Teachers' and parents' perceptions of their relationship : a case study of two secondary schools in Ubombo circuit, KwaZulu-Natal.
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Date
2004
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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 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.
Description
Thesis (M.Ed.)-University of KwaZulu-Natal, Pietermaritzburg, 2004.
Keywords
Parent-teacher relationships--KwaZulu-Natal., Education--Parent participation--KwaZulu-Natal., Theses--Education.