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Parents perceptions of parental involvement in selected quintile five primary schools
Thesis (MEd)--Stellenbosch University, 2015.
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| Format: | Thesis |
| Language: | English |
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Stellenbosch : Stellenbosch University
2015
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| _version_ | 1867613905339023360 |
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| access_status_str | Open Access |
| author | Ackermann, Jacobus Maritz |
| author2 | Van Wyk, Berte |
| author_browse | Ackermann, Jacobus Maritz Van Wyk, Berte |
| author_facet | Van Wyk, Berte Ackermann, Jacobus Maritz |
| author_sort | Ackermann, Jacobus Maritz |
| collection | Thesis |
| dc_rights_str_mv | Stellenbosch University |
| description | Thesis (MEd)--Stellenbosch University, 2015. |
| format | Thesis |
| id | oai:scholar.sun.ac.za:10019.1/97757 |
| institution | Stellenbosch University (South Africa) |
| language | English |
| last_indexed | 2026-06-10T12:43:34.445Z |
| license_str | Other — see source repository |
| provenance_str_mv | Harvested via OAI-PMH from SUNScholar — Stellenbosch University Repository |
| publishDate | 2015 |
| publishDateRange | 2015 |
| publishDateSort | 2015 |
| publisher | Stellenbosch : Stellenbosch University |
| publisherStr | Stellenbosch : Stellenbosch University |
| record_format | dspace |
| source_str | SUNScholar — Stellenbosch University Repository |
| spelling | oai:scholar.sun.ac.za:10019.1/97757 Parents perceptions of parental involvement in selected quintile five primary schools Ackermann, Jacobus Maritz Van Wyk, Berte Stellenbosch University. Faculty of Education. Dept. of Educational Psychology. Parental involvement in primary education Interaction analysis in education Education, Primary -- Parent participation School children UCTD Quintile funding system Thesis (MEd)--Stellenbosch University, 2015. ENGLISH ABSTRACT: Successful quintile 5 primary schools have specific management characteristics to which they comply. Most of these features, such as curriculum planning, professional leadership, shared vision and mission and the creation of a learning environment, can be manage from the headmaster’s office. In contrast, parental involvement is one aspect of successful schools that is not managed so easily. Parents’ perceptions of parental involvement differ and also differ from that of the school management teams and the perception teachers have of parental involvement. The purpose of the study firstly was to determine parents’ perceptions of parental involvement in a quintile 5 primary school. Secondly, it was to determine what teachers’ perceptions of parental involvement are, and thirdly to determine how parental involvement is manifesting in the policies of the National Education Department, the Western Cape Education Department (WCED) and three quintile 5 primary schools. To achieve this objective, interviews were done with twenty Grade 6 parents of three different quintile 5 primary schools. Teachers completed a questionnaire and a study was made of the policies of the various departments of education and the quintile 5 primary schools. Both a qualitative method, namely interviews, and a quantitative method, namely questionnaires, were used in order to achieve this goal. Furthermore, Critical Theory was applied to free individuals and stakeholders from any uncomfortable situation that may occur due to a difference in perceptions of parent involvement. After an extensive study of the existing literature had been conducted, interviews and questionnaires had been analysed and policies were studied, it was found that parents’ perceptions of involvement rely mainly on support for their child and communication from the quintile 5 primary school. The teachers also felt that parental involvement entails support and communication, but that parental involvement should be managed. The term managing indicates that teachers in quintile 5 primary schools experience parental involvement as negative. The time therefore is ripe for parental involvement to be seen as parental support and not as parental involvement. AFRIKAANSE OPSOMMING: Suksesvolle kwintiel vyf laerskole het spesifieke bestuurskenmerke waaraan hulle voldoen. Die meerderheid van dié kenmerke, byvoorbeeld bestuur van die kurrikulum, professionele leierskap, gedeelde visie en missie en die skep van ’n leeromgewing, kan vanuit die hoof se kantoor bestuur word. Ouerbetrokkenheid is egter die een aspek van suksesvolle skole wat nie so maklik bestuur kan word nie. Ouers se persepsies van ouerbetrokkenheid verskil van dié van die skoolbestuur en die onderwysers se persepsie van ouerbetrokkenheid. Die doel van hierdie studie was dus eerstens om vas te stel wat ouers se persepsies van ouerbetrokkenheid in ’n kwintiel vyf laerskool is. Tweedens was dit om te bepaal wat onderwysers se persepsie van ouerbetrokkenheid in ’n kwintiel vyf laerskool is en derdens om te bepaal hoe ouerbetrokkenheid in die beleide van die Nasionale Onderwysdepartement, Wes-Kaapse Onderwysdepartement en drie kwintiel vyf laerskole manifesteer. Om hierdie doelwit te bereik, is onderhoude met twintig graad-ses ouers van drie verskillende kwintiel vyf laerskole gevoer. Onderwysers het vraelyste ingevul en ’n studie is gedoen van die beleide van die verskillende onderwysdepartemente en die kwintiel vyf skole. Beide ’n kwalitatiewe metode, naamlik onderhoude, en kwantitatiewe metode, naamlik vraelyste, is gebruik ten einde die doelwit te bereik. Voorts is Kritiese Teorie toegepas om individue en rolspelers te bevry van ongemaklike situasies wat moontlik weens ’n verskil in persepsies kan ontstaan. Nadat ’n uitgebreide studie van die bestaande literatuur gedoen is, die onderhoude en vraelyste geanaliseer is, en beleide bestudeer is, is bevind dat ouers se persepsies van betrokkenheid hoofsaaklik op ondersteuning vir hulle kinders en kommunikasie vanaf die skool berus. Onderwysers voel ook dat betrokkenheid ondersteuning behels en dat kommunikasie belangrik is, maar dat ouerbetrokkenehid bestuur moet word. Die bestuurgedeelte dui grootliks daarop dat onderwysers betrokkenheid as negatief ervaar. Die tyd is dus ryp dat ouerbetrokkenheid as ouer-ondersteuning en nie as ouerbetrokkenheid gesien moet word nie. Masters 2015-12-14T07:42:10Z 2016-06-20T03:00:04Z 2015-12 Thesis http://hdl.handle.net/10019.1/97757 en Stellenbosch University xi, 87 pages application/pdf Stellenbosch : Stellenbosch University |
| spellingShingle | Parental involvement in primary education Interaction analysis in education Education, Primary -- Parent participation School children UCTD Quintile funding system Ackermann, Jacobus Maritz Parents perceptions of parental involvement in selected quintile five primary schools |
| title | Parents perceptions of parental involvement in selected quintile five primary schools |
| title_full | Parents perceptions of parental involvement in selected quintile five primary schools |
| title_fullStr | Parents perceptions of parental involvement in selected quintile five primary schools |
| title_full_unstemmed | Parents perceptions of parental involvement in selected quintile five primary schools |
| title_short | Parents perceptions of parental involvement in selected quintile five primary schools |
| title_sort | parents perceptions of parental involvement in selected quintile five primary schools |
| topic | Parental involvement in primary education Interaction analysis in education Education, Primary -- Parent participation School children UCTD Quintile funding system |
| url | http://hdl.handle.net/10019.1/97757 |
| work_keys_str_mv | AT ackermannjacobusmaritz parentsperceptionsofparentalinvolvementinselectedquintilefiveprimaryschools |