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'n Diagnose van bestuursaspekte in die skool

'n Diagnose van skoolklimaat

'n Diagnose van skoolkultuur

'n Meervoudige benadering tot onderwyserevaluering

  • Authors: Grobler, Bernardus Rudolf
  • Date: 2014-03-11
  • Subjects: School management and organization , Teachers - Rating of
  • Type: Thesis
  • Identifier: uj:4266 , http://hdl.handle.net/10210/9622
  • Description: M.Ed. (Education Management) , The crux of the teacher evaluation problem is the use of unidimensional approaches in an attempt to measure the multi-dimensional behaviours ,involved in teacher effectiveness. Such one-dimensional approaches are subjective, unreliable and evaluate superficially. The confidentiality of teacher evaluation data between teacher and evaluator must be maintained. Teacher effectiveness is a multi-dimensional contextual concept. Evaluation is a goal-directed activity. The evaluation of teacher effectiveness is thus a purposeful action attempting to measure a contextual concept, the interpretation being paradigm related. The multi-dimensionality of teacher effectiveness necessitates the consideration of all possible variables from the teacher environment. The preoperational variables such as personality, attitude, teaching experience and achievements are concerned with the person of the teacher. These "teacher-as-person-variables" serve as a basic source to motivate the various teaching behaviours. A second source of input variables are the various contextual variables such as school climate, socio-economicstatus of the pupils and opportunity to participate in joint decision-making. The particular distinctiveness of these variables accentuates the contextuality of teacher effectiveness. Process variables learning process. and instruction effectiveness. are used in an attempt to evaluate the teaching Effective lesson-planning, classroom management are chosen in an attempt to measure teacher Outcome or product variables such as pupil achievements, quality of relationships and job satisfaction serve as objective measures of teacher effectiveness. The learning process and hence the effectiveness of teachers is affected by pupil appearances, cognitive and personality differences. In an attempt to evaluate the many variables involved in teacher effectiveness the de~elopment of a multi-dimensional teacher evaluation system is attempted. These variables must be integrated into a multi-dimensional appraisal system so that. the teacher is evaluated in totality. The evaluation of high-inference pre-operational or presage variables occur most often by means of evaluation scales. A knowledge of the teacher's philosophy of life and attitude towards teaching would enable a better understanding of those aspects of the personality that affect the effectiveness of teachers. Evaluation of process variables occur during observation of the teaching process. The use of observation instruments such as those of Kounin and Flanders enable the objective recording of classroom behaviour. Cosgrove's Forced Choice Procedure and~he system of verbal interaction categories are both formative in nature and serve to satisfy the professional teacher's need for self-evaluation. Pupil achievements serve as a source for the evaluation of product variables. These achievements may be determined by the use of either norm-referenced or ideographic tests whilst simultaneously serving as 'n measure of teacher effectiveness. Pupils achievement marks and I.Q. can be standardised to serve as a basis for dertermining pupil achievement according to potential. Feedback of evaluation data to the teacher must be done with empathy and compassion. In the hands of the professional evaluator, multi-dimensional evaluation can play a vi tally important role in the enhancement of teacher effectiveness.
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'n Nasionale skoleregister as middel in onderwysbestuur en -navorsing

  • Authors: Van Schalkwyk, Johanna Hendrika
  • Date: 2014-08-19
  • Subjects: Educational planning - South Africa , Educational statistics , School management and organization , Educational tests and measurements - South Africa , Schools - South Africa - Registers
  • Type: Thesis
  • Identifier: uj:12110 , http://hdl.handle.net/10210/11854
  • Description: M.Ed. (Education Management) , This study reveals that, in the aims of the Central Government to reach parity in regard to facilities for education for the various racial groups, a national register of schools with uniform, comparable statistics is a necessity for planning and management in education. A functional system for education and the cultural development of a community develop jointly. Therefore educational and other statistics are necessary to plan and manage education according to the manpower needs of the RSA. With the cultural development of the communities and the corresponding development of education, new standards are needed in education. Thus new educational tests (aptitude, diagnostic and personality) are developed accordingly. Justifiable and comparable educational statistics, at a central point, are required to draw scientific samples for use to evaluate the newly developed educational tests. The study also indicates that economical and systematic systems should be used to compile and store educational statistics on the computer for easy availability of the data when needed for planning and management of education.
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'n Onderwysbestuursperspektief op die vervreemding van leerlinge in die skool

