Abstract
M.Ed. (Educational Management)
The standard of education is determined by the teacher concerned.
It stands to reason therefore that the professional growth of
teachers has become a focal point where training for managerial
positions is concerned.
Deputy headmasters, in their capacity of co-leaders in matters
concerning education, are responsible for the organization in
a school. However, only a limited number of deputy headmasters
prove to be adequately qualified for this task. Due to the lack
of existing training courses, the professional development of
deputy headmasters is seriously hampered. That makes them
increasingly dependent in this regard on guidance by the headmaster.
Headmasters have the responsibility of discreetly and meaningfully
stimulating the deputy by involving him in matters such as
planning, organization, management and the implementation of
authority. This implies, however, that the headmaster himself
should be familiar with what these components entail; it is
imperative that each aspect be fully appreciated so that a
meaningful understanding and implementation on the part of the
deputy headmaster will ensue.
The headmaster who is sincerely concerned with the professional
development of his deputy, contributes successfully towards an
in-service guidance programme by including the management skills
of motivation, co-consultation and decisionmaking and delegation
in his programme. To achieve this end, a meticulous study of the
functional value of each of these management skills is necessary.
These skills embrace the entire field of management o The
headmaster who has mastered these skills and who can successfully.
apply them, can make a substantial contribution towards fostering
the quality of education as such. The headmaster is taxed with
the responsibility of sharing his knowledge with his deputy, thus
creating opportunities for the latter to acquire these managerial
skills and to discover the applicability of each.