The perceptions of school management teams and teachers of the principal’s instructional leadership role in managing curriculum changes
- Mestry, Raj, Govindasamy, Vanitha
- Authors: Mestry, Raj , Govindasamy, Vanitha
- Date: 2021
- Subjects: Curriculum change , Instructional leadership , Collaborative cultures
- Language: English
- Type: Article
- Identifier: http://hdl.handle.net/10210/495053 , uj:44976 , Citation: Mestry, R. & Govindasamy, V. 2021. The perceptions of school management teams and teachers of the principal’s instructional leadership role in managing curriculum changes.
- Description: Abstract: With frequent curriculum changes in South Africa since 1994, educational standards and learner performance has been progressing at a slow pace. The role of the principal’s instructional leadership come to the fore and we question whether principals are sufficiently equipped with the necessary leadership skills and expertise to lead and manage curriculum changes at schools. A case study design within qualitative research was employed to explore the perceptions of teachers and school management teams (SMTs) of the instructional leadership role of principals in managing curriculum changes. Findings revealed that principals who build strong collaborative cultures among staff members ensure effective implementation of curriculum changes. When SMT members and teachers work collaboratively, they are more likely to support each other by giving constructive criticisms, finding solutions to challenges, and sharing good practices. Moreover, principals who value and respect contributions made by staff members will delegate and share instructional responsibilities with them.
- Full Text:
- Authors: Mestry, Raj , Govindasamy, Vanitha
- Date: 2021
- Subjects: Curriculum change , Instructional leadership , Collaborative cultures
- Language: English
- Type: Article
- Identifier: http://hdl.handle.net/10210/495053 , uj:44976 , Citation: Mestry, R. & Govindasamy, V. 2021. The perceptions of school management teams and teachers of the principal’s instructional leadership role in managing curriculum changes.
- Description: Abstract: With frequent curriculum changes in South Africa since 1994, educational standards and learner performance has been progressing at a slow pace. The role of the principal’s instructional leadership come to the fore and we question whether principals are sufficiently equipped with the necessary leadership skills and expertise to lead and manage curriculum changes at schools. A case study design within qualitative research was employed to explore the perceptions of teachers and school management teams (SMTs) of the instructional leadership role of principals in managing curriculum changes. Findings revealed that principals who build strong collaborative cultures among staff members ensure effective implementation of curriculum changes. When SMT members and teachers work collaboratively, they are more likely to support each other by giving constructive criticisms, finding solutions to challenges, and sharing good practices. Moreover, principals who value and respect contributions made by staff members will delegate and share instructional responsibilities with them.
- Full Text:
The effective and efficient management school fees : implications for the provision of quality education
- Authors: Mestry, Raj
- Date: 2020
- Subjects: Budgets , Class size , Management
- Language: English
- Type: Article
- Identifier: http://hdl.handle.net/10210/463937 , uj:41422 , Citation: Mestry, R. 2020. The effective and efficient management school fees : implications for the provision of quality education.
- Description: Abstract: The Amended National Norms and Standards for School Funding (ANNSSF) policy of 2006 introduced a funding model to address equity in public schooling. Schools are ranked into one of five quintiles of which quintile 1 represents the poorest schools and quintile 5 the most affluent. The ANNSSF policy proposes that the state provide more funding for recurrent resources to poorer schools (quintiles 1, 2 and 3) than to quintiles 4 and 5 schools. Since affluent schools receive reduced state funding, school governing bodies (SGBs) are obliged to supplement state funding if they wish to continue providing quality education and improving learner achievement. Although intensive fundraising initiatives and sponsorships are viable solutions, the declining South African economy has prompted corporates to apply austerity measures such as limiting sponsorships to schools. Thus, SGBs are compelled to charge parents school fees as a means of supplementing state subsidies. In the study reported on here, we used qualitative research with an interpretivist paradigm to explore how SGBs manage school fees to sustain the provision of quality education. The findings reveal that, if school fees are effectively and efficiently managed, SGBs can continue employing additional staff above the post provisioning norms, reduce class sizes and procure state-of-the-art resources, resulting in high learner achievement.
- Full Text:
- Authors: Mestry, Raj
- Date: 2020
- Subjects: Budgets , Class size , Management
- Language: English
- Type: Article
- Identifier: http://hdl.handle.net/10210/463937 , uj:41422 , Citation: Mestry, R. 2020. The effective and efficient management school fees : implications for the provision of quality education.
- Description: Abstract: The Amended National Norms and Standards for School Funding (ANNSSF) policy of 2006 introduced a funding model to address equity in public schooling. Schools are ranked into one of five quintiles of which quintile 1 represents the poorest schools and quintile 5 the most affluent. The ANNSSF policy proposes that the state provide more funding for recurrent resources to poorer schools (quintiles 1, 2 and 3) than to quintiles 4 and 5 schools. Since affluent schools receive reduced state funding, school governing bodies (SGBs) are obliged to supplement state funding if they wish to continue providing quality education and improving learner achievement. Although intensive fundraising initiatives and sponsorships are viable solutions, the declining South African economy has prompted corporates to apply austerity measures such as limiting sponsorships to schools. Thus, SGBs are compelled to charge parents school fees as a means of supplementing state subsidies. In the study reported on here, we used qualitative research with an interpretivist paradigm to explore how SGBs manage school fees to sustain the provision of quality education. The findings reveal that, if school fees are effectively and efficiently managed, SGBs can continue employing additional staff above the post provisioning norms, reduce class sizes and procure state-of-the-art resources, resulting in high learner achievement.
- Full Text:
Voices of resilience : female school principals, leadership skills, and decision-making techniques
- De Bruyn, Nicolette, Mestry, Raj
- Authors: De Bruyn, Nicolette , Mestry, Raj
- Date: 2020
- Subjects: Decision-making , Female school leadership , Female school principals
- Language: English
- Type: Article
- Identifier: http://hdl.handle.net/10210/460180 , uj:40941 , Citation: De Bruyn, N. & Mestry, R. 2020. Voices of resilience : female school principals, leadership skills, and decision-making techniques.
- Description: Abstract: This article reports on a qualitative study which explored the life narratives and career trajectories of female school principals, in order to determine resilience factors in the principalship position. The female principals’ voices and lived experiences were principle focus areas, not barriers or challenges they faced. In-depth insights were provided by narrative analysis as research methodology. Fifteen in-service female principals were selected from one school circuit in the Mpumalanga province of South Africa. An interdisciplinary theoretical framework was used to guide the interpretation of the participants’ perspectives, using change theory, the ethics of care, and resilience psychology. Findings of the study revealed, among others, that female principals had to be prepared theoretically, practically, and psychologically for the principalship, and that mentoring and learning leadership skills were profoundly valued. These key factors lead to both career and life resilience, and can be imparted to prospective principals.
- Full Text:
- Authors: De Bruyn, Nicolette , Mestry, Raj
- Date: 2020
- Subjects: Decision-making , Female school leadership , Female school principals
- Language: English
- Type: Article
- Identifier: http://hdl.handle.net/10210/460180 , uj:40941 , Citation: De Bruyn, N. & Mestry, R. 2020. Voices of resilience : female school principals, leadership skills, and decision-making techniques.
- Description: Abstract: This article reports on a qualitative study which explored the life narratives and career trajectories of female school principals, in order to determine resilience factors in the principalship position. The female principals’ voices and lived experiences were principle focus areas, not barriers or challenges they faced. In-depth insights were provided by narrative analysis as research methodology. Fifteen in-service female principals were selected from one school circuit in the Mpumalanga province of South Africa. An interdisciplinary theoretical framework was used to guide the interpretation of the participants’ perspectives, using change theory, the ethics of care, and resilience psychology. Findings of the study revealed, among others, that female principals had to be prepared theoretically, practically, and psychologically for the principalship, and that mentoring and learning leadership skills were profoundly valued. These key factors lead to both career and life resilience, and can be imparted to prospective principals.
- Full Text:
Continuing professional development for principals: a South African perspective
- Authors: Mestry, Raj , Singh, Prakash
- Date: 2011
- Subjects: Continuing professional development , Professionalisation , Advanced Certificate in Education , School principals , Educational leadership
- Type: Article
- Identifier: uj:5745 , ISSN 0256-0100 , http://hdl.handle.net/10210/7747
- Description: We explore the rationale for school managers in South Africa to enrol for a new practice-based qualification and determine the perceptions of principals on how the Advanced Certificate in Education (ACE) course influences their leadership style. The task of being a principal is demanding, requiring energy, drive, and many personal qualities and attributes. Principals, involved in the day-to-day management of their schools, need to take time to reflect on their personal growth as leaders and managers. The expectations of principals have moved from demands of management and control to the demands for an educational leader who can foster staff development, parent involvement, community support, and learner growth, and succeed with major changes and expectations. Developing principals and providing them with the necessary knowledge, skills, values and attitudes becomes increasingly important as the dynamic and changing educational culture becomes increasingly difficult. Using a qualitative paradigm, we investigated the perceptions of principals on how the ACE course influenced their leadership style. The ACE course was conceived as a form of continuing professional development which has the purpose of equipping principals for the positions they occupy, or enabling teachers to move into an education leadership and management career path.
