Implementation of shared decision-making in teacher training college management
- Authors: Mafora, Patrick
- Date: 2012-09-11
- Subjects: Universities and colleges - Management , Teachers - Training of , Student participation in administration , Educational innovations
- Type: Thesis
- Identifier: uj:10034 , http://hdl.handle.net/10210/7423
- Description: D.Ed. , The shared decision-making implied by the democratic governance of higher education, enforced in terms of section 27(3) of the Higher Education Act (RSA, 1997) has existed de facto since the advent of democracy in the new South Africa. Members of college councils and their subcommittees, students and lecturers have, in effect, been involved in the governance and decision-making processes in teacher-colleges since the advent of the new democracy. Contrary to the assertion that decisions are easier to accept and implement if people participated in their making (Liontos, 1994; Gibson and Hodgetts,1991:153; Huber, 1980:141), managerial decisions in teacher-colleges continue to be flouted by students and lecturers. Strikes and boycotts, which were previously blamed on undemocratic, unilateral decisions, are still common. This study, therefore, seeks to examine the relationship between democratic values, effective decision-making and decision implementation in teacher-college management. Questions to be investigated which emanate from the problem elucidated above are: what are the democratic values which underlie effective shared decision-making? do participants in the process know the values which are fundamental to shared decision-making? to what extent do participants have the perception that they are committed to democratic values in shared decision-making? what recommendations can be made which could serve as guidelines for an effective decision-making model for teacher-college management?
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The perceptions of educators on open democratic management in schools with diverse academic achievements
- Authors: Makinta, Matsholo Rosina.
- Date: 2012-08-16
- Subjects: School management and organization - South Africa. , Academic achievement - South Africa.
- Type: Mini-Dissertation
- Identifier: uj:2572 , http://hdl.handle.net/10210/6023
- Description: M.Ed. , The decline in the senior certificate examination (SCE) results has been an ongoing phenomenon for the past five years in South Africa. Many studies and newspaper reports (Sowetan, 1997:3) concerning the poor pass rate reflect the need to compare the perceptions of educators on open democratic management as an aspect of school effectiveness. The poor pass rate in the senior certificate examination may be the result of numerous things, such as, the management style of the principal, incompetence of educators due to poor qualifications and lack of specialisation, learners unwillingness to learn, lack of involvement of parents in the education of their children or lack of funds by the State. Again, this phenomenon may be the result of the shift from the old content-based education into the new paradigm of outcomes-based education (OBE). Therefore, the purpose of this research is to investigate the nature of open democratic management as an aspect of school effectiveness, compare the perceptions of educators on open democratic management and to provide guidelines for differently achieving schools to possibly improve the senior certificate examination results. In this chapter, the background of the research problem is briefly explained and the aims, research methodology and program of the dissertation described.
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