  • Authors: Strydom, Pieter Francois
  • Date: 2014-05-21
  • Subjects: Students - Attitudes , School management and organization
  • Type: Thesis
  • Identifier: uj:11151 , http://hdl.handle.net/10210/10743
  • Description: M.Ed. (Education Management) , In this dissertation it is endeavoured to explore and discuss the problem of student alienation from an educational management view point. Such perspective inevitably aims at the special task of the management team and particularly to that of the management leaders of schools up to counteraction of student alienation. At first the question of the necessity of successful management for meaningful educational instruction and study events is raised. It is also indicated that student alienation and organization climate fall within the field of educational management because they link with staff-student and classroom- affairs as management areas. Management committees are ever conscious of the alarming trend of alienation in schools. By clearing up this trend it is not only endeavoured to point out how it is manifested at school, but to draw the attention of management committees to the importance of creating a healthy climate for counteracting student alienation in the school environment. One dimension of organization climate that is particularly connected with student alienation is the reigning discipline policy. Specific accent is put on democratic ideas of co-responsibility and involvement of management committees, staff and students by discipline policy development. Odd basic-, organizational and operational principles that can be taken as guide lines for management leaders. are discussed. In totality, management committees and -leaders are to be made conscious of the urgent problem of student alienation by means of this dissertation.
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A whole-school approach to managing bullying behaviour among learners in secondary schools in the Vhembe District in the Limpopo Province

  • Authors: Lidzhegu, Muvhoni Edward
  • Date: 2013-05-06
  • Subjects: Bullying in schools , School management and organization
  • Type: Mini-Dissertation
  • Identifier: uj:7511 , http://hdl.handle.net/10210/8369
  • Description: M.Ed. (Educational Leadership and Management) , Bullying behaviour is an increasing problem in secondary schools. As such, it should not be overlooked and ignored by the school authorities and communities. The secondary school principals, educators, SMT members, as well as parents have a responsibility toward the effort to eradicate bullying behaviour in schools. Failure to eliminate bullying in secondary schools would result in high dropout rates and poor concentration on school-work among learners. A qualitative method was used in this study because it allows an in-depth, explorative, descriptive, and contextual approach to the topic. In the particular context of this study, the qualitative method involved extensive data collection on many variables, over a period of time, as the research explored bullying behaviour in its environmental setting, from a holistic perspective. Thus, semi-structured interviews were conducted with school principals, educators, school management teams and learners. The analysis of the collected data revealed the need to adopt a whole-school approach to managing bullying behaviour in secondary schools, if this problem is to be effectively addressed. Indeed, a whole-school approach aims at using positive strategies to lessen bullying and help both the bullied and the bullies. Thus, special policies for dealing with bullying behaviour in secondary schools should be instituted and, learners should be made aware of the consequences of the non-observance of the anti-bullying policies. Findings from the research were discussed with the participants and, the researcher indicated the contribution of this study to the effort to address the problem of bullying in secondary schools.
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Accountability and transparency in school financial management

  • Authors: Mngomezulu, Michael Mziwakhe
  • Date: 2014-07-23
  • Subjects: Education - Finance , School management and organization , School budgets
  • Type: Thesis
  • Identifier: uj:11815 , http://hdl.handle.net/10210/11537
  • Description: M. Ed. (Educational Management) , Accountability and transparency in financial management is the cornerstone to all democratic government policies. All spheres of government should encourage participative collaboration and involvement of all stakeholders. Schools as organs of state are not immune to this call. The aim of this research was to investigate the level of accountability and transparency in school financial management with the ultimate aim of encouraging efficacy in financial school management. Accountability and transparency must be approached with resiliency. The findings are clear indications of what might be happening in schools. It is our responsibilities as educationist to reverse and normalise the scenario. It was a carefully planned policy of the previous government to alienate and discourage African parents from playing a significant role in education. As a result the role of stakeholders in education diminished. Educational managers must acknowledge the fact that it will be an awesome struggle to encourage all stakeholders to playa meaningful role in the education ofourchildren. This task requires managers who must be change agents themselves. For managers to achieve this task they must first have a change of heart, change of mindset and strong will power. These leaders must have courage and determination. This task requires managers who are not afraid offailure. There is evidence of internal wrangling in schools. This wrangling sometimes prevents schools from its core function, which is effective teaching and learning...
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Achievement of learners in the senior certificate examination at selected Muslim private schools

