The main purpose of this research was to investigate the factors that influence parental involvement in the development of their children's literacy in the senior phase. The concept of parental involvement has been perceived as one of the corneThe main purpose of this research was to investigate the factors that influence parental involvement in the development of their children's literacy in the senior phase. The concept of parental involvement has been perceived as one of the cornerstones that contribute positively to the effectiveness of the education that children receive. In the South African case, it is embodied in the legislation and is expected to permeate the education process at all levels. Many scholars perceive parental involvement as enhancing the development of children's literacy. As an interpretive orientated study, this research had an interest in understanding the subjective experiences and general factors that influence parental involvement in the development of their children's literacy in the secondary school level. In line with the protocols of the case study, this study used a combination of methods namely structured interviews, semi-structured interviews, focus groups and document analysis in collecting data. The findings of the study revealed different opinions on parental involvement. While some parents appreciate the importance of their involvement, there were, however, some parents who perceive it as a responsibility of educators. Despite these views, there were positive contributions that have been brought about by parental involvement in the development of their children's literacy. The study has also revealed that there are factors that influence parental involvement in the development of their children's literacy in the senior phase such as parents' lack of understanding of their roles, absence of guiding documents, lack of unity among stakeholders, age and qualifications. The intent of this research was to investigate factors that influence parental involvement in the development of their children's literacy in the secondary school level and to give some recommendations on how these can best be addressed.rstones that contribute positively to the effectiveness of the education that children receive. In the South African case, it is embodied in the legislation and is expected to permeate the education process at all levels. Many scholars perceive parental involvement as enhancing the development of children's literacy. As an interpretive orientated study, this research had an interest in understanding the subjective experiences and general factors that influence parental involvement in the development of their children's literacy in the secondary school level. In line with the protocols of the case study, this study used a combination of methods namely structured interviews, semi-structured interviews, focus groups and document analysis in collecting data. The findings of the study revealed different opinions on parental involvement. While some parents appreciate the importance of their involvement, there were, however, some parents who perceive it as a responsibility of educators. Despite these views, there were positive contributions that have been brought about by parental involvement in the development of their children's literacy. The study has also revealed that there are factors that influence parental involvement in the development of their children's literacy in the senior phase such as parents' lack of understanding of their roles, absence of guiding documents, lack of unity among stakeholders, age and qualifications. The intent of this research was to investigate factors that influence parental involvement in the development of their children's literacy in the secondary school level and to give some recommendations on how these can best be addressed.

The aim of this study was to examine the management of parent involvement in multicultural schools in the Umlazi District, Kwa-Zulu Natal. A literature study investigated existing programmes and models of parent involvement, multicultural education in South Africa, legislation pertaining to parent involvement in South Africa and the advantages of and barriers to parent involvement. In addition, the role of school management in managing parent involvement was reviewed. A qualitative investigation of parent involvement in three secondary multicultural schools in Umlazi was conducted. The opinions and experiences of thirty three participants were obtained via focus group interviews. Major findings included: all parents, irrespective of race or culture have an interest in their child's education All parents require guidance and support in parenting skills and also school managers lack understanding with regard to their role in managing parent involvement. The study concludes with recommendations to improve the management of parent involvement in multicultural schools. / Educational Studies / M.Ed.(Education Management)

