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.

The research entailed the development, implementation and evaluation of a conflict resolution programme. Using the ecological perspective as the theoretical framework, the study highlighted the school as an appropriate context within which to promote non-violent strategies for conflict resolution. A conflict resolution programme for adolescents was developed by adapting specific modules of existing programmes. The researcher trained a group of social work students in the implementation of the programme. Using the groupwork method, the programme was subsequently implemented with standard five pupils at primary schools in Durban. The researcher supervised four pairs of students who implemented the programme with four groups of pupils at three schools. The thirty-nine pupils who collectively made up these groups, constituted the sample in the study. The pupils ranged in age from eleven to fifteen. The programme was implemented over eight one-hourly sessions, held once weekly, over eight consecutive weeks. Several data collection instruments were developed. The programme was evaluated in terms of its content, methods of implementation and outcome. The incorporation of qualitative and quantitative methods of data collection and analysis enabled the researcher to validate information derived from different sources. The study discusses the processes used in programme development, the training of the facilitators, the selection of the sample, programme implementation and programme evaluation. The study found that the conflict resolution programme was effective in creating awareness of the advantages of adopting non-violent strategies of conflict resolution and in contributing to the development of effective problem-solving skills. The research data and the literature reviewed, reflected the need for school-based conflict resolution programmes. Based on the outcome of the evaluation, recommendations were made with regard to the further adaptation of the programme, the inclusion of conflict resolution programmes into school curricula, appropriate training for programme implementation and the social work role in conflict resolution skills training. Policy recommendations regarding conflict resolution skills training and the need for further research in the area of conflict resolution and programme evaluation, were also provided. / Thesis (M.A.)-University of Natal, Durban, 1997.