Abstract
M.Ed.
Organisations have existed throughout history. Such an organisation is the school. Up to date scientists have studied various aspects of the school as an organisation. Since schools are complex in their tasks and procedures,it has become imperative that the school management leader, the principal should also receive professional training in management. The main aim of the relevant research is to relate and apply existing managerial theories on organisations to the school. The first aspect on which the research concentrates is a general discussion on establishing organisation aims and organisation policy. This research then focuses on specific aims which are noticeable in the school, as well as on policymaking in the school. Secondly, the study examines aspects of the school as ,an organisation system. It explains how the formal and informal structures and groups within the organisation come into existence, in addition to how and why they function. As a system an organisation may also reveal either an 'openness' or a 'closedness' towards the external environment. The elements which determine the complexity of the school as a system are introduced. As far as the managerial and internal character of the school is concerned it may appear to be bureaucratic on the one side of the scale or professional on the other side of the scale.The school as an organisation functions as a system consisting of various subsystems which should always be in harmony with one another. If any change should occur in one subsystem the process of homeostatis is put into action in order to restore the balance. The school is regarded as a social system in its own right but is also
a subsystem of the greater social system. The research then continues to explore the various organisational functions, as well as the various elements of the organisation's structure. Four functional elements and four structural elements are identified. The two groups of elements reveal a series of possible relationships which could indicate organisational character, efficacy and productivity. The four basic organisational
structures are discussed and a possible organisational structure for the school
is given. The fifth chapter concentrates on various aspects which are of importance to
the school's organisational environment. In this regard Idenburg (1971) has devised a scheme indicating the various social powers which exert pressure on and influence the nature of the school. This aspect of school organisation is explored fully. The following aspects of school organisation are then discussed: school climate; organisational health; organisational needs (which include individual needs); and variables in the school as an organisation. Asection dealing with organisational change and renewal or innovation follows as these elements of an organisation are inevitable. Procedures for implementing innovative change in school organisation are introduced. The final chapter consists of conclusions and recommendations in respect of school rganisation. The most important recommendations made are, inter alia:
* school management leaders should receive professional training in this sphere
* modernization of the administrative function in schools should receive urgent attention.
Finally, the research done for this study would hopefully contribute to the science of school organisation and to the science of education management. The study is an attempt to bring together as many aspects of school organisation as possible. Due to limited space and extent of this research the following aspects of the school management environment had to be omitted:
* management styles
* crisis management
* management by objectives
* clinical management
* participatory management
* organisation culture
* organisation conflict.