Principals' vision of excellence as an aspect of strategic leadership
- Authors: Van Zyl, Maria Theodora Jacoba
- Date: 2012-08-20
- Subjects: School principals. , Leadership. , School management and organization.
- Type: Mini-Dissertation
- Identifier: http://ujcontent.uj.ac.za8080/10210/381750 , uj:2832 , http://hdl.handle.net/10210/6268
- Description: M.Ed. , No job in schools is undergoing greater change than that of the principal. Increasingly research shows that educational leadership is a critical determinant of educational quality (Dekker and Lemmer, 1993:361). A major goal of restructuring the vision of excellence for an organisation is to enlist broader participation in school decision-making and operation. The decentralisation of authority within schools permits expanded roles for educators and all stakeholders in the processes of handling governance issues and planning a school's vision. As a holistic leader the principal should lead and guide his/her subordinates. Even the most effective leaders cannot succeed on their own. They need the support of all the team members. Leadership is not management. Management is to do things right, while leadership is to do the right things. Holistic leadership on the other hand includes components such as a professionally inviting culture, effective communication, ethical foundation, a vision of excellence, empowering followers, personal mastery, collaboration and open-handedness. A "SWOT"-analysis will determine the internal strengths and weaknesses of the school and point out the external opportunities and threats from the society or environment. Strategic choices should be identified to determine short, middle, and longterm influences on the school. The key issues of the vision will guide principals to the implementation process, where everybody should be involved to make changes or to replan. After implementation, controlling and supporting, teams should get feedback and be supported with financial resources. The influence of politics, the economy, society and technology should be taken into consideration to ensure that the values, beliefs, policies, culture and philosophy of the school will lead to a vision of excellence. This neverending process ensure that the vision, mission and goals will lead to real achievement. The vision of excellence will be the desired outcome and result of the shared vision and change. Without a vision the purpose and processes of any organisation or school are all useless.
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Gesagsuitoefening as bestuurstaak van die skoolhoof
- Authors: De Lange, Nicolaas Johannes Steyn
- Date: 2014-08-12
- Subjects: School principals. , School management and organization , Authority
- Type: Thesis
- Identifier: uj:12048 , http://hdl.handle.net/10210/11796
- Description: M. Ed. (Education Management) , The problem of the exercisinq of authority by the headmaster, is twofold in nature. Firstly, many headmasters seem to be in doubt as to the limits of their authority. Secondly, the way in which the headmaster exercises his authority, has an effect on the motivation and work satisfaction of the staff and the pupils. Formal line authority is delegated to the headmaster in order to carry out the responsibilities concerning his post. This authority includes executive and legislative functions. The legislative function is related to the competence of the headmaster to create internal order in the school by the formulation and implementation of a school policy and rules. School policy and rules must be compatible with the government policy regarding educational affairs and must satisfy the requirements of law enforcement and legal practice. Headmasters' uncertainty about the extent and limitations of their formal authority is the result of the magnitude of statutory stipulations and prescriptions contained in official educational policy. Many headmasters also lack knowledge of law enforcement and legal practice. The dynamic nature of an authority relationship brought about by delegation, can also lead to the headmasters' uncertainty about the limits of their authority. Informal authority can be invested in the headmaster by the staff and the pupils, on account of their respect for and confidence in the headmaster. Two types of informal authority are identified: authority of competence and personal authority. It is of vital importance for the headmaster to achieve a high standard of informal authority, as the effective application of his formal authority is dependent on the quality of his informal authority.
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