- Title
- The role of school-community partnerships in promoting learner discipline :|ba case of two primary schools in the Capricorn Education District
- Creator
- Malatji, Makwalete Johanna
- Subject
- Community and schoo School discipline
- Date Issued
- 2017
- Date
- 2017
- Type
- Thesis
- Type
- Masters
- Type
- MEd
- Identifier
- http://hdl.handle.net/10353/8283
- Identifier
- vital:32170
- Description
- The study investigated the role of school-community partnerships in promoting learners‟ discipline in the Capricorn District. The purpose of this study was to examine how schoolcommunity partnerships pan out to promote learner discipline in schools. This study used a qualitative research approach and was premised within the parameters of the interpretive paradigm. Through a case study design, data was collected from three primary schools in the Capricorn Education District. Participants were purposively selected from SMTs, SGBs and parents. Four SMTs, four SGBs and four parents participated in this study. The study found that there was no shared responsibility between the school and its stakeholders. Furthermore, it was found that there was no regular communication between the school and parents about disciplining of learners. Moreover, the study revealed that SMT members experienced challenges such as dealing with poor parental involvement, poor communication, poor infrastructure, lack of resources and drug abuse, and these had negative impact on learners‟ performance. The study provided insights into what role the school and community should play in promoting learner discipline. The study also found that the community‟s level of education in school activities also affected learner discipline. Community members were not aware of what was expected of them in a school since they understood a school as a building of educated people. Therefore, it became important for the school to make sure that community members receive information about how they could help with school activities and learner discipline. The study recommends that workshops should be conducted to educate communities about school-community partnerships to promote learner discipline. The study further recommends that the school should develop policies that could help both the school and the community on learner discipline. A policy could direct both the school and the community on the agreements they made to discipline learners.
- Format
- 161 leaves
- Format
- Publisher
- University of Fort Hare
- Publisher
- Faculty of Education
- Language
- English
- Rights
- University of Fort Hare
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| Thumbnail | File | Description | Size | Format | |||
|---|---|---|---|---|---|---|---|
| View Details Download | SOURCE1 | REVISED FINAL THESIS (4).pdf | 1 MB | Adobe Acrobat PDF | View Details Download |