The role of the school management teams in improving the Grade 12 pass rate in the Nkomazi East Circuit
- Authors: Thobela, John Peps
- Date: 2017
- Subjects: School management teams - South Africa - Mpumalanga , School management and organization - South Africa - Mpumalanga , Academic achievement - South Africa - Mpumalanga , Prediction of scholastic success - South Africa - Mpumalanga , High school students - South Africa - Mpumalanga
- Language: English
- Type: Masters (Thesis)
- Identifier: http://hdl.handle.net/10210/414516 , uj:34963
- Description: Abstract: The quality of leadership makes a significant difference to schools and learner outcomes and there is recognition that schools require effective leaders and managers if they are to provide the best possible education for their learners (Bush, 2007). The ever-changing education system of South Africa has a serious impact on the functionality of education in this country. The accelerated rate of change in the curriculum places the onus on schools to provide quality education. It also places the responsibility of managing teaching and learning amongst the School Management Teams and educators. This qualitative research study sought to explore and understand the role of the SMT’s in improving the Grade 12 pass rate in the Nkomazi East Circuit. The study focused on four high schools in the circuit which were purposefully sampled to provide an overview of leadership roles and management of teaching and learning, and to establish whether they take direct responsibility for the management of teaching and learning. A thorough examination of the roles of the School Management Teams (Principals, Deputy Principals and Heads of Departments), as outlined in the South African legislation and in current literature, was conducted. Semi-structured interviews were conducted with the School Management Teams of the four high schools and observations of the daily practices of the four high schools were made. A document analysis was also carried out to verify and inform data collected during the interviews. Different themes emerged from the study. The first theme that emerged was the role of the Heads of Departments in improving the Grade 12 pass rate. This theme revealed that Heads of Departments have a role to play in the improvement of the Grade 12 pass rate and the roles included monitoring, moderation of teachers’ work and providing class support to teachers. The theme also revealed that, although Heads of Departments are instructional leaders, they are expected to engage themselves in class teaching. In a nutshell, the first theme revealed the dual role of the Heads of Departments as instructional leaders first and on the other hand they are expected to teach or engage in class teaching. The study recommended that for the Grade 12 pass rate to improve the SMT’s have to play their roles as instructional leaders. , M.Ed. (Educational Leadership and Management)
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- Authors: Thobela, John Peps
- Date: 2017
- Subjects: School management teams - South Africa - Mpumalanga , School management and organization - South Africa - Mpumalanga , Academic achievement - South Africa - Mpumalanga , Prediction of scholastic success - South Africa - Mpumalanga , High school students - South Africa - Mpumalanga
- Language: English
- Type: Masters (Thesis)
- Identifier: http://hdl.handle.net/10210/414516 , uj:34963
- Description: Abstract: The quality of leadership makes a significant difference to schools and learner outcomes and there is recognition that schools require effective leaders and managers if they are to provide the best possible education for their learners (Bush, 2007). The ever-changing education system of South Africa has a serious impact on the functionality of education in this country. The accelerated rate of change in the curriculum places the onus on schools to provide quality education. It also places the responsibility of managing teaching and learning amongst the School Management Teams and educators. This qualitative research study sought to explore and understand the role of the SMT’s in improving the Grade 12 pass rate in the Nkomazi East Circuit. The study focused on four high schools in the circuit which were purposefully sampled to provide an overview of leadership roles and management of teaching and learning, and to establish whether they take direct responsibility for the management of teaching and learning. A thorough examination of the roles of the School Management Teams (Principals, Deputy Principals and Heads of Departments), as outlined in the South African legislation and in current literature, was conducted. Semi-structured interviews were conducted with the School Management Teams of the four high schools and observations of the daily practices of the four high schools were made. A document analysis was also carried out to verify and inform data collected during the interviews. Different themes emerged from the study. The first theme that emerged was the role of the Heads of Departments in improving the Grade 12 pass rate. This theme revealed that Heads of Departments have a role to play in the improvement of the Grade 12 pass rate and the roles included monitoring, moderation of teachers’ work and providing class support to teachers. The theme also revealed that, although Heads of Departments are instructional leaders, they are expected to engage themselves in class teaching. In a nutshell, the first theme revealed the dual role of the Heads of Departments as instructional leaders first and on the other hand they are expected to teach or engage in class teaching. The study recommended that for the Grade 12 pass rate to improve the SMT’s have to play their roles as instructional leaders. , M.Ed. (Educational Leadership and Management)