- Full Text:
- Authors: Mestry, Raj , Singh, Prakash
- Date: 2011
- Subjects: Continuing professional development , Professionalisation , Advanced Certificate in Education , School principals , Educational leadership
- Type: Article
- Identifier: uj:5745 , ISSN 0256-0100 , http://hdl.handle.net/10210/7747
- Description: We explore the rationale for school managers in South Africa to enrol for a new practice-based qualification and determine the perceptions of principals on how the Advanced Certificate in Education (ACE) course influences their leadership style. The task of being a principal is demanding, requiring energy, drive, and many personal qualities and attributes. Principals, involved in the day-to-day management of their schools, need to take time to reflect on their personal growth as leaders and managers. The expectations of principals have moved from demands of management and control to the demands for an educational leader who can foster staff development, parent involvement, community support, and learner growth, and succeed with major changes and expectations. Developing principals and providing them with the necessary knowledge, skills, values and attitudes becomes increasingly important as the dynamic and changing educational culture becomes increasingly difficult. Using a qualitative paradigm, we investigated the perceptions of principals on how the ACE course influenced their leadership style. The ACE course was conceived as a form of continuing professional development which has the purpose of equipping principals for the positions they occupy, or enabling teachers to move into an education leadership and management career path.
- Full Text:
Governing bodies and learner discipline : managing rural schools in South Africa through a code of conduct
- Authors: Mestry, Raj , Khumalo, Jan
- Date: 2011
- Subjects: School governing bodies , South Africa. Schools Act, 1996 , School discipline , School management and organization , School management and organization - Parent participation
- Type: Article
- Identifier: http://ujcontent.uj.ac.za8080/10210/381948 , uj:5746 , ISSN 0256-0100 , http://hdl.handle.net/10210/7748
- Description: The South African Schools Act of 1996 provides that school governing bodies (SGBs) should adopt and assist in the enforcement of a learner code of conduct to maintain discipline effectively. This study focuses on the perceptions and experiences of SGBs in managing discipline in rural secondary schools through the design and enforcement of learner codes of conduct. A generic qualitative research paradigm was used to gain insight into the effectiveness of and factors impeding the enforcement of learner codes of conduct in rural secondary schools. For this purpose, data were collected from six secondary schools in the North West Province by means of focus group interviews and analysed according to Tesch’s method of open coding. One of the major findings of the study revealed that many rural school governors still lack the relevant knowledge and skills to design and enforce a learner code of conduct effectively. The literacy levels of the majority of SGB members (parents) make it difficult for them to design and enforce the learner code of conduct, even though the department may have provided training. Furthermore, parent-governors are far removed from the day-to-day operations of the school, and consequently fail to contextualise the seriousness of discipline problems as well as to enforce the learner code of conduct effectively.
- Full Text:
- Authors: Mestry, Raj , Khumalo, Jan
- Date: 2011
- Subjects: School governing bodies , South Africa. Schools Act, 1996 , School discipline , School management and organization , School management and organization - Parent participation
- Type: Article
- Identifier: http://ujcontent.uj.ac.za8080/10210/381948 , uj:5746 , ISSN 0256-0100 , http://hdl.handle.net/10210/7748
- Description: The South African Schools Act of 1996 provides that school governing bodies (SGBs) should adopt and assist in the enforcement of a learner code of conduct to maintain discipline effectively. This study focuses on the perceptions and experiences of SGBs in managing discipline in rural secondary schools through the design and enforcement of learner codes of conduct. A generic qualitative research paradigm was used to gain insight into the effectiveness of and factors impeding the enforcement of learner codes of conduct in rural secondary schools. For this purpose, data were collected from six secondary schools in the North West Province by means of focus group interviews and analysed according to Tesch’s method of open coding. One of the major findings of the study revealed that many rural school governors still lack the relevant knowledge and skills to design and enforce a learner code of conduct effectively. The literacy levels of the majority of SGB members (parents) make it difficult for them to design and enforce the learner code of conduct, even though the department may have provided training. Furthermore, parent-governors are far removed from the day-to-day operations of the school, and consequently fail to contextualise the seriousness of discipline problems as well as to enforce the learner code of conduct effectively.
