School choice : challenge to Sharpeville public primary school principals
- Authors: Koebe, Makometsi Cecilia
- Date: 2012-02-06
- Subjects: School choice , School principals , School marketing , Educational leadership , Parent participation in education
- Type: Thesis
- Identifier: uj:1999 , http://hdl.handle.net/10210/4353
- Description: M.Ed. , This qualitative phenomenological study focuses on school choice as challenge to principals of Sharpeville public primary schools. Different aspects of these choices are explored. School choice is an important component of parental involvement in the education of their children. Parents and learners tend to be open about their right through the support of the Schools Act 84 of 1996. You may not discriminate on the basis of race trough the language policy at your school. This means that you may not use language as a cover or smoke screen to keep learners out of your school on the basis of their race. The Constitution (Act 108 of 1996) stipulates that no unfair discrimination may take place against anyone on any of the following grounds: race, gender, sex, pregnancy, marital status, ethnic of social origin, colour, sexual orientation, (for example homosexuality), age, disability, religion, conscience, belief, culture, language and birth. The question then arises, what makes learners of public primary schools choose the schools that are not in the areas where they live? What is interesting in the ex Model C schools that they cannot get in township schools? There are many aspects which give meaning to concept 'school choice'. In order for parents to view school choice as priority in education, certain of these aspects need to be considered. These include qualities that are desired in school, the , climate of the school that is conducive to teaching and learning. Kinds of activities enjoyed together by all in the school, the effective school management. In addition to exploring these aspects, the study investigates what attracts the children including what gives challenges to school principals. The findings of this study show that a school is able to market itself if it has a vision and mission statement, quality education, ethos, excellent pass rate and if 71 it serves the needs of the community. Learners maintain relationships with schools that serve as learning organisation. Moloi (2002:7) explains that a learning organisation acknowledges the importance of individual and group processes to enhance learning in their environments. The process whereby the data was collected is described. This included interviews of individual learners, the data analysis is examined and the themes that emerge are discussed within the framework of the existing literature on how parents choose schools for their children. The study concludes with a discussion of the implication for further research. Guidelines to the principals are suggested. These guidelines are for the enhancement of school choice.
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The assessment of management competence of parents serving on school governing bodies
- Authors: Jooste, Reginald Glenn
- Date: 2012-02-06
- Subjects: School board , School management and organization , Parent participation in education
- Type: Mini-Dissertation
- Identifier: uj:1997 , http://hdl.handle.net/10210/4351
- Description: M.Ed. , The dawn of a democratic political dispensation in South Afiica brought along many challenges of which education was the most distinctive. The Limpopo Province just as the other provinces also implemented a democratic school governing system in public schools. The main idea or intention was that such a governing system should systematically improve the culture of teaching and learning in schools and that schools could gradually be transformed. Even though democratic elected governing bodies are in tact, there is however a great lack of managerial competence, especially amongst the parent component of the school governing body. The Department of Education however did not take cognisance of the important role of effective and sufficient training of members serving on school governing bodies. It stands to reason that, if undivided attention is not being given to this aspect of management competence, which requires effective training, that effective education will not prevail. There is a great concern about the school governing bodies that does not fulfil their roles and functions effectively as prescribed by the South Afiican Schools Act of 1996. The emphasis of this study is on the management competence of parents serving on school governing bodies. The aim of this study is thus to investigate the management competence of parent members serving on school governing bodies as determined by the law. The quantitative research method was used to determine the perceptions of certain parents with regard to management competence and management competence development. A structured questionnaire consisting of30 items were distributed to 200 parent members serving on school governing bodies in the Limpopo Province and 90% of the respondents completed the questionnaires. The nature of the target group was thus comfortable, polygenetic and representative of parents in the Limpopo Province. The 30 items were designed to test the perceptions of parents from various groups as to determine the level of their management competence within the perimeters of parent members serving on school governing bodies. Successive first and second order factor analytic procedures were used to determine the construct validity of the questionnaire. The procedure used resulted in the 30 items being reduced to three factors namely: • Factor 1, consisting of 11 items that was named policy implementation competence with a Cronbach-alpha-reliability coefficient of0,920. • Factor 2, consisting of 10 items that was called learning support involvement with a Cronbach-alpha-reliability coefficient of0.920. • Factor 3, consisting of9 items that was dubbed effective financial management with a Cronbach-alpha-reliability-coefficient of0,919. The reliability coefficient was exceptionally high in all three instances, which confirms the validity of the data. A literature study was undertaken on various aspects with regard to management competence. The following management competencies were investigated: management of educational policy, management of organisational cultures, management of educators, management of physical and financial resources, motivational strategies and school climate. The empirical findings resulted in the fact that effective schools in the Limpopo Province are dependent on effective policy implementation, effective learning support involvement and effective financial management. In addition, another finding resulting from the research was the fact that management competence is a prerequisite for an effective school. The implication is however that, all stakeholders in education have a moral obligation to create a participative environment in order to assure effective education. One of the recommendations resulting from the study is that effective training of parent members serving on school governing bodies should be regarded as an imperative prerequisite for the management of quality education. The research was concluded with a chapter on findings, results and recommendations.
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