This thesis looks at what choice of medium of instruction (MOl) parents in a rural village in KwaZulu would make if they had the opportunity to choose. The background to this choice goes back to 1979, when Education and Training Act No. 90 established the mother tongue as MOl from Sub A to Std 2 in Department of Education and Training (DET) primary schools, followed by a sudden transition to English medium of instruction - (EMl) in Std 3. Though by 1990 98% of the schools had opted for EMI, conditions were not favourable for a sudden transition and the policy led to high drop-out rates. The problems encountered by teachers and learners were researched and documented by Macdonald in the Threshold Project Reports (1990). Although the Minister initially ignored the Project's findings, in May 1991 he admitted that his department's language policy was leading to serious educational disadvantages. The explosive situation that culminated in the 1976 school uprisings led to the amendment of the Act. There was concern among people involved in educational language policy that parents had not been given sufficient information to make informed educational choices. They feared that many parents would, largely out of ignorance, opt for straight-for-English, when in fact the conditions in the schools were not conducive to the success of that choice option. The widespread assumption about the parents choosing straight-for-English was based on anecdotal evidence. I decided to investigate this matter in the Nongoma area. My findings pointed to very healthy attitudes towards the mother tongue and there was even a measure of understanding of the place of mother tongue instruction in the beginner classes. But even though the respondents wanted their language to be respected, they also wanted their children to acquire a good education in English, so as to be eligible for jobs in an economy that emphasises the importance of English.

The aim of this study was to explore fathers’ role in supporting their children’s learning in selected urban primary schools in the East London Education District. Epstein parental involvement theory informed the study. The study was located in the interpretivist research paradigm and it qualitative in nature. It followed a case study research design. Participants were selected through the use of purposive sampling. A total of fifty two (52) participants were selected and these included school teachers, fathers and learners. Semi-structured interviews (for school teachers and fathers) and focus group interviews (for learners) were used in the four selected primary schools. The data was coded and thematic content analysis was used. The findings from the research indicated that fathers’ and teachers had a very limited understanding of fathers’ support in children’s learning. They generally thought that it was confined to activities done at school such as payment of school fees and levies, providing labour for the construction or renovation of school buildings and providing teaching/learning resources. Participants confirmed that the majority of fathers were too poor and with low education to be meaningfully involved in their children’s learning. However, there were a few fathers who believed that their socio-economic status did not prevent them from participating in their children’s learning. They actually indicated useful ways in which they could be involved. It was found that a minority group of fathers who were unemployed spent time helping their children in their learning whilst, those working worked long hours and had no time to help their children. Among the significant findings of the study was the fact that educated fathers were too involved in their children’s learning and even reserved time on weekend to be part of their children’s life and learning. The research also revealed that fathers and teachers had wrong perceptions about themselves and each other in connection with limited fathers’ support in their schools. The study recommends, among other issues, enhanced school/parent partnership with emphasis on the involvement of fathers in academic activities meant to improve their children’s learning.

M.Ed. (Psychology of Education) / Truancy is such a problem that there is a need to investigate it. The act of truancy has both psychological and social consequences. It affects not only the individual truant adversely but also the people in his social environment. The ultimate purpose of the research is essentially practical: to help teachers, parents and others to address issues of non-attendance. The present research focuses on the possible role of parents in the incidence of truancy, since the family is basically a community of love. The present research displays a two-pronged approach. Firstly, a literature study is carried out on truancy as a phenomenon and on the role of parents in children's development. This serves as the substructure for the second component, namely the empirical investigation. Secondly, an empirical investigation is done. The empirical investigation in Mamelodi high schools, is part of a group project that utilizes a criterion-group-comparative-group research design with a nomothetic strategy, comparing truants' data with those of non-truants.

The law relating to, and having an impact on, parental involvement has increased in quantity and complexity in the last couple of decades. It is therefore overwhelming to find out that parents are still taking a back seat as far as parental involvement is concerned in schools. Parents and educators have to work together towards one common goal, to assist learners in their journey through adulthood. The focus of the research was the role of the school management team in promoting parental involvement in the education of their children; how the school’s climate can be changed and be made accessible to parents. Educators must be taught how to invite and involve parents in the school’s activities. Parents have to be empowered as effective participants in school activities. Parents and educators should work together in solving their own problems and to overcome numerous challenges in their schools. Parents and educators have to develop trust and be able to remove the obstacles, various elements and factors that prevent them from working together to develop the schools as powerful working organisations. Parents and educators have to collaborate in building their educational objectives. The research attempted to determine all the possible causes of the non-involvement of parents in the education of their children. The researcher also believed that if the problem of non-involvement of parents can be solved, the learner’s academic achievements can improve drastically. The findings and recommendations indicate that parental involvement remains a crucial point in all the efforts to enhance school effectiveness. The researcher in the study also investigated the assumption that parents from the townships do not take part in their children’s activities because they don’t care.

D.Ed. / This research study set out to determine parents' expectations regarding public schooling in the Northern Province of the Republic of South Africa. This was done based on the fact that education in the country has undergone tremendous changes. As parents are, undoubtedly, stakeholders in the field of education, it was important to determine as to whether the present set up is what they expect. Further, it was also important to determine as to whether parents' expectations are in line with policy; and if not, to suggest what should be done. It was impossible, however, to look at all facets of public schooling. As a result, attention was given only to the following: adulthood, culture, moral development, sexuality education, discipline, parents' participation, citizenship, employment and cognitive development. To provide a theoretical background of the aspects mentioned above, a literature survey was conducted. The connection between each aspect and the schooling system was highlighted. After this review, question items were drawn and compiled into questionnaires which were used as data collection instruments. Such questionnaires were administered to parents of learners in five secondary schools in the Province. Stratified random sampling was used in the selection of schools taking into account language representation. Further, questions were drawn based on the literature review and administered to departmental officials in the form of structured interviews. A factor analysis was conducted on the question items and the following dimensions were arrived at: Providing learners with skills and knowledge to become independent. Helping learners in the acquisition of moral and ethical values for selffulfilment. The development of responsible socio-cultural conduct. The research came up with the following findings: Parents' expectations of the school's involvement are high on the following aspects: career and employment issues, development of potential and citizenship. The following aspects were ranked very low in terms of the level to which parents expect schools to be involved: involvement of parents in school administration and curriculum design, sexuality issues, participation in the politics of the state and following up issues of discipline beyond the school. Parents and departmental officials are in agreement with regards to the level of the school's involvement regarding the following issues: career and employment issues, development of potential, moral issues and citizenship. Parents and departmental officials do not agree on the level of the school's involvement regarding the following: parents' involvement in education, sexuality matters, development and transmission of culture as well as participation in the politics of the state.

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.

This research sought to better understand and explain the factors that account for the non-involvement of parents in their children’s school affairs. It also sought to recommend to the Department of Education developmental strategies that can be utilised towards ensuring the participation of parents by equipping them with knowledge and skills that can help them to become more involved in the success of their children in schools. This research employed a case study design to collect data from parents and teachers using qualitative methods. The qualitative approach was considered appropriate because it affords both exploration and explanation of parents’ non-involvement in the Kotana administrative Area in which three schools were selected by the researcher. Interviews with a total of nine participants constituted by both parents and teachers were conducted. These tape recorded interviews were then transcribed and interpreted by the researcher. Emerging themes were then extracted and presented as explanatory findings on the issue of the non-involvement of parents in their children’s schooling matters. The study found that the level of education; fear of victimisation; language barrier; poor communication of information; lack of personal time; lack of confidence on the part of parents; cultural expectations; transport problems; misbehaviour by teenagers; HIV and AIDS; and the new curriculum accounts for parental non-involvement, and uncovered reasons for non-participation by parents in the affairs of their children at school.

M.Ed. (Educational Management) / Marketing in historically black public secondary schools in Phuthaditjhaba was never used as a management strategy by school principals. However principals ofindependent schools in the same region are using marketing to promote the image of their institutions in order to increase the enrolment of learners. These principals hold discussions with business men who evaluate their school programmes with the purpose of Keeping pace with the external environment. The failure to market the public secondary schools has a negative impact on the image ofthese schools and on the attitude that the community adopts towards them. This attitude compels parents to remove their children from such schools and to relocate them to others where marketing of the institution is a daily process and where a sound relationship with both the private sector and the external community of the institution has been established...

Parental participation in educational issues is relevant in assisting parents in understanding and becoming satisfied with their child's educational experience. Parental involvement is not only an ethical issue for teachers, but mandates have been established for special educators through various public laws. When involving parents in their children's education, it is relevant to consider various factors associated with students who are culturally and linguistically diverse. Parental satisfaction plays an important role in many cultures in obtaining parental involvement in decision-making meetings. If parents experience negative interactions, parental participation can be diminished. In other cultures, the satisfaction level raises parental trust in allowing school staff to make the appropriate choices for their children. Family values and beliefs among the various cultures should be a consideration when encouraging parents to participate in their child's educational process. Several barriers exist when involving different cultural groups; therefore, it is essential for educators to become aware of these barriers and learn strategies to overcome them. This study addresses parental understanding and satisfaction among ethnic group and throughout various disability groups by evaluating parental responses from a statewide survey and three focus groups.

With the rise of "helicopter" parents within primary and secondary education, school officials nationwide have started to address how to manage parental involvement in the educational system, specifically with regard to parent-teacher communication. Beginning in the 1980s, school administrators actively implemented programs targeting increased parental involvement in K-12 public schools, though the use of contact and relationship building strategies, in order to substantiate school-teacher-parent communication and further parental influence over decision making processes. While administrators and parents may view parent-teacher interactions as productive, teachers' negative experiences with parents may lead to stress, burnout, and attrition. Researchers have indicated that between 20 and 50% of first through third year teachers leave the profession due to increased, long-term stress, unrealistic workload, and an overall feeling of decreased personal and professional fulfillment. Likewise, through educational reform initiatives to standardize curriculum and increase parental involvement within public schools, teachers' roles within the educational system have shifted from positions of power, to figureheads for the system. The purpose of this study is to examine public school K-12 teachers' standpoints as they relate to parent-teacher communication.