, lack of space and furniture conducive to study - due to unfavorable socio-economic factors prevailing within the family, absence of a well-structured personal study time-table for pupils, lack of regular contact between the school and parents, low occupational status of the parents, discrepancies in the staffing procedures and a high teacher-pupil ratio in schools are factors responsible, to a large extent, for the poor academic performance of pupils. In the light of these findings, it is advisable that these factors should not be regarded as separate, units, but as complementary to one another, forming a complete whole.
34
Naicker, Kalavani. "The factors promoting parental involvement at a secondary school in KwaZulu-Natal". Thesis, 2013. http://hdl.handle.net/10413/9325.
Texto completoResumen
This study explores the factors that promote parental involvement at a secondary school in Kwa-Zulu Natal. The study was conducted with twelve learners from grades 10 to grade 12, six educators and six parents. The theories on parental involvement that guided the study were the ecological theory of Bronfenbrenner and the role theory. The methodology used to obtain data were interviews with learners, teachers and parents.
The literature review looked at the extent of parental involvement, the barriers experienced by parents and the benefits of parental involvement. The literature also looked at views of how parents can be encouraged to become more active in schools. The qualitative method was utilized to determine the factors promoting parental involvement. The focus group was used with the learners and the semi structured interviews was used with the teachers and parents. Themes were formed using the collected data that was organized and analyzed
The findings of the data showed that there is a need for greater parental involvement. Parents and teachers agreed that there are certain barriers that prevent parents from becoming more involved in the education of their children. There is a need for a concerted effort amongst parents and teachers to communicate and work as a team for effective teaching and learning to take place. Schools need to consider that parents face problems and they need to work with parents to overcome these barriers.Thesis (M.Ed.)-University of KwaZulu-Natal, Durban, 2013.
35
Ramadikela, Phillip Mahlodi. "The management of parent involvement in historically disadvantaged secondary schools in Tshwane West District, Gauteng". Diss., 2012. http://hdl.handle.net/10500/7048.
Texto completoResumen
The aim of this study was to examine the management of parent involvement in historically disadvantaged secondary schools in Tshwane West district, Gauteng. A literature study was undertaken to investigate the existing theories and models of parent involvement as well as their practical application. A literature study was also done to explore the historical development of the management of parent involvement in South Africa. The advantages of and barriers to parent involvement were also investigated through the review of both local and international literature. An interpretive, qualitative approach was adopted and an investigation of the management of parent involvement was conducted in three of the selected historically disadvantaged secondary schools in Tshwane West district, Gauteng. In-depth interviews were conducted with principals and focus-group interviews were held with three teachers as well as three members of the School Governing Bodies of each of the three selected schools. The overall impression was that the extent of parent involvement in the education of their children was very minimal due to the inability of the School Management Teams, especially school principals, to initiate, facilitate and sustain organisational structures and management processes which would ensure the effective involvement of parents in the education of their children. As a result of those findings, it was realised that a need existed to equip members of the management teams, including school principals, with appropriate skills that would assist in the implementation and sustenance of effective parent involvement programmes.Educational Leadership and Management
M. Ed. (Education Management)
36
Dludla, Lindani Emmanuel. "A study of participation in curriculum decision-making in two secondary schools in Amanzimtoti circuit". Thesis, 2001. http://hdl.handle.net/10413/1928.
Texto completoResumen
Prior to the present era, participation in curriculum decision-making at a school level has been very limited in South Africa. The decisions made at schools could be described as
implementation as these were influenced to a large extent by the decisions that were
made at a higher level. The education system was thus correctly described as very
authoritarian and highly centralised at the hands of the authorities in the Department of
National Education (NEPI: 1992; King & van den Berg (1991); Christie (1989);
Kallaway (1984).
