Developing a model for improving secondary schools effectiveness in the Northern Free State district.
- Authors: Ratshilumela, Takalani Geoff
- Date: 2009-02-05T07:14:09Z
- Subjects: school improvement programs , school management and organization , secondary education , total quality management in education , effective teaching , Free State ( South Africa )
- Type: Thesis
- Identifier: uj:8093 , http://hdl.handle.net/10210/2021
- Description: M.Ed. , The researcher’s initial observations and discussions with educators revealed that secondary schools in the Northern Free State district perform below the required standard. The problem of this research lies in the lack of effectiveness in secondary schools which is due to factors such as historical political development, the collapse of the culture of teaching and learning at schools, under qualified teachers and poor infrastructure. These factors made worse by lack of clearly defined models for improving school effectiveness. The purpose of this research is to suggest and develop a model for improving schools effectiveness in the Northern Free State district and to determine the extent to which secondary schools in the Northern Free State district are using the Total Quality Management approaches or the Integrated Quality Management Systems (IQMS) approaches as well as characterizing those secondary schools that are viewed as effective or ineffective. The research method is qualitative in nature. The researcher collected data through observations, interviews and analysis of school records. The findings of this research support the purpose of the study which is to develop a model for improving secondary schools effectiveness. This research is regarded as a direction pointer in the development of the model that can be effectively applicable to improve effectiveness of the secondary schools in the Northern Free State district and the country as a whole hence it is recommended that the suggested model which is a combination of the known powerful models for improving school effectiveness be expanded to other schools.
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Management strategies to improve the academic performance of previously disadvantaged secondary schools in the grade 12 examination.
- Authors: Joseph, Vathukattu Kurian
- Date: 2008-08-25T10:26:16Z , 2004
- Subjects: academic achievement , high school examinations , school management and organization , educational leadership , effective teaching , secondary education , parent participation in education
- Type: Thesis
- Identifier: uj:3862 , http://hdl.handle.net/10210/922
- Description: The importance of secondary school education in moulding learners into responsible citizens of tomorrow cannot be ignored or undermined. Secondary school education is the stepping stone for unlimited opportunities for learners to explore the career choices that they have to pursue further in their lives. Every year the performance of secondary schools in the matric examination come under spotlight as soon as the results are published. Many schools in the previously disadvantaged communities perform poorly in the matric examination each year. This research aims at drawing up management strategies that could be used to improve the performance of learners in the matric examination in the poorly performing schools. The literature study reveals that effective management and leadership is an essential characteristic of a successful school. Managers of schools that are poorly performing in the matric examination have to set up proper systems in place to ensure effective teaching and learning. Effective participation of all stakeholders in the management of the education of the learners is essential to improve the academic performance of learners in the matric examination. Quality subject delivery by educators in the classroom is the most important and indispensable factor that can improve the academic performance of learners in the secondary schools. Active participation of parents in the education of their children is essential to improve the discipline of the school as well as the academic performance of the learners. The literature study also reveals that poor socio-economic conditions can negatively influence the academic performance of learners. Schools that are poorly performing require visionary and innovative managers to turn them around into centres of excellence. Managers of schools have to seek the assistance and cooperation of the community and the business people to improve the quality of education provided in schools. Availability of necessary physical facilities enhance the quality of teaching and learning and the academic performance of learners in the various subjects. A questionnaire was used to collect the data required for this research. Forty schools that are poorly performing and forty schools that are well performing in the matric examinations were selected for this research. All these schools exist in the previously disadvantaged communities. Based on the information gathered using the questionnaire, each item in the questionnaire is analysed and discussed. After the factor analysis, the significance of the difference between the factor means of the various groups for each of the factors were analysed and explained. The data obtained suggests that in many schools (66,5% of schools surveyed), there is a lack of effective management structures that are essential for the implementation of quality teaching and learning. Lack of support and active participation of the parents in the education of the learners can be noticed from the information gathered. Poor management of school resources for effective teaching and learning can be also observed from the data collected. Lack of physical facilities is still a major problem in many (54,5% of the schools surveyed) schools. Lack of shared vision and cooperation among the stakeholders of education for the provision of quality education is evident in many schools. Ill-disciplined and non-committed learner bodies are a major challenge to many schools in the previously disadvantaged communities. The research shows that, organisational support and individual support are crucial to the success and the improvement of the academic performance of a school. The management strategies to improve the academic performance of previously disadvantaged schools in the grade 12 examination has two components namely: organisational support and individual support. The SMTs of schools have to set up management systems in place to ensure effective teaching and learning at schools. It is the responsibility of the SMTs to provide a suitable atmosphere needed for effective curriculum delivery at schools. The human, physical and financial resources of a school should be managed most effectively for quality education for all. Management strategies that will provide opportunities for all stakeholders to participate effectively in the school development programmes should be organised by the SMTs of schools. Schools have to introduce and implement strategies to improve the learner attendance and discipline for quality education and to improve the academic performance. The SMTs of schools have to introduce programmes that will increase the participation and support of parents in the education of learners. The academic performance of schools cannot be improved without providing sufficient individual support to the learners and educators. Based on the needs of the educators and learners, schools have to organise various programmes to support them to improve the academic performance in the grade 12 examination. Workshops and in-house training for educators are some of the ways to support the educators to enhance the quality of curriculum delivery at schools. Additional academic support programmes like extra lessons during afternoons and holidays can assist learners to improve their performance. Schools should have necessary systems in place to address the socio-economic needs of learners. In chapter 6, the findings of the research as well as the recommendations of management strategies to improve the academic performance of previously disadvantaged schools in the grade 12 examination are also given. , Prof. T.C. Bisschoff
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The effectiveness of training educators on implementing the Revised National Curriculum Statement (RNCS) in the intersen phases (grades 4-7) in Wattville primary schools.