This dissertation study, entitled ‘The development of a reading culture in the Foundation Phase through comprehensive parent involvement’, focused on the challenge of developing a reading culture in which a positive change takes place in the learners’ attitudes towards reading and in particular, towards reading for enjoyment, when parents are comprehensively involved in the process. The research is found to be relevant as many of the learners in the participating school showed little to no interest in reading for enjoyment and saw reading merely as a means of studying. The methodology used in the study is qualitative in nature and included a literature review, case studies and semi-structured interviews. The results of the study showed that the implementation of a comprehensive parent involvement model has a positive impact on the creation of a reading culture. The learners were more inclined to read for enjoyment when their parents participated both in reading programmes and in fun reading activities at home. The learners and parents who actively participated in this study all indicated that they had a greater appreciation of reading for enjoyment after the implementation of the programme. Based on the study findings, recommendations were made for improvements to assist in the issue of creating a reading culture in schools. / Die studie getiteld ‘Die ontwikkeling van ‘n lees-kultuur in die Grondslagfase deur omvattende ouerbetrokkenheid’, het gefokus op die uitdaging om ‘n lees-kultuur te ontwikkel waar ‘n positiewe verandering in leerders se gevoel teenoor lees plaasvind, spesifiek lees vir genot, wanneer hulle ouers intensief betrokke is in die proses. Die navorsing is relevant aangesien baie van die leerders in die betrokke skool min tot geen belangstelling getoon het teenoor lees vir genot en het lees bloot as ‘n metode van studie beleef. Die metodologie wat in die studie gebruik was was kwalitatief van aard en het ‘n literatuurstudie, gevallestudies en semi-gestruktureerde onderhoude ingesluit. Die resultate van die studie het getoon dat die implementering van ‘n omvattende ouer-betrokkenheid model ‘n positiewe impak op die ontwikkeling van ‘n lees-kultuur gehad het. Die leerders was meer geneig om vir genot te lees wanneer hulle ouers deelgeneem het aan die lees-program en aan die pret lees-aktiwiteite tuis. Die leerders en hulle ouers wat aktief deelgeneem het aan die studie, het almal aangedui dat hulle ‘n groter waardering vir lees vir genot gehad het na die implementering van die program. Voorstelle om te help met die ontwikkeling van ‘n lees-kultuur is gemaak wat gebaseer was op die bevindings van die studie. / Thuto, e nang le sehlooho se reng 'Ho nts'etsa pele setso sa ho bala ka Sekhahla sa Motheo ka ho kenyeletsa ho kopanyelletsa ha motsoali', ho lebisitse phephetso ea ho hlaolela setso sa ho bala moo phetoho e ntle e etsoang ka maikutlo a barupeluoa ho bala le ka ho khetheha, ho bala bakeng sa thabo, ha batsoali ba ikakhela ka setotsoana mosebetsing ona. Phuputso e fumanoa e le ea bohlokoa ha ba bangata ho baithuti sekolong se kenang sekolo ba sa bontše thahasello ho bala bakeng sa thabo 'me ba bona ho bala feela e le mokhoa oa ho ithuta. Mokhoa o sebelisoang thuputsong ea lipatlisiso e ne e le mokhoa oa boleng bo botle 'me o kenyelelitse tlhahlobo ea lingoliloeng, lipatlisiso tsa liketsahalo le lipuisano tse sa tšoaneng. Liphello tsa phuputso li bontšitse hore ts'ebetso ea kakaretso ea ho kenya letsoho ho motsoali e na le tšusumetso e matla ho thehoa ha setso sa ho bala. Barupeluoa ba ne ba rata ho bala bakeng sa thabo ha batsoali ba bona ba ne ba kopanela ka bobeli mananeong a ho bala le mesebetsing e monate ea ho bala lapeng. Baithuti le batsoali ba ileng ba kenya letsoho thuputsong ena bohle ba bontšitse hore ba ananela haholo ho bala bakeng sa thabo ka mor'a kopo ea ts'ebetso. Ho itšetlehile ka liphuputso tsa lithuto, liphuputso li entsoe bakeng sa ntlafatso ea ho thusa tabeng ea ho theha setso sa ho bala likolong. / Educational Foundations / M. Ed. (Socio-Education)

The aim of this study was to examine the management of parent involvement in multicultural schools in the Umlazi District, Kwa-Zulu Natal. A literature study investigated existing programmes and models of parent involvement, multicultural education in South Africa, legislation pertaining to parent involvement in South Africa and the advantages of and barriers to parent involvement. In addition, the role of school management in managing parent involvement was reviewed. A qualitative investigation of parent involvement in three secondary multicultural schools in Umlazi was conducted. The opinions and experiences of thirty three participants were obtained via focus group interviews. Major findings included: all parents, irrespective of race or culture have an interest in their child's education All parents require guidance and support in parenting skills and also school managers lack understanding with regard to their role in managing parent involvement. The study concludes with recommendations to improve the management of parent involvement in multicultural schools. / Educational Studies / M.Ed.(Education Management)

Thesis (M. Ed.) - Central University of Technology, Free State, 2007

This research was conducted in the Waterberg District with particular focus on the Nylstroom Circuit. The primary aim of this research was to assess the performance of farm school governing bodies in the Limpopo Province. The farm schools that were selected for this purpose were in the Nylstroom Circuit since it had a number of farm schools. The school governing body members such as the chairpersons, the principals and educators in the governing bodies of those farm schools participated in this study. The primary data collection method used in this research was semi-structured interviews. Participant observations were carried out on the sites before the interviews were conducted. Documents were analysed at the randomly selected schools. This research revealed that many farm school governing bodies cannot perform their duties because of various challenges such as poverty, illiteracy, lack of time off from work and the long distances that have to be travelled to meetings. In order for these farm schools to overcome these challenges, this research made a number of recommendations, based on the conclusions reached. / Educational Studies / (M.Ed. Educational Management))