The proposals of recent policy documents, such as NEPI (1992) and a Policy Framework for Education and Training (1994), tried to change the above scenario by
proposing a broader participation by major stakeholders in schools like parents, learners
and educators in curriculum decision-making of the schools. These policy documents
culminated in the enactment of the South African Schools Act No.84 of 1996 which
officially gave powers to major stakeholders in schools. Governing bodies consisting of
learners, parents and educators became the most powerful structure in a school
responsible for the governance of the schools. The governing bodies thus assumed powers and duties that they had never had or had little to do with in the past. Parents and
learners were now expected to play a major role in the process of making curriculum
decisions. This study aims at investigating what curriculum decisions schools make, who makes
these and how this is done with an aim to determine the extent to which the major stakeholders (parents, learners and educators including the principal and other promotion
post holders) in a school do participate in making major curriculum decisions in their
schools.
The study was conducted in two secondary schools in Amanzimtoti Circuit which falls
under Umbumbulu district of the Durban South Region of the KwaZulu-Natal Province in the Republic of South Africa.
A written questionnaire and a semi-structured interview were used to gather data from the respondents in the two secondary schools. To choose respondents from the two schools,
a stratified random sample was used but, in a case where only one person occupied a post in that level, that occupant automatically became part ofthe sample.
The main findings of the study were :-
• Stakeholders interviewed (educators, learners and parents) do take part in cuniculum
decision-making in the two secondary schools but, this happens differently for different levels. • Whilst many of the stakeholders interviewed are eager to take part personally in the
curriculum decision-making process of their schools, not all of them have the
confidence and the ability to do this.
• Trust and confidence, by some of the respondents, in the principals and educators tend to make these respondents to lean back and relax, which then makes the
principals and educators to be more prominent during the curriculum decision-making process.
• All respondents have confidence and hope that the prospects for an all-inclusive and a
participative curriculum decision-making approach are bright and promising for the
future.
The recommendations made include continued assistance to be given to schools in the form of in-service training and workshops for both parents, educators and learners, including the principals of schools, to equip all of them with the necessary skills for effective participation in curriculum decision-making in schools.Thesis (M.Ed.) - University of Natal, Durban, 2001
37
Narain, Mageshni. "Parental involvement and academic performance in selected secondary schools in Kwa-Zulu Natal". Thesis, 2005. http://hdl.handle.net/10413/1416.
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Simango, Hasani Richard. "The management of parent volunteers at secondary schools in the Limpopo Province". Thesis, 2006. http://hdl.handle.net/10500/1773.
Texto completoResumen
This study explores the management of parent volunteers in secondary schools in the Limpopo Province. A literature study was conducted to investigate the existing theories and models of managing parent volunteerism in secondary schools. The literature revealed how parent volunteer programmes are conducted in countries, which have developed successful programmes such as the United States. The present state of parent volunteering in secondary schools in South Africa is also investigated to reveal the current situation.
A qualitative investigation in two secondary schools in the Limpopo Province was done. Data was gathered by means of semi-structured interviews with principals and deputy principals. Analysed data revealed that there are no volunteer programmes which are implemented in secondary schools in the Limpopo Province and school managers do not have the necessary skills to implement and manage parent volunteer programmes at secondary schools.Educational Studies
(M.Ed (Education Management))
39
Kafu, Hazel Bukiwe. "A historical investigation into black parental involvement in the primary and secondary educational situation". 2000. http://hdl.handle.net/10500/17040.
Texto completoResumen
This study pointed out that without parental involvement in
the children's education, the latter cannot fulfil its pre-set
goals. The family together with the community, have to
contribute a lot to the development and improvement of the
education system.
Implications of
parental involvement, together with parents,
and children's
rights was discussed. The latter fact was
supplemented with the educational laws of South Africa and the
Constitution of the Republic of South Africa.
To determine the problems experienced by teachers in dealing
with parents, concerning school related matters, teachers and
parents' responses are discussed in this study.
In this study America and Britain have been put as examples as
far as parental
involvement in children's education is
concerned.