Adopting a constitution as a function of the governing body

  • Authors: Nemurangoni, Thihanedzwi Simon
  • Date: 2012-09-12
  • Subjects: School management and organization , School boards
  • Type: Mini-Dissertation
  • Identifier: uj:10307 , http://hdl.handle.net/10210/7673
  • Description: M.Ed. , The specific problem of this mini-dissertation is: How do governing bodies perceive the following function: 20 (1) Subject to this Act, the governing body of a school must- (b) "Adopt a Constitution". One of the functions of a school governing body is to draw-up a constitution that will explain how the school must be run. In a school, the school's constitution forms the basis for all role players to accept their responsibilities with the view of making the school to function effectively. Here follows the aims and objectives for conducting this research design: The general aim for conducting this research project is to find and identify the significance for adopting the constitution as one of the eleven functions of the school governing bodies. In order to achieve the above general aim, the following will serve as specific aims namely: Determine to what extent the governing body accepts ownership for this function. Determine the perceived role of governing bodies in the execution of this function; and Set guidelines for effective execution of this function and capacity building.
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An exploration of community engagement with governance in rural Northern Province schools

  • Authors: Shilote, Ntsakisi Constance
  • Date: 2012-09-07
  • Subjects: Community and school - South Africa - Northern Province , Education and state , School management and organization
  • Type: Mini-Dissertation
  • Identifier: uj:9752 , http://hdl.handle.net/10210/7160
  • Description: M.Ed. , This inquiry into capacity building of SGB's in a rural community was undertaken to find out what the views and perceptions of stakeholders were, and also what the possibilities of education and training were for members of these bodies. The problems of school governance, most of which have to do with the lack of literacy and the limited knowledge of civic affairs and the South African Schools Act (SASA), cannot be resolved with SGB's that function on low capacity. As a researcher practitioner I am an experienced school principal and a novice researcher. I inquired into this issue and found that there are, indeed, many serious problems with regard to the capacity of board members, not only in terms of literacy, understanding of financial management and the meaning and application of the SASA, but also with perceptions about their role and function and the procedures that are needed in a functioning body such as this. I concluded with a number of suggestions that included viewing the capacitating of members as a community education effort. This would mean educating and training more the existing members, but a wider group of stakeholders. In this way the future of the school's SGB would be assured, as they would have a wider pool of capacitated members to draw from and an electorate that is educated as well.
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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.
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Aspekte van effektiewe skoolbestuur

  • Authors: Du Toit, Thomas Arnoldus
  • Date: 2014-05-15
  • Subjects: School management and organization
  • Type: Thesis
  • Identifier: http://ujcontent.uj.ac.za8080/10210/391050 , uj:11092 , http://hdl.handle.net/10210/10680
  • Description: M.Ed. (Education Management) , In this study aspects relevant to effective school management are considered from a didactic-pedagogic perspective. The future development of the community is to a large extent determined by education. The requirements of and demands that are made on education require that schools be regarded more and more as undertakings. Aspects which determine and influence the effectiveness of a school are thus important. The quality of leadership of the school principal and his managerial ability are determining factors indispensable for effective school management. This quality and ability are indispensable for the establishment and promotion of aspects that determine school effectiveness. The elements of management are not separate entities, but a uniform whole. In an organization they form an inseparable part of management and occur in a scientifically planned way. It is important for a school principal to have knowledge of the elements of management that influence school effectiveness. Managerial adoption is a determining factor in the,development of the style of management of the principal. The way in which a school principal relates towards his staff can determine the success he will experience as principal. The quality of his leadership can be a determining factor in the success he attains as manager. Leadership is a component of management. As manager of a school the school principal has a leadership duty. The ability to lead is thus part of his complex task. The leadership situation and the style of leadership are, among other things, important aspects which determine how effectively a leader will react in a given situation. The leadership of the school principal is also decisive for the standard and the improvement of teaching in the school. It plays a significant role in the effectiveness with which the school performs its educational function. As leader, the school principal plays an important role in the successful execution, implementation and application of the aspects of effective school management. The training and preparation of teachers can never be regarded as complete. The development of personnel according to fundamental needs is an ideal. As professional leader the school principal is also primarily responsible for personnel development in the school. School climate is the experience of an individual in the observation of how the staff and pupils of a school communicate and co-operate. Programmes for the improvement of school climate are essential in view of the close correlation between school climate and pupil achievement. The development of personnel, the renewal of management functions and the establishment of a climate of interaction between the school principal and the staff, are, among other things, aspects of effective school management. By utilizing purposeful personnel development, paying attention to the improvement of school climate, and by examining the style of leadership of the school principals, school effectiveness can be enhanced.
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Bestuurstyl as determinant van personeelontwikkeling op skool

