Abstract
M.Ed.
One of the most critical educational problems confronting policymakers, educators and parents in our schools, is the restoration of the culture of teaching and learning. There is an emerging consensus among all stakeholders about educational transformation geared towards school improvement. School improvement is a distinct approach to educational change that enhances student outcomes as well as strengthening the school's capacity for managing change. The aim of this research study was to examine how teacher competence, which is a key factor to organisational effectiveness, can be developed and managed towards school success. In the context of the changing political, social, economic and technological environments in which schools find themselves, it is essential that schools find a niche in order to survive in the competitive market of education. This research study pointed out that teacher competence encompasses aspects such as organisational planning of work, innovation teacher dedication and commitment to excellence. It was also indicated that the commitment, visibility and accessibility of senior management in the school, is a priority to the success of any school program in the school. Thus, symbolic leadership of management should communicate and be committed to the values of the school. Subsequently, it is imperative that all members of the school should support modifications in organisational structures, information and development systems which should lay emphasis upon attitudes, values, norms, competence, knowledge and skills. The major findings of this research study were that a conducive classroom climate to learning, pupil involvement. and unceasing support to motivate learners yielded positive student outcomes. Literature reviewed in this study clearly indicated that educative and collaborative competence were essential for school effectiveness.