It was concluded that the government together with the parents have to take drastic steps to rectify the situation in the rural areas of the Eastern Cape Province.Educational Studies
M.Ed. (History of Education)
40
Risimati, Hasani Pius. "The principal's role in the management of parent involvement in secondary schools in rural areas in Northern Province". 2001. http://hdl.handle.net/10500/17621.
Texto completoResumen
DissertationThis study explores the role of the principal in the management of parent involvement in secondary schools in Northern Province. A literature study investigated existing theories and models of parent involvement; parent involvement in the South African context and the provision of education in South Africa in historical perspective. It also investigated the managerial role of the principal in parent involvement. A qualitative investigation in three secondary schools in Northern Province was done. Data were gathered by means of participant observation in-depth interviews with principals and focus-group interviews with teachers and three parents on the school governing bodies. Analysed data revealed the following findings: principals lack knowledge on parent involvement and schools lack policies and organisational structures dealing with parent involvement as well as home-school relations. As a result of these findings, there is a need to equip principals with ways in which they can involve parents in their schools.
Educational Leadership and Management
M. Ed. (Educational Management)
41
Joseph, Vathukattu Kurian. "Management strategies to improve the academic performance of previously disadvantaged secondary schools in the grade 12 examination". Thesis, 2004. http://hdl.handle.net/10210/922.
Texto completoResumen
The importance of secondary school education in moulding learners into responsible citizens of tomorrow cannot be ignored or undermined. Secondary school education is the stepping stone for unlimited opportunities for learners to explore the career choices that they have to pursue further in their lives. Every year the performance of secondary schools in the matric examination come under spotlight as soon as the results are published. Many schools in the previously disadvantaged communities perform poorly in the matric examination each year. This research aims at drawing up management strategies that could be used to improve the performance of learners in the matric examination in the poorly performing schools. The literature study reveals that effective management and leadership is an essential characteristic of a successful school. Managers of schools that are poorly performing in the matric examination have to set up proper systems in place to ensure effective teaching and learning. Effective participation of all stakeholders in the management of the education of the learners is essential to improve the academic performance of learners in the matric examination. Quality subject delivery by educators in the classroom is the most important and indispensable factor that can improve the academic performance of learners in the secondary schools. Active participation of parents in the education of their children is essential to improve the discipline of the school as well as the academic performance of the learners. The literature study also reveals that poor socio-economic conditions can negatively influence the academic performance of learners. Schools that are poorly performing require visionary and innovative managers to turn them around into centres of excellence. Managers of schools have to seek the assistance and cooperation of the community and the business people to improve the quality of education provided in schools. Availability of necessary physical facilities enhance the quality of teaching and learning and the academic performance of learners in the various subjects. A questionnaire was used to collect the data required for this research. Forty schools that are poorly performing and forty schools that are well performing in the matric examinations were selected for this research. All these schools exist in the previously disadvantaged communities. Based on the information gathered using the questionnaire, each item in the questionnaire is analysed and discussed. After the factor analysis, the significance of the difference between the factor means of the various groups for each of the factors were analysed and explained. The data obtained suggests that in many schools (66,5% of schools surveyed), there is a lack of effective management structures that are essential for the implementation of quality teaching and learning. Lack of support and active participation of the parents in the education of the learners can be noticed from the information gathered. Poor management of school resources for effective teaching and learning can be also observed from the data collected. Lack of physical facilities is still a major problem in many (54,5% of the schools surveyed) schools. Lack of shared vision and cooperation among the stakeholders of education for the provision of quality education is evident in many schools. Ill-disciplined and non-committed learner bodies are a major challenge to many schools in the previously disadvantaged communities. The research shows that, organisational support and individual support are crucial to the success and the improvement of the academic performance of a school. The management strategies to improve the academic performance of previously disadvantaged