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The leadership role of campus managers Tto improve student achievement in further education and training colleges in Mpumalanga
- Authors: Balkrishen, Pradheep
- Date: 2015
- Subjects: Universities and colleges - South Africa - Mpumalanga - Management , Academic achievement - South Africa - Mpumalanga
- Language: English
- Type: Masters (Thesis)
- Identifier: http://hdl.handle.net/10210/63944 , uj:17132
- Description: Abstract: Since the advent of a democratic government in 1994, South Africa has been developing an education and training system that meets the needs of a developmental state experiencing high levels of poverty, unemployment and inequality. High quality vocational education and training in Further Education and Training (FET) colleges is expected to play a pivotal role in developing a knowledgeable and skilled population able to contribute effectively to the social and economic development of the country. Since 2009, considerable resources have been invested in FET colleges in South Africa. However, despite this increase in resources, the national certification rates of the majority of programmes at FET colleges remain below 50%. Poor student achievement is identified as one of the most pressing challenges in FET colleges. Improving the quality of FET colleges in South Africa, and consequently student achievement, is essential if FET colleges are to meet the demands of skilling the youth for employment. Effective leadership is regarded as essential for successful student achievement at all educational institutions, including FET colleges. The campus manager of an FET college plays a similar leadership role to that of a high school principal and is accountable for the quality of teaching and learning and student achievement. Research suggests that, of all the factors that contribute to student achievement, leadership, together with classroom instruction, is rated as being the most important. Consequently, campus managers must be knowledgeable about how to provide leadership on curriculum matters in order for the college to excel at its core business of teaching and learning. Such managers need to be aware of what leadership roles are necessary in order for them to improve their efficiency and effectiveness especially regarding teaching and learning and student achievement. This study sought to identify successful leadership roles in campus managers and to better understand how these leadership roles and practices can improve student... , M.Ed. (Educational Management)
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- Authors: Balkrishen, Pradheep
- Date: 2015
- Subjects: Universities and colleges - South Africa - Mpumalanga - Management , Academic achievement - South Africa - Mpumalanga
- Language: English
- Type: Masters (Thesis)
- Identifier: http://hdl.handle.net/10210/63944 , uj:17132
- Description: Abstract: Since the advent of a democratic government in 1994, South Africa has been developing an education and training system that meets the needs of a developmental state experiencing high levels of poverty, unemployment and inequality. High quality vocational education and training in Further Education and Training (FET) colleges is expected to play a pivotal role in developing a knowledgeable and skilled population able to contribute effectively to the social and economic development of the country. Since 2009, considerable resources have been invested in FET colleges in South Africa. However, despite this increase in resources, the national certification rates of the majority of programmes at FET colleges remain below 50%. Poor student achievement is identified as one of the most pressing challenges in FET colleges. Improving the quality of FET colleges in South Africa, and consequently student achievement, is essential if FET colleges are to meet the demands of skilling the youth for employment. Effective leadership is regarded as essential for successful student achievement at all educational institutions, including FET colleges. The campus manager of an FET college plays a similar leadership role to that of a high school principal and is accountable for the quality of teaching and learning and student achievement. Research suggests that, of all the factors that contribute to student achievement, leadership, together with classroom instruction, is rated as being the most important. Consequently, campus managers must be knowledgeable about how to provide leadership on curriculum matters in order for the college to excel at its core business of teaching and learning. Such managers need to be aware of what leadership roles are necessary in order for them to improve their efficiency and effectiveness especially regarding teaching and learning and student achievement. This study sought to identify successful leadership roles in campus managers and to better understand how these leadership roles and practices can improve student... , M.Ed. (Educational Management)
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