Challenges facing secondary school managers in dealing with school safety and security

  • Authors: Khomola, Pfanani Lacton
  • Date: 2013-05-14
  • Subjects: School management and organization , Schools - Safety measures , Schools - Security measures
  • Type: Mini-Dissertation
  • Identifier: uj:7533 , http://hdl.handle.net/10210/8390
  • Description: M.Ed. (Educational Leadership and Management) , South African education system faces lots of challenges around school safety and security which disturb the smooth running of proper teaching and learning. Creating and maintaining safe and secure school learning environment requires support from all interested stakeholders. Every school tries to develop better and effective strategies to curb safety and security challenges which hamper educational development. Kennedy (2006:36) says education administrators have many tools available to them as they strive to establish a safer climate for learning, but no one strategy or piece of equipment is a magic solution that keeps potential trouble beyond the campus boundaries. Most educational institutions recognize that the presence of security personnel is vital to keeping its students and staff safe and its ground protected. Comprehensive schools enjoy better security personnel than ordinary and poor rural schools which actually depend on mere community member who keeps the gate open or closed. The installations of surveillance cameras with the use of metal detectors maximize school safety procedures. Majority of our schools do not have even natural access control of streets, sideways, building entrances and landscaping to clearly indicate public routes and discourage access to private areas. Better and the so called “State Art Schools” enjoy government privileges than other schools by falling under their watchful care and support. Safe schools must be a priority and never an option for school managers. Learners must learn in a safe environment without intimidation, harassment, violence, abuse and bullying. Parental involvement and support for teaching and learning programmes must be encouraged at all times. School managers, SMT members, staff in general must be consistent in the application of regulations and policies within the school. Safety policies, emergency plans, and code of conduct for learners must be enshrined and be exercised for the safety of everyone at school. A code of conduct for learners and educators serves as an important stepping-stone towards fostering a culture of teaching and learning, mutual respect, accountability, tolerance, co-operation and personal development within schools and the surrounding environments. These conduct code may not reduce the incidence of violence and injury, but together with other environmental, educative and structural interventions, they create a context in which behaviour expectations are clearly communicated, consistently enforced, and fairly applied (Stevens, Wyngaard & Van Niekerk, 2001:150). Create conducive atmosphere where everybody owns it with pride. All stakeholders and community leaders must promote safe and secure schools. Teaching and learning cannot take place in a disorganized environment; neither school principals alone can do it without partnership with parents. Community lifestyle affect school environment the same way as the school lifestyle affect community. Troublemakers and offenders must be clearly identified and close monitoring must be in place. Partnership and communication networks in well established schools in violence and crime detection are necessary, for the improvement of school safety and security. De Waal (2011:175) says the weakness at South African schools is that the level of learner discipline that is seen to be instilled is unacceptably low.
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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.
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Collaboration as an element of the principal's strategic leadership

  • Authors: Mokone, Phillip Ernest
  • Date: 2012-08-22
  • Subjects: School principals , School management and organization , Leadership , Community and school
  • Type: Mini-Dissertation
  • Identifier: uj:3062 , http://hdl.handle.net/10210/6483
  • Description: M.Ed. , The general aim of this research project is to: develop a training programme for principals in respect of strategic leadership. In order to realise the above general aim, the following serve as specific aims, namely to: investigate which elements of collaboration are involved in strategic leadership; develop a training programme so that principals can acquire the skills of collaboration; test the programme using an experimental design; and provide recommendations as to how principals can use collaboration to improve their management of school affairs
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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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Collegiality as an aspect of managerial communication in the development and training of principals

Conflict management in selected secondary schools in the Durban South region of Kwa-Zulu Natal

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