schools in the grade 12 examination has two components namely: organisational support and individual support. The SMTs of schools have to set up management systems in place to ensure effective teaching and learning at schools. It is the responsibility of the SMTs to provide a suitable atmosphere needed for effective curriculum delivery at schools. The human, physical and financial resources of a school should be managed most effectively for quality education for all. Management strategies that will provide opportunities for all stakeholders to participate effectively in the school development programmes should be organised by the SMTs of schools. Schools have to introduce and implement strategies to improve the learner attendance and discipline for quality education and to improve the academic performance. The SMTs of schools have to introduce programmes that will increase the participation and support of parents in the education of learners. The academic performance of schools cannot be improved without providing sufficient individual support to the learners and educators. Based on the needs of the educators and learners, schools have to organise various programmes to support them to improve the academic performance in the grade 12 examination. Workshops and in-house training for educators are some of the ways to support the educators to enhance the quality of curriculum delivery at schools. Additional academic support programmes like extra lessons during afternoons and holidays can assist learners to improve their performance. Schools should have necessary systems in place to address the socio-economic needs of learners. In chapter 6, the findings of the research as well as the recommendations of management strategies to improve the academic performance of previously disadvantaged schools in the grade 12 examination are also given.Prof. T.C. Bisschoff
42
Geesa, Rachel Louise. "South Korean male adolescents' internal and external influences in academic achievement". 2014. http://liblink.bsu.edu/uhtbin/catkey/1744492.
Texto completoResumen
South Korean adolescents’ motivation for high academic achievement is strongly
influenced by extraordinary parental support, pressures to achieve, and the practice of utilizing
both public and private learning environments in South Korea. To remain competitive,
educational leaders may benefit from observations of other countries’ academic successes and
consider the implications for the current American educational structure. The purpose of this
study is to explore South Korean male adolescents’ daily educational routines and their
perceptions of their internal and external educational support systems in relation to their
academic achievement. Furthermore, this study provides insightful data for educators,
educational leaders, and global education critics about South Korean adolescents’ academic
motivations and determinations. Such insights may be important to decision makers in
evaluating education models. The review of literature for this study examines South Korea’s
economic progression, educational structure, and familial and cultural standards. In this
qualitative research, I observed and documented the educational perspectives of students,
parents, and teachers at an all-male high school in Seoul, South Korea and collected data from
the participants through interviews, observations, and reviews of academic-related documents. I used these data to better understand the relationship between adolescents’ family influences and
adolescents’ academic achievements. I also used these data to achieve a reality-based
understanding of how adolescents’ internal and external influences and motivations affect
academic achievement. Although I could not formulate generalizations from this qualitative
research, this study does provide insights into the relationships between South Koreans’ family
standards, influences, and attitudes, and South Korean adolescents’ personal investments and
value systems in education.Department of Educational Leadership
43
Nhlabati, Mzungezi Nelson. "The impact of parent involvement on effective secondary school governance in the Breyten Circuit of Mpumalanga". Diss., 2015. http://hdl.handle.net/10500/21693.
Texto completoResumen
The decentralisation of governance in South African schools as embodied in the South
African Schools Act 84 of 1996 has placed considerable responsibility in the hands of parents for the governance of schools through the School Governing Bodies. In the light thereof, research was conducted in 5 secondary schools in the Breyten Circuit, Mpumalanga Province, South Africa. A phenomenological qualitative approach was used to gather data from a purposeful sample of members of School Governing Bodies from selected secondary schools in the Breyten Circuit. The purpose was to explore the impact of parental involvement on effective secondary school governance in the Breyten Circuit. The findings revealed that many parents did not take their role seriously due to poor educational levels and the lack of training and familiarity with the legislation embodied in the Act. This compromised their ability to govern schools. Based on the findings, recommendations are made for improvement of practice.Educational Leadership and Management
M. Ed. (Education Management)
44
Gwija, Mxhasi. "The role of parents in enhancing academic performance in secondary schools in the Metro-Central Education District, Western Cape". Diss., 2016. http://hdl.handle.net/10500/21800.
