Abstract
M.Ed.
In-service training and staff development of the personnel in the primary school are of great importance. The principal of a school has an acthe and important role to play in this regard.
This study will subsequently focus on the different categories or various types of teachers found in the primary school, because each and every member of the personnel is equally involved in in-service training and the development of the staff programme.
A brief look is taken at the influence the curr'iculum,the pupils and the community have on the teacher regarding his or her in-service training. Evaluation of the teachers remains one of the principal's main tasks.
The different types of school climates will also be studied, since the nature of the climate of a school to a great extent detel'lllines the effectiveness of the education offered there. If a healthy climate is created, greater productivity will ensue, which in its tum will result in better-equipped and well-adjusted teachers, frolll whose teachings the pupils will benefit greatly.
Attention is also paid to the matter of class visits, one of the most general and obvious forms of in-service training. Class visits provide the principal with the opportunity to keep his finger on the pulse of the whole organisation. the five facets comprising the class visit will also be discussed at length, as each of these facets is of great importance to the realisatfon of in-servfce training. For this purpose, formal as well as informal class visits will be dealt with.
The important part played by communicatfon is explained and stressed, especially in respect of the primary school. A facet of communication, namely the delegation of tasks, will also be looked into, because of its relevance for the teacher's in-service training. While executfng some of the tasks which the principal cannot possibly find time for, every teacher is being trained and prepared for promotfon. The professfonal growth of teachers has also become a focal point where trainfng for managerial positions is concerned. The deputy headmasters are dependent on guidance by the headmaster.
Principals have the responsibility of discreetly and meaningfully stimulating the deputy as well as the other teachers on the staff.
The principal who is sincerely concerned with the professional development of his staff contributes successfully towards an in-service guidance programme by including class visits. various types of staff meetings and delegation in his programme •
Attention will be given to ways and means by which the principal can apply each of these skill s in order to purposefully stimulate the professional development of his staff. To enable the principal to give meaningful help and guidance in these matters. he should ensure that an open climate prevails at his school.
The principal should also have a clear understanding of what can reasonably be
expected of a new. as well as an experienced teacher. and he must also clearly
formulate his own responsibilities in the training of both. In-service
training of the working teacher should naturally be a continuous process.
The principal is responsible for the professional growth of his staff and the
quality of teaching at his school. He plays an an-important role in the
professional development of the teachers on his staff. Continued research
pertaining to the training of principals is therefore absolutely essential.