- Authors: Malesa, Gladness Matsela
- Date: 2008-09-26T07:09:37Z
- Subjects: Training of teachers , competency based eduaction , effective teaching , Gauteng ( South Africa ) , teachers' training curricula
- Type: Thesis
- Identifier: uj:10910 , http://hdl.handle.net/10210/1042
- Description: M. Ed. (Education Management) , The main purpose of the current study was to investigate the effectiveness of training educators on implementing the Revised National Curriculum Statement (RNCS) in the Intersen (Grades 4-7) phases in Wattville primary schools. The problem is that there is lack of effective implementation of RNCS due to the lack of proper and adequate training received by educators in this area. The general research question is “What is the importance of implementing the Revised National Curriculum Statement (RNCS) in schools?” The aims of the current study are to provide educators with strategies and techniques on implementing RNCS, equip educators with skills and knowledge for the effective implementation of RNCS, to outline a theoretical description of the support needed subsequent the GDE training and to provide educators with staff development programmes for the effective implementation of RNCS. The objectives were to determine the strategies and techniques employed in schools in implementing RNCS and to determine the degree of knowledge and support the participants have received subsequent the GDE training. The study is based on qualitative research, since it sets out to develop an understanding of individuals and events in their natural state. The researcher employed observations, interviews and document analysis as methods of collecting data by personally interacting with the participants in their natural settings. Purposive sampling was employed, where only information-rich participants were chosen for the purpose of the study. The researcher selected participants who were knowledgeable and informative about RNCS so that the best information could be provided for the purpose of the research information. The findings indicated that there is lack of knowledge, skills and understanding on implementing RNCS; the training provided by the GDE was insufficient and inadequate; lack of parental involvement in their children’s learning; lack of Learner v and Teacher Support Materials; lack of educator support subsequent GDE training and finally, lack of staff development programmes in schools. To the findings arrived at, recommendations to the GDE were made as follows: • Intensive educator training by curriculum specialists on RNCS should be conducted. • More educators should be employed to address the issue of learner-educator ratio and overcrowded-ness, which impact negatively on RNCS implementation. • Hands-on training in the form of in-service training and workshops should be provided on continuous basis. • Staff development programmes should be drawn by all educators and conducted by the SMTs, to enhance effective RNCS implementation. , Mr. S.T. Hlongwane
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The principal as leader: implications for school effectiveness.
- Authors: Motshana, Segokgo Solomon
- Date: 2008-10-14T11:26:20Z
- Subjects: school principals , effective teaching , educational leadership , Mpumalanga (South Africa)
- Type: Thesis
- Identifier: uj:12127 , http://hdl.handle.net/10210/1186
- Description: M.Ed. , Key legislative acts and policy papers have been adopted to guide the transformation process these include the National Policy Act 27 of 1996, the National Qualifications Framework, South African Schools Act 84 of 1996, Curriculum 2005, and the Employment of Educators Act 1998 to name but few (Meyer and Motala 1998:1). Over and above these there is the Mpumalanga School Education Act 8 of 1995, Norms and Standards for school funding and numerous Educator Labour Relations Council resolutions that serve to guide the transformation process. All these acts and policy papers are initiatives of the state to ensure school competency and hopefully school effectiveness. Their dependence is substantially on strengthening capacity to plan, manage and supervise schools. Meyer and Motala (1998:1) further indicate that for the implementation of all acts and policy papers require a change in organisational culture and the development of appropriate capacities. The most important source of the required capacity to ensure school management and leadership is broadly in the hands of the principal. These rapid changes in acts and policies in our school system are creating a leadership crisis in the Mpumalanga schools. School principals as such commonly blame these rapid changes for their paralysis. On the other hand the Mpumalanga Department of Education (MDE) is randomly and sporadically conducting induction programmes, seminars, conferences and workshops for principals to ensure that principals understands and at least develop the capacity for effective school leadership. According to Bailey and Jenkins (1996:14) these initiatives alone can hardly sustain the needs of the school principals. , Prof. T.C. Bisschoff
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The principal's role in implementing the EAZ as an intervention strategy.
- Authors: Hlatywayo, Mmapula Abea
- Date: 2008-08-21T12:49:25Z
- Subjects: school management and organization , academic achievement , effective teaching , high school administration , high school principals , secondary education , Gauteng (South Africa)
- Type: Thesis
- Identifier: uj:8069 , http://hdl.handle.net/10210/899
- Description: Principals in schools that are failing to meet the expected standard in terms of Grade 12 performance have a role to play in order to change the situation in their schools around. Although there are various factors contributing to the decline in Grade 12 performance in their schools, principals are still seen to be the key figures in determining quality education in their respective schools. They should, therefore, become active change agents in the transformation process in education. Their cooperation with the EAZ teams introduced by Kader Asmal in 1999 is therefore necessary for their schools to improve. By the way, a leader does not tell subordinates “what to do” but rather shows them “how to do things”. However, a qualitative research design was employed to establish the role of the principals in the Gauteng Province in implementing the EAZ as an intervention strategy. Barriers to the success were identified. Strategies to assist principals in overcoming barriers are also recommended. Ultimately, all schools have an obligation to produce good results. , Prof. K.C. Moloi
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