Texto completoResumen
The role of parents in their children’s education presents significant evidence in schools’ academic results, when parental roles in education are given priority. It is noted that parents play a significant role in improving a school’s academic results. The aim of this study was to investigate the techniques utilised by schoolteachers to involve parents in children’s education in selected secondary schools within the Metro-Central Education District, Western Cape. A qualitative research approach was utilised, employing research methods which included face-to-face interviews, reading school polices and going through parents’ meeting minutes. The investigation focused on two secondary schools that were purposefully selected to participate in the study. This investigation revealed that participants in the study overlooked the role of parents in their schools. Therefore, although they involve parents in some school activities, there is a need for training on how the school principals should optimally involve parents in school activities.Educational Leadership and Management
M. Ed. (Educational Leadership and Management)
45
Salakoff, Barak Tom. "A case study of the relationship between students' home backgrounds and their mathematics performance". Thesis, 2006. http://hdl.handle.net/10413/1626.
Texto completoResumen
This is an investigation explaining the relationship between the home environment and mathematics performance of 12 grade eight students from a high school in Durban, South Africa. One of the data collection methods was a 25-question test, based on the TIMSS test, namely a TIMSS equivalent mathematics test. The test was analysed and its relation to the South African syllabus, the students' familiarity with the type of questions and the multiple-choice mode of answer used in the TIMSS study, was investigated. The test scores were also used to identify high performing and low performing students to be interviewed about their mathematical, personal and home backgrounds. A student questionnaire was administered to these selected students as a basis for the interviews. An in depth one on one interview and records of the students' achievements in grade 7 and grade 8 in languages and mathematics, as well as school family records were used for the analysis. The life stories of the six high performing and six low performing students were then constructed and analysed with respect to: their achievements in mathematics and language; their home backgrounds; how their mathematics performance is affected by their home environments; and the effect of parental involvement in their lives. Finally research findings from the interviews on the home lives and experiences of the 12 grade 8 students from a high school in Durban are presented. Implications are put forward and recommendations made.Thesis (M.Ed.)-University of KwaZulu-Natal, Durban, 2006.
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Baloyi, Risimati Thomas. "The involvement of parents in rural communities in the education of their children in secondary schools". Diss., 2013. http://hdl.handle.net/11602/87.
Texto completo
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Gezani, Baloyi Phineas. "The need for parent involvement in developing a learning culture in Hlanganani South". Diss., 2003. http://hdl.handle.net/10500/1834.
Texto completoResumen
The main assertion in this dissertation is that there is a lack of adequate and appropriate parent involvement in Hlanganani South Schools to make them centres of teaching and learning excellence.
The empirical research was conducted in one of the most under-researched and often misunderstood areas of education in South Africa. The purpose was to investigate how effective parent involvement in the schools could improve the learning culture in the Hlanganani schools and their communities. A qualitative investigation of parent involvement in four secondary schools of Hlanganani South was conducted by collecting data through interviews with four school managers (principals), twenty-eight parents and six educators (teachers).
The literature that was reviewed focused on the history of parent involvement in the world and South Africa, factors that increase and hinder parent involvement, legislation concerning parent involvement in education and issues involved in education provision to South African rural areas such as Hlanganani South.
The research has revealed that the lack of a culture of learning in Hlanganani is influenced by factors such as high unemployment rate, poor socio-economic background, high illiteracy rate, high failure rate of learners, and urbanisation of the area. The investigation further found that there is an urgent need for school managers to acquire knowledge, skills, and strategies for active involvement of parents in schools. The participation of parents in schools needs effective school management strategies, regular communication between parents and schools, and clearly communicated community expectations for the schools. There must be training of School Governing Bodies, educators, and school managers for parent involvement to be effective in the improvement of a learning culture.Educational Studies
M.Ed. (Comparative Education)
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Mchunu, Nomusa Bonisiwe. "Parent involvement and the academic achievement of previously disadvantaged learners awarded scholarships to attend independent schools in Johannesburg". Diss., 2012. http://hdl.handle.net/10500/8484.