- Full Text:
Perceptions of teachers on the benefits of teacher development programmes in one province of South Africa
- Mestry, Raj, Hendricks, Ilona, Bisschoff, Tom
- Authors: Mestry, Raj , Hendricks, Ilona , Bisschoff, Tom
- Date: 2011
- Subjects: Continuing professional development , Educational development-South Africa , Teaching profession , Integrated Quality Management System
- Type: Article
- Identifier: uj:5743 , ISSN 02560100 , http://hdl.handle.net/10210/7745
- Description: Evidence in literature indicates that Continuing Professional Development (CPD) of teachers is essential in creating effective schools. Since 2001 the implementation of education legislation and policies has progressively shifted the new agenda within a transformation framework aimed at reconstructing the education system to the fore. The many changes that have taken place in the education system arise out of the implementation of legislation and policies and the restructuring of the education system to align with the vision of the National Department of Education. One such policy, the Integrated Quality Management System (IQMS) was introduced in an attempt to improve the culture of teaching and learning in schools. CPD is a performance standard in the IQMS policy which aims to contribute to the professional development of teachers. Quantitative research was used to investigate the perceptions of teachers in South African public schools on the importance of continuing professional development. The data analysis from questionnaires administered to teachers revealed that two factors form the underlying components of CPD as an aspect of IQMS, namely, purpose of teacher development programmes, and the process of teacher development programmes.
- Full Text:
- Authors: Mestry, Raj , Hendricks, Ilona , Bisschoff, Tom
- Date: 2011
- Subjects: Continuing professional development , Educational development-South Africa , Teaching profession , Integrated Quality Management System
- Type: Article
- Identifier: uj:5743 , ISSN 02560100 , http://hdl.handle.net/10210/7745
- Description: Evidence in literature indicates that Continuing Professional Development (CPD) of teachers is essential in creating effective schools. Since 2001 the implementation of education legislation and policies has progressively shifted the new agenda within a transformation framework aimed at reconstructing the education system to the fore. The many changes that have taken place in the education system arise out of the implementation of legislation and policies and the restructuring of the education system to align with the vision of the National Department of Education. One such policy, the Integrated Quality Management System (IQMS) was introduced in an attempt to improve the culture of teaching and learning in schools. CPD is a performance standard in the IQMS policy which aims to contribute to the professional development of teachers. Quantitative research was used to investigate the perceptions of teachers in South African public schools on the importance of continuing professional development. The data analysis from questionnaires administered to teachers revealed that two factors form the underlying components of CPD as an aspect of IQMS, namely, purpose of teacher development programmes, and the process of teacher development programmes.
- Full Text:
The functions of school governing bodies in managing school finances
- Authors: Mestry, Raj
- Date: 2006
- Subjects: School governing bodies , Education management , South Africa. Schools Act, 1996 , School finances
- Type: Article
- Identifier: uj:5761 , ISSN 2076-3433 , http://hdl.handle.net/10210/7767
- Description: In the Schools Act No. 84 of 1996 school governing bodies are mandated to manage the funds of schools. The Act also provides guidelines for the school governing body and the principal on their roles and responsibilities in managing the finances of the school. However, some members of school governing bodies and principals either have little knowledge of the Schools Act or simply interpret it incorrectly, which results in many schools experiencing financial mismanagement. Although the provincial department of education provides financial management training for school governing bodies, many schools still encounter problems in this area. When financial problems are referred to the department of education, many remain unresolved. The purpose of the study was to determine the perceptions of stakeholders on the financial functions of school governing bodies, to explore the functions of a school governing body in managing a school's finances and, based on the findings of the research, to develop guidelines for principals and school governing bodies to enable them to manage their school funds efficiently and effectively. The research design was based on qualitative research because of its exploratory, descriptive and contextual nature. The collection of the data was done by means of focus group interviews. Themes forthcoming from the study revealed a misconception amongst various stakeholders regarding the functions of the school governing body in managing the school's funds.
- Full Text:
- Authors: Mestry, Raj
- Date: 2006
- Subjects: School governing bodies , Education management , South Africa. Schools Act, 1996 , School finances
- Type: Article
- Identifier: uj:5761 , ISSN 2076-3433 , http://hdl.handle.net/10210/7767
- Description: In the Schools Act No. 84 of 1996 school governing bodies are mandated to manage the funds of schools. The Act also provides guidelines for the school governing body and the principal on their roles and responsibilities in managing the finances of the school. However, some members of school governing bodies and principals either have little knowledge of the Schools Act or simply interpret it incorrectly, which results in many schools experiencing financial mismanagement. Although the provincial department of education provides financial management training for school governing bodies, many schools still encounter problems in this area. When financial problems are referred to the department of education, many remain unresolved. The purpose of the study was to determine the perceptions of stakeholders on the financial functions of school governing bodies, to explore the functions of a school governing body in managing a school's finances and, based on the findings of the research, to develop guidelines for principals and school governing bodies to enable them to manage their school funds efficiently and effectively. The research design was based on qualitative research because of its exploratory, descriptive and contextual nature. The collection of the data was done by means of focus group interviews. Themes forthcoming from the study revealed a misconception amongst various stakeholders regarding the functions of the school governing body in managing the school's funds.
- Full Text:
- «
- ‹
- 1
- ›
- »