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A comparative study of teacher-parent relationships in foundation phase quintile one and quintile five schools
Dissertation (MEd)--University of Pretoria, 2022.
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| Format: | Thesis |
| Language: | English |
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University of Pretoria
2023
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| _version_ | 1867613677204537344 |
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| access_status_str | Open Access |
| author2 | Thuketana, Nkhensani Susan |
| author_browse | Thuketana, Nkhensani Susan |
| author_facet | Thuketana, Nkhensani Susan |
| collection | Thesis |
| dc_rights_str_mv | © 2022 University of Pretoria. All rights reserved. The copyright in this work vests in the University of Pretoria. No part of this work may be reproduced or transmitted in any form or by any means, without the prior written permission of the University of Pretoria. |
| description | Dissertation (MEd)--University of Pretoria, 2022. |
| format | Thesis |
| id | oai:repository.up.ac.za:2263/89690 |
| institution | University of Pretoria (South Africa) |
| language | English |
| last_indexed | 2026-06-10T12:39:56.908Z |
| license_str | Other — see source repository |
| provenance_str_mv | Harvested via OAI-PMH from UPSpace — University of Pretoria Institutional Repository |
| publishDate | 2023 |
| publishDateRange | 2023 |
| publishDateSort | 2023 |
| publisher | University of Pretoria |
| publisherStr | University of Pretoria |
| record_format | dspace |
| source_str | UPSpace — University of Pretoria Institutional Repository |
| spelling | oai:repository.up.ac.za:2263/89690 A comparative study of teacher-parent relationships in foundation phase quintile one and quintile five schools Thuketana, Nkhensani Susan mldg8613@gmail.com West, Joyce Phillis Maisela, Molagadi Lucia Social development Academic development Teachers Parents Foundation Phase Quintile 1 Quintile 5 UCTD Dissertation (MEd)--University of Pretoria, 2022. Teacher-parent relationships are essential because Foundation Phase education is critical for young learners’ holistic development. Teachers and parents should share information about learners’ academic and social difficulties to enhance school curriculum access and learner retention. However, developing sound teacher-parent relationships in rural areas is difficult because of embedded socioeconomic and cultural factors and parents’ low literacy levels. This study aimed to compare whether teachers and parents in identified rural Foundation Phase schools have a relationship that advances learners’ social and academic development. The researcher investigated the benefits of sound teacher-parent relationships and recommended strategies for teachers in rural schools to strengthen relationships with learners’ parents. The study used Epstein’s six types of involvement and Bronfenbrenner’s ecological system theories. The researcher targeted quintile 1 and 5 schools to compare the results and ascertain the contextual factors stifling and advancing teacher-parent relationships formulation. The study adopted a qualitative, multiple case study design within an interpretivist methodological paradigm. Three teachers and two parents from each quintile school were purposefully selected as study participants. The recorded data were collected using focus group interviews and document analysis. The results are presented using a descriptive analysis technique. Early Childhood Education MEd Unrestricted 2023-02-17T13:53:16Z 2023-02-17T13:53:16Z 2023 2022 Dissertation * A2023 https://repository.up.ac.za/handle/2263/89690 https//doi.org/10.25403/UPresearchdata.2217298 en © 2022 University of Pretoria. All rights reserved. The copyright in this work vests in the University of Pretoria. No part of this work may be reproduced or transmitted in any form or by any means, without the prior written permission of the University of Pretoria. application/pdf University of Pretoria |
| spellingShingle | Social development Academic development Teachers Parents Foundation Phase Quintile 1 Quintile 5 UCTD A comparative study of teacher-parent relationships in foundation phase quintile one and quintile five schools |
| title | A comparative study of teacher-parent relationships in foundation phase quintile one and quintile five schools |
| title_full | A comparative study of teacher-parent relationships in foundation phase quintile one and quintile five schools |
| title_fullStr | A comparative study of teacher-parent relationships in foundation phase quintile one and quintile five schools |
| title_full_unstemmed | A comparative study of teacher-parent relationships in foundation phase quintile one and quintile five schools |
| title_short | A comparative study of teacher-parent relationships in foundation phase quintile one and quintile five schools |
| title_sort | comparative study of teacher parent relationships in foundation phase quintile one and quintile five schools |
| topic | Social development Academic development Teachers Parents Foundation Phase Quintile 1 Quintile 5 UCTD |
| url | https://repository.up.ac.za/handle/2263/89690 https//doi.org/10.25403/UPresearchdata.2217298 |