Texto completoResumen
This study examined the effect of parent involvement on the academic achievement of previously disadvantaged learners who was awarded scholarships to attend independent boys‟ schools in Johannesburg. Through a qualitative inquiry using a small sample of parents and teachers (SSP coordinators), the findings added to the existing literature review. There is evidence that parent involvement is essential in high school and that parent involvement at home has an impact on the learners‟ achievement irrespective of the parents‟ socio-economic status and level of education. Furthermore, the results support the assumption that, the sense of not belonging and other barriers that hinder parents from being involved in school activities could be resolved by improving communication and forging a healthy relationship between parents and teachers. This creates a need for a parent involvement programme that will attend to the needs of the parents and teachers. This programme will empower them with skills that will improve their partnership.Psychology of Education
M. Ed. (Psychology of Education)
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Marais, Amanda Claudia. "Educational guidance for parents who are under pressure from their adolescent children". Thesis, 2012. http://hdl.handle.net/10500/8843.
Texto completoResumen
Most adolescents place pressure on their parents. The pressure varies, so there must be factors that contribute to the variance. An important objective of the investigation was to determine such factors from the parent’s side and from the adolescent’s side. It was also important to determine the most important factors in family functioning, and in the wider social context that affect the placement of pressure on parents by adolescents. A sample of 177 high school adolescents and their parents was used. Variables such as age, gender, family structure, working circumstances of parents, birth order position of adolescents, peer pressure, the parent-adolescent relationship, self-concept and personality were included in the study. The results indicate that the pressure that parents experience is associated with parental variables rather than adolescent variables. Parental self-concept, personality, and the parent-adolescent relationship (from the parent’s side) explained almost 63% of the variance in the pressure that parents experience. The conclusion can be made that it is not adolescents who deliberately plan to place their parents under pressure, but rather parents who make themselves vulnerable to such a situation. Any remedy or guidance programme will have to focus primarily on the parent, and the success of such a programme will depend on the way in which it supports the self-concept of the parent.Psychology of Education
D. Ed. (Psychology of Education)
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Charamba, Madirayi. "The management of parent involvement at selected secondary schools in the Zeerust District, North West Province". Diss., 2016. http://hdl.handle.net/10500/23280.
Texto completoResumen
This research focuses on the issue of parent involvement at selected secondary schools in the Zeerust District of the North West Province in order to gain an understanding of relevant participants’ views on the following aspects that relate to the management of parent involvement: the concept of parent involvement, ways in which parent involvement should be realised, its benefits and challenges, as well as strategies to improve the management of parent involvement in the education of learner children. The theoretical frameworks that informed this study were Epstein’s theories of overlapping spheres and her typology of parent involvement, as well as Bronfenbrenner’s ecological model. These frameworks provided a meaningful lens for interpreting data and making recommendations in the final chapter. The researcher undertook an extensive literature study and conducted interviews with principals, SGB chairpersons, as well as selected SGB parent members and other active and inactive parents from the selected schools in the Zeerust district. The research shows, inter alia, that parent involvement has various benefits and that it faces several challenges which affect the management thereof. Benefits concern improvement in terms of academic performance of learners, provision of teaching and learning resources, relationships between parents and the school, learner motivation and school attendance. Challenges to parent involvement that were identified were time constraints of parents, poor communication between home and school, parents’ lack of interest and commitment, principals’ limitations in terms of the management of parent involvement, parents’ limited education, negative parental attitudes and negative teacher attitudes. Key recommendations were made in terms of Bronfenbrenner’s micro, exo- and macrosystem for addressing the management of parent involvement in a synergetic manner. They concerned, inter alia, the national Department of Basic Education in the macrosystem, provincial Departments of Basic Education in the exosystem and schools and parents in the microsystem.Educational Leadership and Management
M. Ed. (Education Management)