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Teachers' and Parents9 Perceptions of Their Relationship: a Case Study of Two Secondary Schools in Ubombo Circuit, Kwazulu-Natal

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Teachers' and Parents9 Perceptions of Their Relationship: a Case Study of Two Secondary Schools in Ubombo Circuit, Kwazulu-Natal Teachers' and parents9 perceptions of their relationship: A case study of two secondary schools in uBombo circuit, KwaZulu-Natal. Submitted in partial fulfilment of requirements of the degree of a Master of Education in Educational Administration at the School of Education, Training and Development, University of KwaZulu-Natal, Pietermaritzburg. By: Simamile Nontokozo KaPhumasilwe My en i (Sibiya) August 2004 Supervisor: Dr. Volker Wedekind DECLARATION I, Simamile Nontokozo KaPhumasilwe, declare that this dissertation is indeed my own work and that I have quoted all the sources that I have used in this study by giving a complete reference at the end. S. N. SIBIYA Date: Zll- O J — ZIOOJB DEDICATION I, Simamile Nontokozo dedicate this piece of work to my loving parents Aaron Phumasilwe and Ntombenhle Patricia (kaMkholo) Myeni for all the courage and support they have shown to me. May God grant them many more years of peace. ' ACKNOWLEDGEMENTS This work is my personal product through dedication and support of a number of people. My greatest appreciation is directed firstly to Dr Volker Wedekind, my supervisor, for his professional guidance, never-ending support, understanding and patience. Also to Stella Kabwe who left and her panel of tutors at the University of Natal for being courageous and influential in their teaching. I also like to direct very special and sincere thanks to my companion John Velenkosini for his trust, support, understanding and long lasted perseverance. I am also grateful to my loving brothers, Gcinisizwe Thandokuhle, the late Thuthuka Vuketsheni and Sizo Gamelihle. Thanks also to my caring sisters, Sibongile Prudence and Tholinhlanhla Phumelele from Myeni family. Not forgetting the little ones Sithobiso, Mpilwenhle, Thanduxolo and Thulani Myeni's for missing their aunt's love and presence when I was away for studies. I also like to give sincere thanks to my loving daughter Zethembiso Sinothando for enduring pains of a busy mother. I also appreciate the help of Ntombi Thembeka Happiness Dlamini for a continuous support and taking care of Zethembiso and my cottage when I was away busy with my studies. I would like to also thank Mrs Fikile Maureen Mthembu for transport and moral support during my labour. I also thank my friendship with Nomusa Masimula for encouraging me throughout my studies. I may not forget my 'big brother' Themba Mtambo for his optimistic ideas he indoctrinated in me. Most of all my sincere thanks to the Mdletshe family, more especially to Thembisile Virginia for accommodating, transporting me, and for teaching me basic computer skills. I cannot express my gratitude enough to the whole family that was so supportive and loving. I must do justice by directing my greatest appreciation and gratitude to Thembinkosi Ezrom Harrington, my study partner, for being a true friend indeed by giving moral, social, material support, trust and for all the hard times and hurdles we shared and conquered on our endeavour to the freedom of mind. I am also grateful to the Department of Education (KZN) for giving access to schools, also to school governing bodies, principals and their management teams, teachers and parent communities for granting permission for the study, and also for their participation and input. I also give thanks to my school principal Mr P.G. M. Mbambo and staff for being considerate and understanding. I also thank Lara and Mathey for their editorial support. I further give thanks to my community, friends and my local church for being patient with me. I further submit myself to The Mighty One for His merciful deeds. Without Him one would not cope at all. ABSTRACT 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 and conclude the entire study and make 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. COVER a DECLARATION b DEDICATION c ACKNOWLEDGEMENTS d ABSTRACT e TABLE OF CONTENTS CHAPTER ONE: Number Item Page BACKGROUND TO THE STUDY 1 1.1 Introduction 1 1.2 Background to the study 1 1.3 The context 2-4 1.4 Parent-teacher relationship 4-5 1.5 The significance or rationale of the study 5-6 1.6 Research statement 6 1.7 Research questions 7 1.8 Outline of the dissertation 7-8 CHAPTER TWO: LITERATURE REVIEW 9 2.1 Introduction 9 2.2 Definition of terms 9 2.2.1 Learner 9 2.2.2 Parent 9-10 2.3 Conceptual framework 10 2.3.1 Partnership 10 2.3.2 Perceptions 10-11 2.3.3 Relationships 11 2.4 Theoretical framework 11-18 2.5 Categories of parent involvement 18-20 2.6 Roles in education 20-23 2.7 Barriers and/or influences on the relationship 23 2.7.1 Socio-economic background 23-24 2.7.2 Education background of parents 24 2.7.3 Historical background and reputation of the school 24 2.7.4 Parents, perceptions 25 2.7.5 Teachers' perceptions 25-26 2.8 Benefits of the parent-teacher relationships 26 2.8.1 Subsequent returns attributed to learners, parents and teachers 26-27 2.8.2 Possible negative consequences 27-28 2.9 Related local literature 28-29 2.10 Conclusion 29 CHAPTER THREE: METHODOLOGY AND PROCEDURE 30 3.1 Introduction 30 3.2 The research design 30 3.2.1 Choice of research setting 30-31 3.2.2 Access to schools 31-32 3.2.3 Sources of information 32 3.3 The data collection 32 3.3.1 Sampling procedure 32-33 3.3.2 Data collection techniques 33-34 3.3.3 Interviews 34 3.3.3.1 Parent interviews 34-35 3.3.3.2 Teacher interviews 35 3.3.4 Data analysis 35-36 3.3.5 Validity and ethical issues 36 3.4 Problems encountered 37-38 3.5 Conclusion 38 CHAPTER FOUR: Background of schools 39 4.1 Introduction 39 4.2 Rabbit secondary school 39 4.2.1 Milieu 39-41 4.2.2 Initial visit 41-42 4.2.3 Description of respondents 43 4.2.3.1 Parents 43-44 4.2.3.2 Teachers 44 4.3 Lizard secondary school 45 4.3.1 Milieu 45 4.3.2 Initial visit 46-47 4.3.3 Description of respondents 48 4.3.3.1 Parents 48-49 4.3.3.2 Teachers 49-50 4.4 Conclusion 50 CHAPTER FIVE 5. Presentation of findings 51 5.1 Introduction 51 5.2 What types of parental involvement are there in uBombo? 51 5.2.1 Choice of schools 51-53 5.2.2 Decision making through formal structures 53 5.2.2.1 Involvement of parents in decision making in general 53-54 5.2.2.2 Decision making in the School Governing Body (SGB) 54-55 5.2.2.3 Decision making in extra-curricular
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