Die bestuur van verhoudings in die topstruktuur van die skool
- Authors: Uys, Christiaan Petrus
- Date: 1983
- Subjects: School management and organization , School principals
- Language: Afrikaans
- Type: Masters Thesis
- Identifier: http://hdl.handle.net/10210/17781 , uj:15924
- Description: Abstract: Realization of the aims of the school requires, inter alia, meaningful and purposeful co-operation between the members of the top management of the school. Purposeful co-operation between these members implies the establishment of relationships that will realize and facilitate mutual consultation, sharing of responsibilities and effective management. The establishment of open, supportive and purposeful interpersonal relationships in the top management of the school is based on the assumption that the principal will fully develop the available human resources, as embodied in the deputyprincipal and heads of departments. Effective development and utilization of human resources is dependent on the existance of relationships within the management team that will result in effective realization of aims. The principal plays a vital role in the establishment of interpersonal relationships in the top management of the school. As leader of the school, he is responsible for initiating good relationships. One of the major aims of establishing good relations in top management is the improvement of the effectiveness of the management team. The resultant improved quality of the leadership will also contribute towards more effective realization of educational and teaching aims... , M.Ed. (Education Management)
- Full Text:
- Authors: Uys, Christiaan Petrus
- Date: 1983
- Subjects: School management and organization , School principals
- Language: Afrikaans
- Type: Masters Thesis
- Identifier: http://hdl.handle.net/10210/17781 , uj:15924
- Description: Abstract: Realization of the aims of the school requires, inter alia, meaningful and purposeful co-operation between the members of the top management of the school. Purposeful co-operation between these members implies the establishment of relationships that will realize and facilitate mutual consultation, sharing of responsibilities and effective management. The establishment of open, supportive and purposeful interpersonal relationships in the top management of the school is based on the assumption that the principal will fully develop the available human resources, as embodied in the deputyprincipal and heads of departments. Effective development and utilization of human resources is dependent on the existance of relationships within the management team that will result in effective realization of aims. The principal plays a vital role in the establishment of interpersonal relationships in the top management of the school. As leader of the school, he is responsible for initiating good relationships. One of the major aims of establishing good relations in top management is the improvement of the effectiveness of the management team. The resultant improved quality of the leadership will also contribute towards more effective realization of educational and teaching aims... , M.Ed. (Education Management)
- Full Text:
An overview of education management in South Africa
- Authors: Moloi, Kholeka
- Date: 2007
- Subjects: Principalship , Professionalisation , School leadership , South African Standard for School Leadership , School management and organization , National Professional Qualification for Principalship
- Type: Article
- Identifier: uj:5751 , ISSN 2076-3433 , http://hdl.handle.net/10210/7753
- Description: I examine three main issues, which are directly linked to school management developments in South Africa since 1994: school leadership and management; professionalisation of principalship through the South African Standard for School Leadership (SASSL); and leading and managing the learning school. In exploring these issues I draw mainly on a systematic and comprehensive literature review of school leadership, management, and governance, commissioned by the Matthew Goniwe School of Leadership and Governance (MGSLG). The aim of the desk research was to establish ‘what is known’ and ‘what still needs to be known’ about educational leadership, management, and governance in South Africa. I also draw upon the work of the Education Management Task Team (EMTT), commissioned by the Directorate of Education Management and Governance Development in the National Department of Education. Their work drew upon the South African Schools Act (SASA) and, specifically, the recommendations of the Ministerial Task Team on Educational Management. The EMTT brief was to develop a policy framework for school leadership and management development, training and implementation, and to devise a South African Standard for School Leadership which would inform professional educational leadership programmes, leading to a National Professional Qualification for Principalship (SANPQP). The SASSL would provide a clear role description for principals, set out what is required of principals, and identify key areas of p rincipalship.
- Full Text:
- Authors: Moloi, Kholeka
- Date: 2007
- Subjects: Principalship , Professionalisation , School leadership , South African Standard for School Leadership , School management and organization , National Professional Qualification for Principalship
- Type: Article
- Identifier: uj:5751 , ISSN 2076-3433 , http://hdl.handle.net/10210/7753
- Description: I examine three main issues, which are directly linked to school management developments in South Africa since 1994: school leadership and management; professionalisation of principalship through the South African Standard for School Leadership (SASSL); and leading and managing the learning school. In exploring these issues I draw mainly on a systematic and comprehensive literature review of school leadership, management, and governance, commissioned by the Matthew Goniwe School of Leadership and Governance (MGSLG). The aim of the desk research was to establish ‘what is known’ and ‘what still needs to be known’ about educational leadership, management, and governance in South Africa. I also draw upon the work of the Education Management Task Team (EMTT), commissioned by the Directorate of Education Management and Governance Development in the National Department of Education. Their work drew upon the South African Schools Act (SASA) and, specifically, the recommendations of the Ministerial Task Team on Educational Management. The EMTT brief was to develop a policy framework for school leadership and management development, training and implementation, and to devise a South African Standard for School Leadership which would inform professional educational leadership programmes, leading to a National Professional Qualification for Principalship (SANPQP). The SASSL would provide a clear role description for principals, set out what is required of principals, and identify key areas of p rincipalship.
- Full Text:
The assessment of collaborative management: implications for whole school evaluation.
- Authors: Mc Ilrath, Craig Douglas
- Date: 2008-10-14T07:07:44Z
- Subjects: School management and organization
- Type: Thesis
- Identifier: uj:11911 , http://hdl.handle.net/10210/1163
- Description: M.Ed. , Met hierdie kort navorsingsprojek is beoog om samewerkende bestuur en die moontlike implikasies daarvan op geheelskool evaluering te bereken. Die konseptuele raamwerk waarbinne hierdie navorsingsprojek beoordeel moet word is deur middel van 'n literatuurondersoek na samewerkende bestuur en die moontlike implikasies daarvan op geheelskool evaluering, daargestel. Een van die hoofbevindinge was dat geheelskool evaluering aanleiding gee tot kunsmatige samewerking van die opvoeders se kant af. Die persepsie van opvoeders met betrekking tot die evaluering van die ge¿dentifiseerde aspekte van samewerkende bestuur is deur die gebruik van 'n vraelys bepaal. Data was versamel in 'n poging om die persepsie van opvoeders rakende die belangrikheid van ge¿dentifiseerde aspekte van samewerkende bestuur in skole te ondersoek. Die bekwaamheid van die opvoeder se skole in die implementering van hierdie ge¿dentifiseerde aspekte van samewerkende bestuur, is tergelykertyd bepaal. In die analise van die data het dit aan die lig gekom dat daar 'n verskil in persepsie tussen opvoeders betreffende die belangrikheid en bekwaamheid van die ge¿dentifiseerde aspekte van samewerkende bestuur in skole bestaan. Die verskil tussen die gemiddelde belangrikheidstelling en die bekwaamheidstelling met betrekking tot samewerkende bestuur is die gevolg van kunsmatige samewerking vanaf opvoeders kant. Dit is soortgelyk aan Argyris en Schon (1974:7) se sogenaamde voorgestaane- en gebruiksteorie. Daar is aangetoon dat hierdie kunsmatige samewerking belangrike implikasies ten opsigte van geheelskool evaluering het. Die navorser het die literatuur en empiriese bevindinge gebruik om aanbevelings met betrekking tot die assessering van samewerkende bestuur en die moontlike implikasies wat dit vir geheelskool evaluering inhou, gedoen. , Prof. B.R. Grobler
- Full Text:
- Authors: Mc Ilrath, Craig Douglas
- Date: 2008-10-14T07:07:44Z
- Subjects: School management and organization
- Type: Thesis
- Identifier: uj:11911 , http://hdl.handle.net/10210/1163
- Description: M.Ed. , Met hierdie kort navorsingsprojek is beoog om samewerkende bestuur en die moontlike implikasies daarvan op geheelskool evaluering te bereken. Die konseptuele raamwerk waarbinne hierdie navorsingsprojek beoordeel moet word is deur middel van 'n literatuurondersoek na samewerkende bestuur en die moontlike implikasies daarvan op geheelskool evaluering, daargestel. Een van die hoofbevindinge was dat geheelskool evaluering aanleiding gee tot kunsmatige samewerking van die opvoeders se kant af. Die persepsie van opvoeders met betrekking tot die evaluering van die ge¿dentifiseerde aspekte van samewerkende bestuur is deur die gebruik van 'n vraelys bepaal. Data was versamel in 'n poging om die persepsie van opvoeders rakende die belangrikheid van ge¿dentifiseerde aspekte van samewerkende bestuur in skole te ondersoek. Die bekwaamheid van die opvoeder se skole in die implementering van hierdie ge¿dentifiseerde aspekte van samewerkende bestuur, is tergelykertyd bepaal. In die analise van die data het dit aan die lig gekom dat daar 'n verskil in persepsie tussen opvoeders betreffende die belangrikheid en bekwaamheid van die ge¿dentifiseerde aspekte van samewerkende bestuur in skole bestaan. Die verskil tussen die gemiddelde belangrikheidstelling en die bekwaamheidstelling met betrekking tot samewerkende bestuur is die gevolg van kunsmatige samewerking vanaf opvoeders kant. Dit is soortgelyk aan Argyris en Schon (1974:7) se sogenaamde voorgestaane- en gebruiksteorie. Daar is aangetoon dat hierdie kunsmatige samewerking belangrike implikasies ten opsigte van geheelskool evaluering het. Die navorser het die literatuur en empiriese bevindinge gebruik om aanbevelings met betrekking tot die assessering van samewerkende bestuur en die moontlike implikasies wat dit vir geheelskool evaluering inhou, gedoen. , Prof. B.R. Grobler
- Full Text:
The principal as entrepreneur in the management of schools
- Authors: Blake, Beverley Shannon
- Date: 2009-03-31T09:34:12Z
- Subjects: School principals , School management and organization
- Type: Mini-Dissertation
- Identifier: uj:8258 , http://hdl.handle.net/10210/2369
- Description: M.Ed. , In South Africa, after 10 years of democracy there exists a number of good schools, with excellent facilities producing very positive academic outcomes. At the same time, however, there are also a number of schools that are patently dysfunctional, employ very poor academic practices and achieve very poor academic results. Financial resources allow learners to fully participate in their education. With sufficient financial resources, which are effectively and efficiently managed, schools are able to provide learners with access to textbooks, technologically advanced facilities and among others, motivated educators that are able to provide special attention to learners’ needs. Funding therefore, and the allocation and management of resources are key mechanisms to addressing existing disparities in South African schools. Although the South African government has a responsibility to provide for public schools out of funds appropriated for this purpose by the provincial legislature, these funds are insufficient for schools to deliver quality education purported in the policy documents. As a result, additional school funds have to be raised to supplement the state’s contribution. Thus a huge need exists to entrepreneuralise the practice of educational management. School principals embracing the entrepreneurial spirit, with respect to the management of their schools, have the ability to make a massive contribution to the overall economic well-being, development and growth of their respective schools, and in so doing realise educational transformation. A quantitative study was used to establish the perceptions of educators and principals regarding what it means to be entrepreneurial in the management of schools. Items to measure variables that emerged as important determinates of what principals can do to use entrepreneurship to improve the management of their schools, was constructed and compiled into a questionnaire. The results of the research point to a number of challenges concerning the entrepreneurial capacity of principals in the effective, efficient and economic management of their schools. Among others, it was found that leadership and management skills are critical success factors to entrepreneurial success. In addition to this it was also found that a school does not need to run like a business for the process of entrepreneurship to be successful, but that it does, however, require a paradigmatic shift in the thinking of school managers. From the empirical research it was found that current principals do in fact have the attitudes and abilities common in entrepreneurs, which implies that potentially, principals are able to engage in entrepreneurial activities, however, this is not converted into a reality.
- Full Text:
- Authors: Blake, Beverley Shannon
- Date: 2009-03-31T09:34:12Z
- Subjects: School principals , School management and organization
- Type: Mini-Dissertation
- Identifier: uj:8258 , http://hdl.handle.net/10210/2369
- Description: M.Ed. , In South Africa, after 10 years of democracy there exists a number of good schools, with excellent facilities producing very positive academic outcomes. At the same time, however, there are also a number of schools that are patently dysfunctional, employ very poor academic practices and achieve very poor academic results. Financial resources allow learners to fully participate in their education. With sufficient financial resources, which are effectively and efficiently managed, schools are able to provide learners with access to textbooks, technologically advanced facilities and among others, motivated educators that are able to provide special attention to learners’ needs. Funding therefore, and the allocation and management of resources are key mechanisms to addressing existing disparities in South African schools. Although the South African government has a responsibility to provide for public schools out of funds appropriated for this purpose by the provincial legislature, these funds are insufficient for schools to deliver quality education purported in the policy documents. As a result, additional school funds have to be raised to supplement the state’s contribution. Thus a huge need exists to entrepreneuralise the practice of educational management. School principals embracing the entrepreneurial spirit, with respect to the management of their schools, have the ability to make a massive contribution to the overall economic well-being, development and growth of their respective schools, and in so doing realise educational transformation. A quantitative study was used to establish the perceptions of educators and principals regarding what it means to be entrepreneurial in the management of schools. Items to measure variables that emerged as important determinates of what principals can do to use entrepreneurship to improve the management of their schools, was constructed and compiled into a questionnaire. The results of the research point to a number of challenges concerning the entrepreneurial capacity of principals in the effective, efficient and economic management of their schools. Among others, it was found that leadership and management skills are critical success factors to entrepreneurial success. In addition to this it was also found that a school does not need to run like a business for the process of entrepreneurship to be successful, but that it does, however, require a paradigmatic shift in the thinking of school managers. From the empirical research it was found that current principals do in fact have the attitudes and abilities common in entrepreneurs, which implies that potentially, principals are able to engage in entrepreneurial activities, however, this is not converted into a reality.
- Full Text:
The performance of female principals in the management of selected secondary schools in the Gauteng Province
- Authors: Damons, Melvin Harold
- Date: 2009-03-31T09:34:33Z
- Subjects: Rating of school principals , School management and organization
- Type: Thesis
- Identifier: http://ujcontent.uj.ac.za8080/10210/363391 , uj:8260 , http://hdl.handle.net/10210/2370
- Description: M.Ed. , This study focuses on the performance of women principals in managing secondary schools. It emphasizes the styles of management and how it impacts on school effectiveness. Furthermore, the study highlights the barriers that hinder women performances especially, gender discrimination against women with regard to filling of senior post in secondary schools. One of the central themes that permeate studies on gender discrimination is the move towards eroding all forms of discrimination against women. Hitherto, women remain a minority gender in terms of management positions in education generally, and in secondary schools in particular. Attempts are made, through the implementation of policy documents to enforce the principle of gender equity. However, certain subtle discriminatory practices remain a barrier between the present state of affairs and a desired situation. This could be due to, inter alia, prejudice, stereotyping, cultural beliefs or even religious injunctions perpetuating women submissiveness. The amplified awareness of gender politics combined with challenges about gender equity in organizations such as schools remain a thorny concern in educational cycles. Today, women are becoming increasingly aware of the important role they can play in transforming of schools into institutions of excellence. This study has argued that although women may be discriminated against, they do possess essential tools to transform their schools into highly performing institutions. In an attempt to cross-examine the issue of gender discrimination, a qualitative research approach was employed to elicit the perceptions of women principals with regard to their management styles and how it impact on their performance. The research was conducted at different secondary schools in Johannesburg South district (D 11) of Gauteng. Purposive sampling was used for selection of the participants and the sites. Data was collected by means of individual interviews, supported by relevant research literature. The findings reveal that women principals in secondary schools are competent and do possess the necessary skills to manage secondary school effectively. With the necessary support to develop and enhance their management and leadership styles, women can become successful partners in transforming schools in institutions of learning.
- Full Text:
- Authors: Damons, Melvin Harold
- Date: 2009-03-31T09:34:33Z
- Subjects: Rating of school principals , School management and organization
- Type: Thesis
- Identifier: http://ujcontent.uj.ac.za8080/10210/363391 , uj:8260 , http://hdl.handle.net/10210/2370
- Description: M.Ed. , This study focuses on the performance of women principals in managing secondary schools. It emphasizes the styles of management and how it impacts on school effectiveness. Furthermore, the study highlights the barriers that hinder women performances especially, gender discrimination against women with regard to filling of senior post in secondary schools. One of the central themes that permeate studies on gender discrimination is the move towards eroding all forms of discrimination against women. Hitherto, women remain a minority gender in terms of management positions in education generally, and in secondary schools in particular. Attempts are made, through the implementation of policy documents to enforce the principle of gender equity. However, certain subtle discriminatory practices remain a barrier between the present state of affairs and a desired situation. This could be due to, inter alia, prejudice, stereotyping, cultural beliefs or even religious injunctions perpetuating women submissiveness. The amplified awareness of gender politics combined with challenges about gender equity in organizations such as schools remain a thorny concern in educational cycles. Today, women are becoming increasingly aware of the important role they can play in transforming of schools into institutions of excellence. This study has argued that although women may be discriminated against, they do possess essential tools to transform their schools into highly performing institutions. In an attempt to cross-examine the issue of gender discrimination, a qualitative research approach was employed to elicit the perceptions of women principals with regard to their management styles and how it impact on their performance. The research was conducted at different secondary schools in Johannesburg South district (D 11) of Gauteng. Purposive sampling was used for selection of the participants and the sites. Data was collected by means of individual interviews, supported by relevant research literature. The findings reveal that women principals in secondary schools are competent and do possess the necessary skills to manage secondary school effectively. With the necessary support to develop and enhance their management and leadership styles, women can become successful partners in transforming schools in institutions of learning.
- Full Text:
Decision-making and accountability as aspects of the integrated quality management system (IQMS)
- Authors: Dhanpat, Kamlawathee
- Date: 2009-03-31T09:39:27Z
- Subjects: Total quality management in education , School management and organization , Decision making
- Type: Thesis
- Identifier: uj:8269 , http://hdl.handle.net/10210/2379
- Description: M. Ed. , The widespread quest for quality education and the urgency to improve learner achievement make educator competence in South Africa essential. The tide of educational change since 1994 marked a dramatic shift in attitudes towards accountability and control of education in South Africa. Davidoff and Lazarus (1997:95) contend that the demands of democracy and efficiency require some form of accountability. They point out that all stakeholders have to be held accountable for their responsibilities and decisions they make. Educator appraisal was and still is a thorny issue for school leadership throughout the world. The National Department of Education (NDoE) has attempted to place appraisal within the context of the South African educational system (Mathula, 2004:3). All role players in the education environment have agreed over the years that there is a need for change - to introduce an appraisal system acceptable with educator unions that will enhance the competency of educators and the standard of education in South Africa. There is no doubt that this new model (IQMS) for quality management in schools holds significant benefits for learners, educators and schools alike. The purpose of this research study was to investigate the critical role of decisionmaking and accountability as aspects of performance measurement and enhancing educator competence and ultimately school effectiveness. The focus in this research study was the need for accountable decision-making, empowerment and democratic participation for successful implementation of the Integrated Quality Management System (IQMS) in schools. The introduction of the Integrated Quality Management System (IQMS), a national initiative is essentially associated with the enhancement of teaching and learning. According to the Collective Agreement Number 8 of 2003:4, of the Educator Labour Relations Council (ELRC), the tenets of IQMS are underpinned by the purpose of quality management systems which are to determine competence; to assess strengths and areas for development; to provide support and opportunities for development; to ensure continued growth; to promote accountability and to monitor overall effectiveness of an institution. One of the objectives of this research was to assist educators in ensuring that they receive quality developmental support on an ongoing basis as well as to have an appraisal system that is workable and effective. The focus was therefore on the levels of preparedness of the principal and SMT members in relation to IQMS as well as accounting for decisions made when evaluating educator performance. The researcher opted for a quantitative research approach. The advantage of the quantitative approach is that it measures the reactions of a great many people to a limited set of questions thus facilitating comparison and statistical aggregation of the data (Creswell,1994:117; Macmillan & Schumacher, 1993:114). In order to determine the perceptions of educators about decision-making and accountability pertaining to the implementation of IQMS in their schools, a structured questionnaire was used to collect data. In this research study thirty-one (31) items were designed to secure information on the perceptions of educators at various post levels in order to determine the implementation of IQMS at schools. The construct validity of the structured questionnaire was investigated by means of successive first and second order factor. These procedures resulted in the thirty-one (31) items being reduced to three factors namely: · Democratic participation consisting of 12 items with a Cronbach-alpha-reliability coefficient of 0.887 with 10 items rejected. · Empowerment consisting of 6 items with a Cronbach-alpha-reliability coefficient of 0.895 with 7 items rejected. · Accountable decision-making consisting of 6 items with a Cronbach-alpha– reliability coefficient of 0. 849 with 4 items rejected. It should be noted that both the first and second order factors are valid and have high reliability coefficients, which could serve as a basis for providing guidelines for the implementation of IQMS in schools. Based on the research conducted, it was found that collaboration and decisionmaking at all levels are key to successful implementation of systems. This is equally applicable to the successful implementation of performance management systems in schools. Thus, the researcher recommends that: · Principals must be trained in effective system implementation. The leadership role of the principal is one that influences the effective performance of educators. By virtue of their positions, principals are responsible for implementing education systems and change, including, managing performance management systems. One way of doing that is to become skilled leaders and change managers that have the professional abilities and skills for intelligent decision-making and a willingness to be held accountable for their actions. · Develop support structures at district level to improve the sustainability of new systems and continuous professional growth. The district must invest time and resources in professional development opportunities for collaboration so that educators are provided the means to build the capacity over time. People at all levels need to be made competent and confident to implement policy. · Training and development Training strategies for successful implementation must be strengthened. Many implementation efforts fail because of insufficient training on the skills and knowledge required for effective implementation. One of the criticisms levelled at appraisal systems of the past, is that educators did not receive adequate training. New systems mean dealing with changes, which means dealing with challenges. In order to manage change, it is imperative to look at quality, quantity and complexion of implementation. The department needs to put in strategic steps whenever introducing new systems, such as the IQMS. Training can only be worthwhile if properly executed. The following should be included for implementation: resources, time and contextual factors. Educators must have sufficient time to interact with the material, at all levels, in order to gain ownership of the process. · Empower principals to manage systems The leadership role of the principal is one that influences the effective performance of educators. By virtue of their positions, principals are responsible for managing performance management systems. One way of doing that, is through good leadership, good decision-making and a willingness to be held accountable. · Supporting continuous implementation The district must invest time and resources in professional development opportunities for collaboration so that educators are provided the means to build the capacity over time. · Intervention strategies Training strategies must be strengthened. Many implementation efforts fail because educators have not been trained on the skills required. One of the criticisms levelled at appraisal systems of the past is that educators did not receive adequate training. From the research conducted, it can be concluded that decision-making and accountability of the performance instrument revolves around the constructs of democratic participation, empowerment and accountable decision-making. These constructs were shown to have construct validity, high reliability and could thus serve as a basis for implementing the process of IQMS effectively.
- Full Text:
- Authors: Dhanpat, Kamlawathee
- Date: 2009-03-31T09:39:27Z
- Subjects: Total quality management in education , School management and organization , Decision making
- Type: Thesis
- Identifier: uj:8269 , http://hdl.handle.net/10210/2379
- Description: M. Ed. , The widespread quest for quality education and the urgency to improve learner achievement make educator competence in South Africa essential. The tide of educational change since 1994 marked a dramatic shift in attitudes towards accountability and control of education in South Africa. Davidoff and Lazarus (1997:95) contend that the demands of democracy and efficiency require some form of accountability. They point out that all stakeholders have to be held accountable for their responsibilities and decisions they make. Educator appraisal was and still is a thorny issue for school leadership throughout the world. The National Department of Education (NDoE) has attempted to place appraisal within the context of the South African educational system (Mathula, 2004:3). All role players in the education environment have agreed over the years that there is a need for change - to introduce an appraisal system acceptable with educator unions that will enhance the competency of educators and the standard of education in South Africa. There is no doubt that this new model (IQMS) for quality management in schools holds significant benefits for learners, educators and schools alike. The purpose of this research study was to investigate the critical role of decisionmaking and accountability as aspects of performance measurement and enhancing educator competence and ultimately school effectiveness. The focus in this research study was the need for accountable decision-making, empowerment and democratic participation for successful implementation of the Integrated Quality Management System (IQMS) in schools. The introduction of the Integrated Quality Management System (IQMS), a national initiative is essentially associated with the enhancement of teaching and learning. According to the Collective Agreement Number 8 of 2003:4, of the Educator Labour Relations Council (ELRC), the tenets of IQMS are underpinned by the purpose of quality management systems which are to determine competence; to assess strengths and areas for development; to provide support and opportunities for development; to ensure continued growth; to promote accountability and to monitor overall effectiveness of an institution. One of the objectives of this research was to assist educators in ensuring that they receive quality developmental support on an ongoing basis as well as to have an appraisal system that is workable and effective. The focus was therefore on the levels of preparedness of the principal and SMT members in relation to IQMS as well as accounting for decisions made when evaluating educator performance. The researcher opted for a quantitative research approach. The advantage of the quantitative approach is that it measures the reactions of a great many people to a limited set of questions thus facilitating comparison and statistical aggregation of the data (Creswell,1994:117; Macmillan & Schumacher, 1993:114). In order to determine the perceptions of educators about decision-making and accountability pertaining to the implementation of IQMS in their schools, a structured questionnaire was used to collect data. In this research study thirty-one (31) items were designed to secure information on the perceptions of educators at various post levels in order to determine the implementation of IQMS at schools. The construct validity of the structured questionnaire was investigated by means of successive first and second order factor. These procedures resulted in the thirty-one (31) items being reduced to three factors namely: · Democratic participation consisting of 12 items with a Cronbach-alpha-reliability coefficient of 0.887 with 10 items rejected. · Empowerment consisting of 6 items with a Cronbach-alpha-reliability coefficient of 0.895 with 7 items rejected. · Accountable decision-making consisting of 6 items with a Cronbach-alpha– reliability coefficient of 0. 849 with 4 items rejected. It should be noted that both the first and second order factors are valid and have high reliability coefficients, which could serve as a basis for providing guidelines for the implementation of IQMS in schools. Based on the research conducted, it was found that collaboration and decisionmaking at all levels are key to successful implementation of systems. This is equally applicable to the successful implementation of performance management systems in schools. Thus, the researcher recommends that: · Principals must be trained in effective system implementation. The leadership role of the principal is one that influences the effective performance of educators. By virtue of their positions, principals are responsible for implementing education systems and change, including, managing performance management systems. One way of doing that is to become skilled leaders and change managers that have the professional abilities and skills for intelligent decision-making and a willingness to be held accountable for their actions. · Develop support structures at district level to improve the sustainability of new systems and continuous professional growth. The district must invest time and resources in professional development opportunities for collaboration so that educators are provided the means to build the capacity over time. People at all levels need to be made competent and confident to implement policy. · Training and development Training strategies for successful implementation must be strengthened. Many implementation efforts fail because of insufficient training on the skills and knowledge required for effective implementation. One of the criticisms levelled at appraisal systems of the past, is that educators did not receive adequate training. New systems mean dealing with changes, which means dealing with challenges. In order to manage change, it is imperative to look at quality, quantity and complexion of implementation. The department needs to put in strategic steps whenever introducing new systems, such as the IQMS. Training can only be worthwhile if properly executed. The following should be included for implementation: resources, time and contextual factors. Educators must have sufficient time to interact with the material, at all levels, in order to gain ownership of the process. · Empower principals to manage systems The leadership role of the principal is one that influences the effective performance of educators. By virtue of their positions, principals are responsible for managing performance management systems. One way of doing that, is through good leadership, good decision-making and a willingness to be held accountable. · Supporting continuous implementation The district must invest time and resources in professional development opportunities for collaboration so that educators are provided the means to build the capacity over time. · Intervention strategies Training strategies must be strengthened. Many implementation efforts fail because educators have not been trained on the skills required. One of the criticisms levelled at appraisal systems of the past is that educators did not receive adequate training. From the research conducted, it can be concluded that decision-making and accountability of the performance instrument revolves around the constructs of democratic participation, empowerment and accountable decision-making. These constructs were shown to have construct validity, high reliability and could thus serve as a basis for implementing the process of IQMS effectively.
- Full Text:
The impact of capacity building on school governing body parent members at public schools
- Authors: Shole, Molefi Peter
- Date: 2009-03-31T09:50:21Z
- Subjects: Public schools , School management and organization
- Type: Mini-Dissertation
- Identifier: uj:8285 , http://hdl.handle.net/10210/2395
- Description: M.Ed. , The aim of this research project is to investigate the impact of capacity building on school governing body parent members and to recommend steps that could be followed to capacitate them to perform their functions effectively and efficiently in order to provide quality education for learners. The researcher used a qualitative approach and applied the focus group interview method to gather data from both the school governing body members, parents and educators. The researcher investigated the methods, timing and content details of the capacitation of school governing body parent members after they were elected in South African public schools. In order to make informed recommendations, an investigation was also conducted on how capacity building amongst governors in England and Wales was conducted. On the basis of the information gathered from these investigations, the researcher was able to make some recommendations on capacity building of school governing body parent members.
- Full Text:
- Authors: Shole, Molefi Peter
- Date: 2009-03-31T09:50:21Z
- Subjects: Public schools , School management and organization
- Type: Mini-Dissertation
- Identifier: uj:8285 , http://hdl.handle.net/10210/2395
- Description: M.Ed. , The aim of this research project is to investigate the impact of capacity building on school governing body parent members and to recommend steps that could be followed to capacitate them to perform their functions effectively and efficiently in order to provide quality education for learners. The researcher used a qualitative approach and applied the focus group interview method to gather data from both the school governing body members, parents and educators. The researcher investigated the methods, timing and content details of the capacitation of school governing body parent members after they were elected in South African public schools. In order to make informed recommendations, an investigation was also conducted on how capacity building amongst governors in England and Wales was conducted. On the basis of the information gathered from these investigations, the researcher was able to make some recommendations on capacity building of school governing body parent members.
- Full Text:
Onderwysbestuurseise in die hantering van konflik onderrigpersoneel aan tegniese kolleges
- Groenewald, Casparus Johannes
- Authors: Groenewald, Casparus Johannes
- Date: 2009-08-18T05:49:55Z
- Subjects: Technical institutes , School management and organization , Industrial relations , Teacher-principal relationships , Conflict management
- Type: Thesis
- Identifier: uj:8615 , http://hdl.handle.net/10210/2954
- Description: D.Ed.
- Full Text: false
- Authors: Groenewald, Casparus Johannes
- Date: 2009-08-18T05:49:55Z
- Subjects: Technical institutes , School management and organization , Industrial relations , Teacher-principal relationships , Conflict management
- Type: Thesis
- Identifier: uj:8615 , http://hdl.handle.net/10210/2954
- Description: D.Ed.
- Full Text: false
Onderwysbestuurseise in die hantering van arbeidsverhoudinge-probleme met algemene werkers aan tegniese kolleges
- Authors: Gouws, Francois Morkel
- Date: 2009-08-18T05:55:44Z
- Subjects: Technical institutions , Industrial relations , School management and organization
- Type: Thesis
- Identifier: uj:8617 , http://hdl.handle.net/10210/2956
- Description: D.Ed.
- Full Text: false
- Authors: Gouws, Francois Morkel
- Date: 2009-08-18T05:55:44Z
- Subjects: Technical institutions , Industrial relations , School management and organization
- Type: Thesis
- Identifier: uj:8617 , http://hdl.handle.net/10210/2956
- Description: D.Ed.
- Full Text: false
The association between bureaucratic principles and contrived collaboration: implications for school management
- Authors: Naidoo, Shamala
- Date: 2010-06-03T05:39:25Z
- Subjects: School management and organization , Teacher participation in administration , Management employee participation
- Type: Thesis
- Identifier: uj:6856 , http://hdl.handle.net/10210/3289
- Description: M.Ed. , Educational organisations on the international front are being bombarded by a proliferation of in-vogue terminology such as participative management, collaboration, shared vision and decentralisation that are associated with the collegial management model. However, an in-depth critical analysis of international educational systems reveal that these new-age concepts associated with collegiality are more theoretical in nature and seldom translated into practice in schools (Sergiovanni and Starratt, 1988). There are still deep seated bureaucratic principles embedded in the management fibre of schools and this gives rise to a false type of working together namely “contrived collegiality”, in an effort to comply with the existing demands perpetuated by legislature and policy. According to Hargreaves (1994: 192) contrived collegiality, as opposed to genuine collegiality, arises through administrative control, and is imposed on the teachers regardless of their desires.
- Full Text:
- Authors: Naidoo, Shamala
- Date: 2010-06-03T05:39:25Z
- Subjects: School management and organization , Teacher participation in administration , Management employee participation
- Type: Thesis
- Identifier: uj:6856 , http://hdl.handle.net/10210/3289
- Description: M.Ed. , Educational organisations on the international front are being bombarded by a proliferation of in-vogue terminology such as participative management, collaboration, shared vision and decentralisation that are associated with the collegial management model. However, an in-depth critical analysis of international educational systems reveal that these new-age concepts associated with collegiality are more theoretical in nature and seldom translated into practice in schools (Sergiovanni and Starratt, 1988). There are still deep seated bureaucratic principles embedded in the management fibre of schools and this gives rise to a false type of working together namely “contrived collegiality”, in an effort to comply with the existing demands perpetuated by legislature and policy. According to Hargreaves (1994: 192) contrived collegiality, as opposed to genuine collegiality, arises through administrative control, and is imposed on the teachers regardless of their desires.
- Full Text:
Discipline, safety and security in schools: a challenge for school management
- Mathe, Khethiwe Sibongiseni Jabulisile
- Authors: Mathe, Khethiwe Sibongiseni Jabulisile
- Date: 2010-11-09T07:09:38Z
- Subjects: School discipline , School safety measures , School security measures , School management and organization
- Type: Thesis
- Identifier: uj:6978 , http://hdl.handle.net/10210/3485
- Description: D.Ed. , Chapter one provided a general introduction and motivation for the study, and the challenges of discipline, safety and security (DSS) were also introduced. A general background to discipline, safety and security challenges was provided. The research problem and research aims were formulated and the research methodology was discussed. The focus of the research was clearly demarcated. The chapter was concluded by clarifying the concepts related to the research topic and outlining the division of chapters. In Chapter two a literature review was undertaken in order to determine the essence of DSS challenges and the extent of the challenges. In an analysis of the global perspectives in South America, Australia, and Botswana it became clear that DSS was a world wide phenomenon. Specific DSS challenges such as bullying, violence, substance abuse, guns and weapons, gangsterism, child abuse, HIV/AIDS and child-headed families were discussed. In Chapter three a discussion of possible intervention strategies which could be of assistance to the school management and the SGB in maintaining DSS in schools in schools was done. General characteristics of well-disciplined and safe schools were discussed as functional Codes of Conduct for learners, effective leadership, a positive school culture and climate, strong parental and community partnerships and effective communication. The following were identified and discussed as strategies for managing DSS challenges in schools: co-operative discipline, behaviour management, developing resilience in learners, developing self-esteem in learners, establishing a process for conflict resolution, co-operative learning use of physical environment, time management and learner motivation. The Boys and Girls Town educational model was discussed and important discipline, safety and security lessons for all stakeholders were clearly identified.
- Full Text:
- Authors: Mathe, Khethiwe Sibongiseni Jabulisile
- Date: 2010-11-09T07:09:38Z
- Subjects: School discipline , School safety measures , School security measures , School management and organization
- Type: Thesis
- Identifier: uj:6978 , http://hdl.handle.net/10210/3485
- Description: D.Ed. , Chapter one provided a general introduction and motivation for the study, and the challenges of discipline, safety and security (DSS) were also introduced. A general background to discipline, safety and security challenges was provided. The research problem and research aims were formulated and the research methodology was discussed. The focus of the research was clearly demarcated. The chapter was concluded by clarifying the concepts related to the research topic and outlining the division of chapters. In Chapter two a literature review was undertaken in order to determine the essence of DSS challenges and the extent of the challenges. In an analysis of the global perspectives in South America, Australia, and Botswana it became clear that DSS was a world wide phenomenon. Specific DSS challenges such as bullying, violence, substance abuse, guns and weapons, gangsterism, child abuse, HIV/AIDS and child-headed families were discussed. In Chapter three a discussion of possible intervention strategies which could be of assistance to the school management and the SGB in maintaining DSS in schools in schools was done. General characteristics of well-disciplined and safe schools were discussed as functional Codes of Conduct for learners, effective leadership, a positive school culture and climate, strong parental and community partnerships and effective communication. The following were identified and discussed as strategies for managing DSS challenges in schools: co-operative discipline, behaviour management, developing resilience in learners, developing self-esteem in learners, establishing a process for conflict resolution, co-operative learning use of physical environment, time management and learner motivation. The Boys and Girls Town educational model was discussed and important discipline, safety and security lessons for all stakeholders were clearly identified.
- Full Text:
School safety and security : a management challenge to principals in the Vryheid District
- Authors: Chukwu, Eke Chineme
- Date: 2010-11-09T07:20:36Z
- Subjects: School safety measures , School management and organization , School security measures , Vryheid District (South Africa) , School violence
- Type: Mini-Dissertation
- Identifier: uj:6979 , http://hdl.handle.net/10210/3486
- Description: M.Ed. , School Safety and Security has gained national and international attention after spate of a number of horrible school deaths, accidents and injuries. In view of the concern of the society , families and the general public who have been affected and the society at large, the need to investigate the causes and effects of these hazards school safety becomes very vital not only the principal pf the school but also to the national government in formulating policies so that schools are restored to it original perception as safe haven for learners.
- Full Text:
- Authors: Chukwu, Eke Chineme
- Date: 2010-11-09T07:20:36Z
- Subjects: School safety measures , School management and organization , School security measures , Vryheid District (South Africa) , School violence
- Type: Mini-Dissertation
- Identifier: uj:6979 , http://hdl.handle.net/10210/3486
- Description: M.Ed. , School Safety and Security has gained national and international attention after spate of a number of horrible school deaths, accidents and injuries. In view of the concern of the society , families and the general public who have been affected and the society at large, the need to investigate the causes and effects of these hazards school safety becomes very vital not only the principal pf the school but also to the national government in formulating policies so that schools are restored to it original perception as safe haven for learners.
- Full Text:
Organisation development (OD) as a tool for sustainable school improvement
- Authors: Anderson, Cavil Sybil
- Date: 2010-11-17T07:19:57Z
- Subjects: Organizational change , School management and organization , Educational change
- Type: Thesis
- Identifier: uj:6984 , http://hdl.handle.net/10210/3491
- Description: M.Ed. , Organisation development as a tool for sustainable school improvement is at the core of this study and a qualitative case study research method was deployed. Organisation development in itself is a process, which applies behavioural science knowledge and systems theory to plan and implement change in schools. The goal is more effective schools and an educational environment supportive of human needs and developments and where the participation of all stakeholders forms a crucial determinant in the change process. The researcher's field experience as an organisation development consultant combined with an international literature survey brought to light evidence to the effect that there is a definite need for a more school-based model of organisation development. The importance of a comprehensive capacity building exercise for principals and school management teams on the knowledge, skills and attitudes required for organisation development are identified as an absolute necessity in this research. The aim of the research is therefore to describe the nature of organisation development within a school context, determine the perceptions of educators concerning organisation development, investigate aspects that could be enhanced and develop guidelines that could be used by educational managers to improve their schools and to facilitate the management of change. A detailed literature study embedded within a theoretical framework of organisation development emphasises the importance of the individual nature of schools with reference to school improvement interventions.
- Full Text:
- Authors: Anderson, Cavil Sybil
- Date: 2010-11-17T07:19:57Z
- Subjects: Organizational change , School management and organization , Educational change
- Type: Thesis
- Identifier: uj:6984 , http://hdl.handle.net/10210/3491
- Description: M.Ed. , Organisation development as a tool for sustainable school improvement is at the core of this study and a qualitative case study research method was deployed. Organisation development in itself is a process, which applies behavioural science knowledge and systems theory to plan and implement change in schools. The goal is more effective schools and an educational environment supportive of human needs and developments and where the participation of all stakeholders forms a crucial determinant in the change process. The researcher's field experience as an organisation development consultant combined with an international literature survey brought to light evidence to the effect that there is a definite need for a more school-based model of organisation development. The importance of a comprehensive capacity building exercise for principals and school management teams on the knowledge, skills and attitudes required for organisation development are identified as an absolute necessity in this research. The aim of the research is therefore to describe the nature of organisation development within a school context, determine the perceptions of educators concerning organisation development, investigate aspects that could be enhanced and develop guidelines that could be used by educational managers to improve their schools and to facilitate the management of change. A detailed literature study embedded within a theoretical framework of organisation development emphasises the importance of the individual nature of schools with reference to school improvement interventions.
- Full Text:
Promotion of educators as an aspect of educator management : implication for whole school development
- Authors: Baloyi, Mafemane Jerry
- Date: 2010-11-22T07:50:00Z
- Subjects: School management and organization , Rating of teachers
- Type: Thesis
- Identifier: uj:7004 , http://hdl.handle.net/10210/3512
- Description: M.Ed. , This research project on the promotion of educators as an aspect of educator management is part of a group research project on whole school development. This particular study focuses on managing educators in schools. Its objective is to make prospective and practising school managers aware of the wide range of activities covered by the term promotion of educators and to present the best current practises available on promotion of educators. Educator management is meant to bring about improved student learning. Decisions relating to the selection, placement, evaluation, development and promotion of educators should be made with that outcome in mind. Present and future educators as well as school principals and prospective principals, will find the material of this mini-dissertation to be relevant. When a principal interviews an applicant for a promotion post, plans a staff development programme for the school, or evaluates an educator's performance, he or she is engaging in personnel management. The importance of the principal's role in personnel management is increasing as schools move towards wider implementqtion of site-base management and the decentralisation of responsibility to the school level. However, no aspect of educator management is the exclusive terrain of a single, administrator. It is a shared enterprise that involves administrators at all levels of the regional hierarchy and with all types ofjob responsibilities. All administrators are members of some or other team and to the extent that they all understand the importance of good personnel practices, the region will be able to achieve its instructional objectives and so contribute towards whole school development. Many personnel decisions have a direct impact on the quality of instruction occurring in schools. When a decision is made to employ one applicant rather than another, or when an educator evaluation plan is implemented, there are likely to be implications for the quality of learning in the schools affected. The impact of these and other personnel decisions should be taken into account at the time the decisions are made. In this research a structured questionnaire was used to collect data on the perceptions of the respondents to the items posed in the questionnaire. In this research project 79 items were designed to probe the perceptions of educators on various post levels as to the extent that they agree or disagree with certain statements relative to the management of educators within the context of whole school development. The structured questionnaires were distributed to a convenient stratified sample in seven ofthe nine Provinces in South Africa. Based on the information gathered using the questionnaire each item relevant to this particular research project was analysed and discussed. After the factor analytic procedure the factor mean scores ofthe various groups were analysed and explained. In the view of the findings resulting from this project, further research is recommended. This should occur in areas like the methodology and research of the results of the numerous unique applications that this project recommended. Motivation at group level and the relationship between the experience of stress and those factors that increase or decrease the likelihood of a stress-related illness also need to be thoroughly investigated.
- Full Text:
- Authors: Baloyi, Mafemane Jerry
- Date: 2010-11-22T07:50:00Z
- Subjects: School management and organization , Rating of teachers
- Type: Thesis
- Identifier: uj:7004 , http://hdl.handle.net/10210/3512
- Description: M.Ed. , This research project on the promotion of educators as an aspect of educator management is part of a group research project on whole school development. This particular study focuses on managing educators in schools. Its objective is to make prospective and practising school managers aware of the wide range of activities covered by the term promotion of educators and to present the best current practises available on promotion of educators. Educator management is meant to bring about improved student learning. Decisions relating to the selection, placement, evaluation, development and promotion of educators should be made with that outcome in mind. Present and future educators as well as school principals and prospective principals, will find the material of this mini-dissertation to be relevant. When a principal interviews an applicant for a promotion post, plans a staff development programme for the school, or evaluates an educator's performance, he or she is engaging in personnel management. The importance of the principal's role in personnel management is increasing as schools move towards wider implementqtion of site-base management and the decentralisation of responsibility to the school level. However, no aspect of educator management is the exclusive terrain of a single, administrator. It is a shared enterprise that involves administrators at all levels of the regional hierarchy and with all types ofjob responsibilities. All administrators are members of some or other team and to the extent that they all understand the importance of good personnel practices, the region will be able to achieve its instructional objectives and so contribute towards whole school development. Many personnel decisions have a direct impact on the quality of instruction occurring in schools. When a decision is made to employ one applicant rather than another, or when an educator evaluation plan is implemented, there are likely to be implications for the quality of learning in the schools affected. The impact of these and other personnel decisions should be taken into account at the time the decisions are made. In this research a structured questionnaire was used to collect data on the perceptions of the respondents to the items posed in the questionnaire. In this research project 79 items were designed to probe the perceptions of educators on various post levels as to the extent that they agree or disagree with certain statements relative to the management of educators within the context of whole school development. The structured questionnaires were distributed to a convenient stratified sample in seven ofthe nine Provinces in South Africa. Based on the information gathered using the questionnaire each item relevant to this particular research project was analysed and discussed. After the factor analytic procedure the factor mean scores ofthe various groups were analysed and explained. In the view of the findings resulting from this project, further research is recommended. This should occur in areas like the methodology and research of the results of the numerous unique applications that this project recommended. Motivation at group level and the relationship between the experience of stress and those factors that increase or decrease the likelihood of a stress-related illness also need to be thoroughly investigated.
- Full Text:
Differentiating between functional and dysfunctional schools
- Authors: Bipath, Keshni
- Date: 2010-11-22T08:33:40Z
- Subjects: Schools , Educational change , School management and organization
- Type: Mini-Dissertation
- Identifier: uj:7015 , http://hdl.handle.net/10210/3522
- Description: M.Ed.
- Full Text:
- Authors: Bipath, Keshni
- Date: 2010-11-22T08:33:40Z
- Subjects: Schools , Educational change , School management and organization
- Type: Mini-Dissertation
- Identifier: uj:7015 , http://hdl.handle.net/10210/3522
- Description: M.Ed.
- 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:
Collaboration between the principal and school governing body in the management of financial resources in public schools
- Authors: Govindasamy, Vanitha
- Date: 2011-06-22T10:30:25Z
- Subjects: Public schools , School management and organization , Education finance , School principals
- Type: Thesis
- Identifier: uj:7096 , http://hdl.handle.net/10210/3691
- Description: M. Ed. , The new government that came into power in 1994, brought with it changes to the education legislation, which emphasised the parents as important partners for schools. This partnership was formalised by the South African Schools Act (SASA), which identifies school governing bodies (SGBs) as official partners in school governance. Thus, the new structure of school governance has resulted in the development of new relationships between parents and (SGBs). Collaboration may be viewed as a significant requirement in the relationship between the principal and SGB in order for them to effectively manage their school’s financial resources. Clearly, financial constraints can constitute one of the most significant, inhibitory factors in the creation of good, quality education in schools. Schools therefore need to ensure that financial resources are effectively managed so that quality education is sustained. As schools in South Africa are increasingly functioning as Section 21 schools, there is a stronger emphasis on financial management. However, if collaboration between the principal and SGB is not enhanced, this could ultimately affect the management of financial resources negatively. This places a heavy burden on principals, as they now need to cultivate genuine processes of collaboration in order to empower SGB members in the management of financial resources. This study focuses on the crucial need for schools to initiate and maintain a collaborative relationship between the principal and SGB. Without this, mutual trust, teamwork, collaborative decision-making, open-communication and co-operation will be absent, and can therefore impact negatively on the management of the school’s financial resources. Further, the government’s intention to transform schools and redress past education inequalities may prove futile.
- Full Text:
- Authors: Govindasamy, Vanitha
- Date: 2011-06-22T10:30:25Z
- Subjects: Public schools , School management and organization , Education finance , School principals
- Type: Thesis
- Identifier: uj:7096 , http://hdl.handle.net/10210/3691
- Description: M. Ed. , The new government that came into power in 1994, brought with it changes to the education legislation, which emphasised the parents as important partners for schools. This partnership was formalised by the South African Schools Act (SASA), which identifies school governing bodies (SGBs) as official partners in school governance. Thus, the new structure of school governance has resulted in the development of new relationships between parents and (SGBs). Collaboration may be viewed as a significant requirement in the relationship between the principal and SGB in order for them to effectively manage their school’s financial resources. Clearly, financial constraints can constitute one of the most significant, inhibitory factors in the creation of good, quality education in schools. Schools therefore need to ensure that financial resources are effectively managed so that quality education is sustained. As schools in South Africa are increasingly functioning as Section 21 schools, there is a stronger emphasis on financial management. However, if collaboration between the principal and SGB is not enhanced, this could ultimately affect the management of financial resources negatively. This places a heavy burden on principals, as they now need to cultivate genuine processes of collaboration in order to empower SGB members in the management of financial resources. This study focuses on the crucial need for schools to initiate and maintain a collaborative relationship between the principal and SGB. Without this, mutual trust, teamwork, collaborative decision-making, open-communication and co-operation will be absent, and can therefore impact negatively on the management of the school’s financial resources. Further, the government’s intention to transform schools and redress past education inequalities may prove futile.
- Full Text:
Clinical supervision as an aspect of educator management : implication for whole school management
- Authors: Busakwe, Mildred Nomataru
- Date: 2011-11-10
- Subjects: School supervision , School personnel management , School management and organization
- Type: Thesis
- Identifier: uj:7277 , http://hdl.handle.net/10210/3951
- Description: M.Ed. , Over the years, and even now, the Department of Education is busy trying to find a better method of managing and empowering educators with the aim of attaining whole school development. By proposing educator developmental appraisal systems the department was intending to develop educator instructional performance. This study concentrates on educator's instructional development inside the classroom through clinical supervision and its contribution to whole school development. The literature indicated that educators are negative to the style of supervision currently in use. Information obtained from different books clearly states that clinical supervision is a process that directly involves both the educator and supervisor. It stresses mutual understanding and co-supervision between educator and the supervisor. This research used a structured questionnaire to collect data on the opinions of the respondents in seven of the nine provinces in South Africa. The questionnaire contained 79 items and ten of these items were relevant to clinical supervision. The structured questionnaires were distributed to a convenient stratified sample in seven of the nine provinces. Based on the information from the questionnaire, each item relevant to this particular research study was analyzed and discussed. After the factor analysis, the significance of the difference between the factor mean scores of various groups for each of the factors that make up whole school development were analysed and explained. The data obtained indicates that a pleasant classroom climate is an important need of each learning situation. An atmosphere of collegial relationships among staff and the principal is a pre-requisite for whole school development. It appears as if the instructional development of educators can be better achieved through the implementation of the process of clinical supervision.
- Full Text:
- Authors: Busakwe, Mildred Nomataru
- Date: 2011-11-10
- Subjects: School supervision , School personnel management , School management and organization
- Type: Thesis
- Identifier: uj:7277 , http://hdl.handle.net/10210/3951
- Description: M.Ed. , Over the years, and even now, the Department of Education is busy trying to find a better method of managing and empowering educators with the aim of attaining whole school development. By proposing educator developmental appraisal systems the department was intending to develop educator instructional performance. This study concentrates on educator's instructional development inside the classroom through clinical supervision and its contribution to whole school development. The literature indicated that educators are negative to the style of supervision currently in use. Information obtained from different books clearly states that clinical supervision is a process that directly involves both the educator and supervisor. It stresses mutual understanding and co-supervision between educator and the supervisor. This research used a structured questionnaire to collect data on the opinions of the respondents in seven of the nine provinces in South Africa. The questionnaire contained 79 items and ten of these items were relevant to clinical supervision. The structured questionnaires were distributed to a convenient stratified sample in seven of the nine provinces. Based on the information from the questionnaire, each item relevant to this particular research study was analyzed and discussed. After the factor analysis, the significance of the difference between the factor mean scores of various groups for each of the factors that make up whole school development were analysed and explained. The data obtained indicates that a pleasant classroom climate is an important need of each learning situation. An atmosphere of collegial relationships among staff and the principal is a pre-requisite for whole school development. It appears as if the instructional development of educators can be better achieved through the implementation of the process of clinical supervision.
- Full Text:
Peer appraisal of educators as an aspect of school management : implication for whole school development
- Authors: Busakwe, Zolile
- Date: 2011-11-10
- Subjects: Peer review , Teachers' rating , School management and organization
- Type: Thesis
- Identifier: uj:7276 , http://hdl.handle.net/10210/3950
- Description: M.Ed. , Over the years, and even now, the Department of Education is busy trying to find a better method of managing and empowering educators with the aim of attaining whole school development. The South African Democratic Teachers Union (SADTU) as early as 1992 proposed an educator developmental appraisal system. Workshops are currently conducted to facilitate the implementation of DAS (developmental appraisal system) at schools. This study concentrates on peer appraisal of educators as an aspect of educator management and its contribution to whole school development. The literature indicated that educators are dissatisfied with the traditional appraisal instruments and the old inspection system. Hence it was abolished on the basis that it was not transparent, not developmental and not democratic (SADTU, 1999(a):61). Information obtained from different books clearly states that peer appraisal is a process that directly involves all the educators in a school. It stresses the mutual understanding, transparency and capacity building among the educators. This research used a structured questionnaire to collect data on the opmwns of the respondents in seven of the nine provinces in South Africa. The questionnaire contained 79 items and seven of these items were relevant to peer appraisal. The structured questionnaires were distributed to a convenient stratified sample of educators in seven of the nine provinces. Based on the information from the questionnaire, each item relevant to this particular research was analysed and discussed. After the factor analysis, the significance of the difference between the factor mean scores of various groups for each of the factors that make up whole school development were analysed and explained. The data obtained indicates that peer appraisal of educators has a positive impact on the professional development of educators. An atmosphere of collegial relationships among staff is a pre-requisite for whole school development. It appears as if the learning and teaching process can be improved through the implementation of peer appraisal m schools.
- Full Text:
- Authors: Busakwe, Zolile
- Date: 2011-11-10
- Subjects: Peer review , Teachers' rating , School management and organization
- Type: Thesis
- Identifier: uj:7276 , http://hdl.handle.net/10210/3950
- Description: M.Ed. , Over the years, and even now, the Department of Education is busy trying to find a better method of managing and empowering educators with the aim of attaining whole school development. The South African Democratic Teachers Union (SADTU) as early as 1992 proposed an educator developmental appraisal system. Workshops are currently conducted to facilitate the implementation of DAS (developmental appraisal system) at schools. This study concentrates on peer appraisal of educators as an aspect of educator management and its contribution to whole school development. The literature indicated that educators are dissatisfied with the traditional appraisal instruments and the old inspection system. Hence it was abolished on the basis that it was not transparent, not developmental and not democratic (SADTU, 1999(a):61). Information obtained from different books clearly states that peer appraisal is a process that directly involves all the educators in a school. It stresses the mutual understanding, transparency and capacity building among the educators. This research used a structured questionnaire to collect data on the opmwns of the respondents in seven of the nine provinces in South Africa. The questionnaire contained 79 items and seven of these items were relevant to peer appraisal. The structured questionnaires were distributed to a convenient stratified sample of educators in seven of the nine provinces. Based on the information from the questionnaire, each item relevant to this particular research was analysed and discussed. After the factor analysis, the significance of the difference between the factor mean scores of various groups for each of the factors that make up whole school development were analysed and explained. The data obtained indicates that peer appraisal of educators has a positive impact on the professional development of educators. An atmosphere of collegial relationships among staff is a pre-requisite for whole school development. It appears as if the learning and teaching process can be improved through the implementation of peer appraisal m schools.
- Full Text:
Educator appraisal as an aspect of educator management : implication for whole school development
- Authors: Chauke, Robert
- Date: 2011-11-21
- Subjects: Teachers' attitudes , School management and organization , School personnel management
- Type: Thesis
- Identifier: uj:1709 , http://hdl.handle.net/10210/4052
- Description: M.Ed.
- Full Text:
- Authors: Chauke, Robert
- Date: 2011-11-21
- Subjects: Teachers' attitudes , School management and organization , School personnel management
- Type: Thesis
- Identifier: uj:1709 , http://hdl.handle.net/10210/4052
- Description: M.Ed.
- Full Text: