- Title
- Engagement of fathers in early childhood care and education provisioning in one education district in the Eastern Cape Province, South Africa
- Creator
- Mufutau, Monsuru Atanda
- Subject
- Early childhood education -- South Africa -- Eastern Cape Education -- Parent participation Early childhood education -- Parent participation
- Date
- 2018
- Type
- Thesis
- Type
- Doctoral
- Type
- PhD
- Identifier
- http://hdl.handle.net/10353/8942
- Identifier
- vital:34175
- Description
- This study focused on the engagement of fathers in early childhood care and education provisioning in one education district in the Eastern Cape Province, South Africa. Significantly, a specific programme to get fathers engaged in the early childhood of their children is not well addressed by the National Integrated Early Childhood Development (ECD) Policy of 2015, despite the notion that early childhood education provisioning demands the total involvement of multiple partners and other stakeholders. The research drew its theoretical framework from the ecological system theory. Ecological system theory argues that, in order to understand human development, one must consider the entire ecological system in which growth occurs. This study utilized the quantitative research approach to obtain primary data in line with the positivist paradigm. Data were analysed using descriptive and inferential statistics. The instruments were scrutinized by the research supervisor to ensure validity and were pre-tested in the field study. The reliability was obtained at a Cronbach’s alpha coefficient, of 0.94 and 0.96. The results were presented in the form of pie chart and grouped into different tables of sixteen. Pearson’s ProductMoment Correlation, Analysis of Variance and t-test were used to test the hypotheses at 0.05 level of significance. Two structured questionnaire instruments were used in the study, Principal and Teachers’ Views Questionnaire (PTVQ) and Father’s and Mother’s Views Questionnaire (FMVQ). The Multi-stage sampling technique was used to select the sample for this study. To this end, 16 principals, 12 teachers, 18 mothers and 18 fathers of children in the selected sample served as respondents. The results reveal that stakeholders have positive views about fathers’ engagement in early childhood care and education provisioning. The result indicated that schools do provide support mechanisms to encourage fathers’ engagement in early childhood care and education provisioning. The results showed that a number of strategies are used by the schools. The result also indicated that functional policy and practice will no doubt improve and encourage the engagement of fathers in ECCE provisioning. Furthermore, the study concluded that stakeholders have positive views on the engagement of fathers in ECCE provisioning. The study recommends that all stakeholders and media houses should be involved in the effective dissemination of information, and that the South African government should advocate for ECCE policies that lay out concrete commitment and guidelines for fathers and, above all, symposia, lectures, workshops, and seminars should be organized for fathers.
- Format
- 296 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 | |||
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