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MODS Metadata of Principals’ experiences and expectations of the role of the institutional development and support official (IDSO) in supporting Gauteng schools

roleTerm ( text )
advisor 
namePart
Smith, Clive, Dr. 
roleTerm ( text )
author 
namePart
Raath, Elsie Leonie Satie 
dateAccessioned
2013-05-06T17:53:59Z 
dateAvailable
2013-05-06T17:53:59Z 
dateIssued
2013-05-06 
dateSubmitted
2012 
identifier ( uri )
http://hdl.handle.net/10210/8376 
note
M.Ed. (Educational Leadership and Management) 
abstract
There is widespread belief that the quality of leadership makes a significant difference to school and student outcomes. In many parts of the world, including South Africa, there is recognition that schools require effective leaders and managers if they are to provide the best possible education for their learners. Many schools have difficulty in managing education change and thus depend on districts for support. In the education hierarchy, districts are closest to schools and can potentially influence school development. They have an important role to play in driving systemic reforms and in establishing the conditions for continuous and long-term improvement in schools. In South Africa the school district and, in particular, the role of the IDSO has not been researched much. However, there is a growing interest in understanding the important role the IDSO could play in supporting schools. The aim of the research was to gain a clearer understanding from school principals in the Johannesburg West District in Gauteng as to how they think the IDSO can best support them. In order to realise the aim of the study, the following objectives were set, namely to:  find out from participants what they understand the IDSO’s role to be;  find out from participants how they experience the current role of the IDSO; and  explore what role participants would like the IDSO to play in supporting schools. The research was located within the interpretative paradigm, using a case study method. Open-ended interviews allowed for a variety of rich narrative data which contributed to the findings in this research project. Despite the importance attached to school districts, internationally as well as in South Africa, there is a tendency to ignore districts in school reform. Furthermore, there is little published research on school districts in South Africa. This research study is intended to make a contribution to the research on school districts in South Africa. 
languageTerm ( rfc3066 )
en 
accessCondition ( useAndReproduction )
University of Johannesburg 
topic
School management and organization 
topic
Educational leadership 
topic
School principals 
topic
Gauteng (South Africa). Department of Education 
title
Principals’ experiences and expectations of the role of the institutional development and support official (IDSO) in supporting Gauteng schools 
genre
Mini-Dissertation 

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http://hdl.handle.net/10210/109771
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