The main assertion in this dissertation is that there is a lack of adequate and appropriate parent involvement in Hlanganani South Schools to make them centres of teaching and learning excellence. The empirical research was conducted in one of the most under-researched and often misunderstood areas of education in South Africa. The purpose was to investigate how effective parent involvement in the schools could improve the learning culture in the Hlanganani schools and their communities. A qualitative investigation of parent involvement in four secondary schools of Hlanganani South was conducted by collecting data through interviews with four school managers (principals), twenty-eight parents and six educators (teachers). The literature that was reviewed focused on the history of parent involvement in the world and South Africa, factors that increase and hinder parent involvement, legislation concerning parent involvement in education and issues involved in education provision to South African rural areas such as Hlanganani South. The research has revealed that the lack of a culture of learning in Hlanganani is influenced by factors such as high unemployment rate, poor socio-economic background, high illiteracy rate, high failure rate of learners, and urbanisation of the area. The investigation further found that there is an urgent need for school managers to acquire knowledge, skills, and strategies for active involvement of parents in schools. The participation of parents in schools needs effective school management strategies, regular communication between parents and schools, and clearly communicated community expectations for the schools. There must be training of School Governing Bodies, educators, and school managers for parent involvement to be effective in the improvement of a learning culture. / Educational Studies / M.Ed. (Comparative Education)

Parental involvement in education in Kenya is mainly limited to financial contributions and teacher-parent meetings. Given the high cost of education and the need to improve quality of education, parental involvement is important. The effectiveness of educational restructuring initiatives therefore would depend on more comprehensive parental involvement in schools. A literature study investigated existing programmes and models of parental involvement in schools as well as legislation as pertaining to parental involvement in Kenya. A qualitative design utilising Epstein’s model of parental involvement was used to examine parental involvement practice in public primary schools in Kenya. Accordingly, a qualitative approach within purposefully selected schools study was conducted. The findings suggested that parental involvement activities in the study sample fitted Epstein’s typology comparatively well. Based on the findings recommendations for the improvement of parental involvement practice were presented. / Educational Leadership and Management / D. Ed. (Education Management)

Thesis (M. Ed.)--University of South Africa, 2002.

Summaries in English and Afrikaans / Text in English / The aim of this investigation was to determine whether values, the style of discipline and father involvement, influence achievement motivation in secondary school pupils. A survey of existing literature on this subject reveals that style of discipline does influence academic achievement. Baumrind's research is a major source of information in this regard. Research also indicates a positive correlation between academic achievement and the father's ability to assume the leadership role in the family. A positive correlation between the choice of values, for example religious, social, etcetera, and academic achievement is indicated in past research on academic achievement. An investigation done in a large rural town in South Africa, however, reveals no significant correlation between the above mentioned factors and academic achievement. However, a negative correlation between achievement and popularity as an important value, suggests that under-achievement is found more frequently among pupils whose parents value popularity highly. / Die doel van hierdie ondersoek was om te bepaal of waardes, die dissiplineringstyl en vaderbetrokkenheid, die kind se akademiese prestasie bei:nvloed. 'n Ondersoek van bestaande literatuur op hierdie gebied, wys daarop dat die dissiplineringstyl, akademiese prestasie bei:nvloed. Baumrind se studie is 'n belangrike bron van inligting in die verband. Navorsing dui op 'n positiewe korrelasie tussen akademiese prestasie en die vader se vermoe om die leierskapsposisie in die gesin te handhaaf Bestaande literatuur oor die onderwerp dui ook daarop dat die keuse van waardes, byvoorbeeld godsdienstige-, sosiale-, ensovoorts, positief korreleer met akademiese prestasie. 'n Ondersoek in 'n groot plattelandse dorp in Suid-Afiika, wys geen beduidende korrelasie tussen die bogenoemde aspekte en akademiese prestasie nie. 'n Negatiewe korrelasie tussen akademiese prestasie en gewildheid as waarde, word wel aangedui, wat suggereer dat leerlinge dikwels onderpresteer wanneer hulle ouers op gewildheid gesteld is. / Psychology of Education / M. Ed. (Psychology of Education)