To teach and to manage: a case of principal-teachers in multi-graded classrooms in farm schools.
- Authors: Segale, Beatrice Matshidiso
- Date: 2008-06-09T07:18:32Z
- Subjects: school principals , rural schools , school management and organization , job stress , North West ( South Africa)
- Type: Thesis
- Identifier: uj:9264 , http://hdl.handle.net/10210/570
- Description: This research project is undertaken in order to investigate into the situation of principal-teachers who are both principal and teacher in multi-graded classrooms in farm schools. Possible solutions to the problem are to be found after establishing how principal-teachers construct meaning of their daily working lives. Although it is true that the frustrations and problems of principal-teachers in farm schools are unique and diverse, an attempt is made in this research project to alert the stakeholders to the need of physical and human resources as well as a staffing model for farm schools. The literature review indicates that there are gaps in the provision of farm schooling. There are also suggestions for possible means of overcoming these problems. The one with the challenging task is the principal-teacher who has to be trained for the “super”-work that he or she has to face on a daily basis. The contribution of other social partners or stakeholders is also of great importance. The conditions under which the farm school children live at home should be monitored by the Department of Health to help bring about improvements which will enhance the learning ability of the child at school. , Dr. M.C. van Loggerenberg
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The role of the school governing body in managing fundraising for public primary schools in disadvantaged communities.
- Authors: Maruma, Matsatsi Annah
- Date: 2008-10-14T07:06:03Z
- Subjects: school boards , school management and organization , primary education finance , educational fundraising , Gauteng ( South Africa )
- Type: Thesis
- Identifier: uj:11796 , http://hdl.handle.net/10210/1151
- Description: M.Ed. , Since the first democratic election in South Africa in 1994, there has been significant change and development in all spheres of our lives. Democracy and the implementation of a new Constitution have brought about changes, even in the education system. The democratic system of education is characterised by the new Act that is, the South African Schools Act (SASA) No. 84 of 1996 (RSA, 1996b). This Act acknowledges the importance of parents as stakeholders in the school governing bodies (SGBs). It also outlines the other important responsibilities of school governing bodies such as taking the responsibility of managing school funds. Section 36 of the South African Schools Act (RSA,1996b) states that “… a governing body of a public school must take all reasonable measures within its means to supplement the resources supplied by the state in order to improve the quality of education provided by the school to all learners at the school.” It is the responsibility of the state to ensure that schools are fully resourced, be it financial, human or physical resources. There is a perception amongst educators and other stakeholders such as parents that resources allocated by the state are inadequate. If the state funds schools fully, more children will receive quality education as the new funding method or formula is applied. Fundraising is necessary to supplement the resources allocated by the state. The lack of funds in disadvantaged communities is the cause of schools being ineffective institutions of teaching and learning. The aim of this research study was to explore the role of the SGB in managing fundraising for public primary schools in disadvantaged communities. This was undertaken in order to formulate guidelines for SGBs to effectively manage fundraising. A qualitative research design that was explorative, descriptive and contextual was employed. The researcher conducted focus group interviews in order to collect data. The data collected was analysed and interpreted and various themes and categories were identified. Quotations from the prescribed interviews were given to substantiate the themes and categories identified through data analysis. According to the literature review and responses from focus group interviews, it is the responsibility of the state to ensure that schools are fully resourced. However, this is not possible and it is for this reason that school governing bodies must supplement funds through fundraising. Since this research study was limited to Tembisa West in Ekurhuleni District (D6) one of the recommendations made by the researcher is that further research should be undertaken on managing fundraising in all Gauteng Province public primary schools. Future research studies on this phenomenon must be broader with special emphasis on the experiences and perceptions of SGBs in disadvantaged communities in the Gauteng Province. , Prof. R. Mestry
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The role of the school governing body in financial administration at Sokisi secondary school: a case study.
- Authors: Makhubela, Bridget Salome
- Date: 2008-09-09T08:57:58Z
- Subjects: educational fund raising , secondary education finance , school management and organization , school boards' finance , school budgets , South Africa
- Type: Thesis
- Identifier: uj:4659 , http://hdl.handle.net/10210/999
- Description: The problem in this study lies in the school governing body`s lack of understanding their role in financial administration at Sokisi Secondary School (not its real name). This led to them spending money on the things that were not budgeted for, as well as ensuring the smooth running of the school. The purpose of this study was to help the School Governing Body members to know their functions and also to know how to manage the school’s budget. The qualitative research methodology was chosen for this study. The data collection strategy used was interviews. Six governing body members were interviewed, observed and recorded. The findings in this research were that the School Governing Body members knew that for them to manage the budget efficiently, they must have a sound financial policy. The researcher also discovered that the governing body members had little knowledge of what was expected from them because they were not trained. Concepts such as financial administration and financial planning were discussed. , Dr. B.V. Nduna
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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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The perceptions of the school management team regarding the institutional development and support officials.
- Authors: Aheer, Praneeta Chundranath
- Date: 2008-06-23T10:54:42Z
- Subjects: school management teams , school management and organization
- Type: Thesis
- Identifier: uj:3317 , http://hdl.handle.net/10210/671
- Description: Die Inrigting ontwikkelings en ondersteuningsbeampte ( IOOB) in die departement van onderwys vervul ‘n belangrike rol om te verseker dat onderwys transformeer en dat die skool se bestuurspan georiënteer word om ‘n kultuur van onderwys en onderrig te bewerkstellig. Onlangse konsepte van onderwysleierskap demonsteer ‘n beweging weg van tradisioneel-outoritêre modelle, na ‘n meer demokratiese en deelnemende wyse. Die doel van die navorsing was om die persepsies van die skool se bestuurspan ten opsigte van die rol van die Inrigting ontwikkelings en ondersteuningsbeampte (IOOB) in the Ekurhuleni-Oos Distrik 5, te ondersoek. Die IOOB’s moet die skole se bestuurspanne toerus en ontwikkel, sodat die gehalte van onderwys en onderrig kan verbeter. ‘n Gestruktureerde vraelys wat bestaan uit 32 items is aan distrik 5 se skole se bestuurspanne uitgedeel, sodat hulle persepsies van die IOOB’s vasgestel kon word. Vrae is geformuleer in verband met aspekte van onderwysbestuur en onderrig. Die voltooide vraelyste is aan STATKON by the Universiteit van Johannesburg oorhandig, waar die data verwerk is. Die ontleding en interpretasie van die empiriese data is bespreek. Die konstrukgeldigheid van die navorsingsinstrument is deur middel van twee opeenvolgende faktoranalitiese prosedures ondersoek en sodoende is die 32 items tot twee faktore gereduseer, naamlik: • Die doeltreffende leierskap en bestuur van die IOOB, bestaande uit 14 items met ‘n betroubaarheidskoëffisiënt van 0,967; • