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.
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Distributive leadership in public schools : experiences and perceptions of teachers in the Soweto region
- Authors: Naicker, Suraiya Rathankoomar
- Date: 2012-06-07
- Subjects: Educational leadership , Distributed leadership , Teachers' attitudes , School management and organization , Primary schools (Soweto, South Africa)
- Type: Thesis
- Identifier: uj:8651 , http://hdl.handle.net/10210/5007
- Description: M.Ed. , In current times, the increasing demands of principalship and the complex challenges facing schools have led to the emergence of distributive forms of leadership in schools. The dissatisfaction with traditional models of leadership has resulted in a paradigm shift where leadership focus on the position of individuals in the hierarchy has been rejected in favour of collective leadership practices. In an era of democracy, distributive leadership continues to attract attention as a relevant model for the twenty-first century school. This study investigated teacher experiences and perceptions of the practice of distributive leadership in South African public primary schools in the Soweto region. The study was framed within a pragmatic paradigm using a mixed methods research design. An exploratory sequential strategy was used where the qualitative phase of data collection and analysis preceded the quantitative phase. The sample comprised teachers who were not formally appointed as leaders and did not belong to the school management teams. In the qualitative phase focus group interviews were conducted in three schools. Document analysis was conducted to support the interview findings. The quantitative phase tested the findings from the qualitative phase using a standardised questionnaire. Various themes and sub-themes emerged from the qualitative study. The first theme, leadership styles, revealed that principals practiced autocratic rather than participative styles of leadership. The autocratic style restricted principals from redistributing power to teachers and excluded teachers from decision-making processes. The second theme, school climate, indicated that the present leadership style led to a negative school climate which in turn had an adverse impact on staff relationships, teacher morale and motivation, job satisfaction as well as teaching and learning. The third theme that emerged was communication with teachers expressing the need for openness and transparency in decision-making. The fourth theme identified was barriers to teacher leadership. This was supported by sub-themes which pointed to the lack of opportunities for teacher leadership, teacher isolation in lesson planning, a heavy teacher workload, the need for power sharing and the need for the professional development of teacher leaders. Finally, the benefits of distributive leadership were identified as the fifth theme and teachers perceived that distributive leadership would have a positive impact on job satisfaction, encourage delegation and give them a voice in decision-making.
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The perceptions of school governing bodies with regard to their role of supporting schools in maintaining discipline
- Authors: Mbatha, Nombali Fortunate
- Date: 2012-09-10
- Subjects: School discipline - South Africa , School management and organization - South Africa
- Type: Mini-Dissertation
- Identifier: http://ujcontent.uj.ac.za8080/10210/389074 , uj:9879 , http://hdl.handle.net/10210/7279
- Description: M.Ed. , The maintenance of discipline at South African schools is emerging as a serious problem. The South African Schools Act has mandated the school governing body of every public school to maintain learner discipline among learners. The school governing bodies have to develop a code of conduct for learners and they have to properly implement it in such a way that learners develop self-discipline and the schools become effective environments for teaching and learning. The lack of discipline has caused many schools to be ineffective institutions of teaching and learning. The aim of this research was to explore and describe the perceptions of school governing bodies with regard to their role of supporting schools in maintaining learner discipline. This research was undertaken with the purpose of formulating guidelines for the school governing bodies to support schools effectively in learner discipline management. A qualitative research method, which was descriptive, contextual and exploratory in nature, was used to collect data. The researcher conducted focus group interviews as a means of data collection. A digital voice recorder was used to capture the views of the school governing bodies with regard to their role of supporting schools in learner discipline maintenance. Transcriptions were made and the data were analysed and interpreted. The data analysis gave rise to the development of themes and categories which were related to the attitudes of school governing bodies with regard to their role of supporting schools in maintaining learner discipline. A study of the existing literature was undertaken to develop a theoretical framework and to further substantiate the research findings. The findings from this research study are, among others, that the school governing bodies should be trained on a continuous basis and that the governing bodies and the involvement of both parents and the governing bodies is important for the effective management of learner discipline.
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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.
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Empowering educator teams to implement the integrated quality management systems in secondary schools in the Kathorus area
- Authors: Hlongwane, Thamsanqa Solomon
- Date: 2010-11-09T06:55:07Z
- Subjects: High schools administration , Teaching teams , Total quality management in education , Kathorus (South Africa)
- Type: Thesis
- Identifier: uj:6967 , http://hdl.handle.net/10210/3475
- Description: D.Ed. , Educator teams in secondary schools of the Kathorus area, lack the formal decisionmaking authority to implement the Integrated Quality Management System (IQMS) successfully. These teams lack the formalised horizontal structure that could empower them to decentralise decision-making authority among educator teams at all levels of the school and provide a lateral communication system in which members of teams communicate directly with one another in an organisation. The educator teams have not received effective training on the implementation of the IQMS from the Department of Education (DoE) and the DoE has not provided these teams with regular training programmes in their schools on implementing the IQMS successfully. Consequently, educator teams have been frustrated and have shown feelings of hopelessness, despair, and apathy, and a lack of commitment to their profession. The general aim of the study was to determine how educator teams can be empowered to implement the IQMS in secondary schools successfully. In order to investigate the empowerment of educator teams for implementing the IQMS successfully in these schools, the specific objectives were to: • explore the meaning of empowerment and determine the implications of empowerment for implementing the IQMS. • determine the perceptions of educators and school management teams (SMTs) on empowering educator teams to successfully implement the IQMS in secondary schools. The study introduced the problem of this inquiry and presented the background of the research problem, which was associated with the failure to successfully implement the IQMS in schools and the lack of authority of educator teams to implement the IQMS effectively. The problem statement, research questions and specific sub-research questions, the aims and objectives of the study and the research methodology, ethical considerations and the significance of the study were discussed.
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The perception of stakeholders on the implementation of the national norms and standards for school funding in public schools : implications for equity and social justice
- Authors: Berry, Brian William
- Date: 2012
- Subjects: Educational reform , Public schools - Administration , School management and organization , Educational law and legislation
- Type: Thesis
- Identifier: uj:7402 , http://hdl.handle.net/10210/8212
- Description: M.Ed. (Educational Management) , Eighteen years after the introduction of several education reform policies, education in South Africa continues to be unequal and complicated. Departmental officials within the Department of Basic Education, educationists and academics have disclosed the trauma and the devastation that the apartheid propagandists’ discriminatory policies have caused. This has forced the current stakeholders to embark on a vigorous campaign to re-evaluate the transformational policies that were designed to hasten progress to erase the inhumane atrocities of the pre-apartheid and apartheid eras. It has therefore become the National Department of Basic Education’s responsibility to change the discriminatory thoughts, attitudes and behaviours of the past. Most important of all, this department has had the responsibility of redirecting resources and investments to those schools that have been victims of the oppressive laws of the past and bring them on par with schools that had benefited from apartheid. The present government therefore has set its attention on correcting the imbalances of the past by focusing on the poorest of the poor and targeting the segments of society in which poverty is the dominant social ill, and by creating equity and social justice. This approach led to the formulation of the National Norms and Standards for School Funding in public schools in 1998 (South Africa, 1998), hereafter referred to as the “NNSSF in public schools”. This policy provides guidelines for the distribution of government resources to “poor schools” in order to align these schools with apartheid institutions of learning. Historically it has been concluded that schools with few or poor resources have difficulty in providing good quality education in comparison with those that had benefited from the apartheid regime. It has therefore become the post-apartheid government’s responsibility to bring the poor and rich schools on par. The state has realised that this can be done through the NNSSF in public schools and using equity and social justice as the catalyst. Through this policy it was the government’s intention to transform schools and redress the inequalities and imbalances of the past. This approach was intended to create an education system that would embrace learner diversity and ensure that all learners were granted equal educational opportunities, irrespective of their race, colour, creed or class. Using the qualitative method, the general aim of this research was to determine the perceptions of stakeholders in six schools with regard to the progress made by the NNSSF in public schools. Matters that have impacted on the implementation of equity and social justice are also discussed in this report. Included is also the identification of the challenges that may have been encountered in the implementation of the NNSSF in public schools. The core focus of the study is on the disparities between the intention and the implementation of the NNSSF in public schools in terms of equity and social justice, and the implications of this policy on the day-to-day functioning and operations of these six public schools. The schools that were evaluated were schools in quintiles 1, 2 and 5. The Education Laws Amendment Act, No. 24 of 2005 provides that the Minister of Education distinguish between five national poverty quintiles. Schools categorised in quintiles 1 and 2 are classified as “no fee” schools and these quintiles receive one hundred per cent state funding to the poorest of the poor schools. The findings of this research should benefit the poor in South Africa, who are black in the majority and have had a long history of discrimination through a system of segregated and unequal educational funding that had been in practice from the time that the South African Party in 1910 and the National Party in 1948 took control (Christie, 1991:55). During this period education for whites was free and compulsory while blacks were deliberately kept illiterate and ignorant for purposes of manual and household labour. It was for that reason that when the government of national unity came into power it ensured that statutory documents such as the Constitution of South Africa and the NNSSF in public schools policy became legislation to protect the democratic processes that are instrumental in redressing the inequities and imbalances of the past. There are still very few studies conducted by scholars based on the implementation of the NNSSF in public schools to achieve equity and social justice. In this study, the researcher looked at the effects of the funding policy on equity and social justice and found out that the gap between the previously disadvantaged (black) and the advantaged (white) is still wide owing to the slow and sometimes ineffective implementation of the NNSSF in public schools in pursuit of equity and social justice.
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