This research project attempted to investigate the Management of the School-Parent Relationships in a Primary School. The aims of this study were to determine to what extent parents participate in school activities and whether parental participation in school activities is being optimised. An important pre- condition in developing a positive relationship between schools and parents is the need to persuade school-based personnel that their professionalism includes recognising the integral role of parents in the educational enterprise. The key focus of this study was to determine the perceptions of school based personnel and parents of the learners of the school regarding the current state of the relationship between the school and the parents. The subjects of this study were the principal, two heads of department, the school-clerk, thirteen level one educators and a sample of eighty parents of the learners of the school. The study was conducted at a Primary School in the Chatsworth District. The overall aim was enhance the relationship between the school and the parents at the researched site. This study employed the quantitative approach in its methodology. Data were gathered from interviews and questionnaires The results of the study have revealed that there is potential to enhance the relationships with parents at the school. Efforts to improve the relationship includes, encouraging parents to identify with the aims of the school, providing some form of education, training and guidance for parents who do not fully understand their role in education, adopting a participative and consultative style management when interacting with the parents, identifying skills and competencies of parents, encouraging effective two-way communication with parents, accommodating parents with busy work schedules and acknowledging parents for their assistance. This research project has also proposed possible recommendations to assist the school based personnel and the School Governing Body to develop and sustain stronger and positive relationships with the parents. The study concludes with recommendations for further research. / Thesis (M.Ed.)-University of KwaZulu-Natal, 2004.

This study is partly responding to an uproar from the public generally and the KwaZulu-Natal Department of Education (KZNDoE), in particular, that in most schools within the province, there is a lack of parental involvement whilst serious problems in many schools persist Many schools in KwaZulu-Natal province are experiencing problems which have eventually resulted in poor quality education. This study explored how principals promoted parental involvement in secondary schools. The promotion of parental involvement in the affairs of the school is one of the responsibilities of the school principal. In view of this expectation by the government and the Department of Education, this study therefore, was underpinned by an assumption that principals are promoting parental involvement in schools. The study sought to get an insight into what principals did in order to promote parental involvement. It also attempted to find out what principals regarded as the benefits of promoting parental involvement in schools, and what they consider as barriers. The studied schools were drawn from three different South African social contexts of semi-urban and rural areas. This study adopted an interpretivist qualitative case study approach comprising three secondary schools. I chose interpretive research paradigm because it allowed me to interact closely with participants to gain insight and form clear understanding. The findings showed that participating schools were, to a large degree, successful in promoting parental involvement in the affairs of the school, despite some obstacles which persisted. The findings revealed that socio-economic issues such as unemployment, poverty, HIV/AIDS pandemic, poor communication between the schools and parents, educators who seem to be unwelcoming to parental involvement, low level of education of parents, reluctance of some parents to involve themselves in school affairs, were the main barriers to effective parental involvement. / Thesis (M.Ed.)-University of KwaZulu-Natal, Durban, 2012.

This creative project attempted to help six indigent black kindergarten mothers from an inner city school community to develop better self-concepts through a systematically planned sequence of workshop sessions conducted by the author.The sessions were on good grooming and charm, physical fitness and diet, home planning and budget, social activities and political awareness.The Tennessee Self Concept Scale and the Sentence Completion Test were administered to the six mothers pre and post. A comparative evaluation of test data indicated a decrease in conflict of emotions by the Sentence Completion Test and an increase in the total positive score by the Tennessee Self Concept Scale.The writer concluded that progress was made toward the development of better self-concepts by the mothers as a consequence of these experiences.

Thesis (MEd (Religion Studies))--University of South Australia, 1994

Thesis (Ed.D.)--Duquesne University, 2008. / Title from document title page. Abstract included in electronic submission form. Includes bibliographical references (p. 120-128) and index.

Thesis (Ph.D.)--University of Western Sydney, 2007. / A thesis presented to the University of Western Sydney, College of Arts, School of Education, in fulfilment of the requirements for the degree of Doctor of Philosophy. Includes bibliographies.

Thesis (Ph. D.)--University of Missouri-Columbia, 1996. / Typescript. Vita. Includes bibliographical references (leaves 29-32). Also available on the Internet.

Thesis (Ph. D.)--University of Texas at Austin, 2002. / Vita. Includes bibliographical references. Available also from UMI Company.

Thesis (M. Ed.)--University of Hong Kong, 1999. / Includes bibliographical references (leaves I-IX).

Thesis (Ph. D.)--University of Missouri-Columbia, 1996. / Typescript. Vita. Includes bibliographical references (leaves 29-32). Also available on the Internet.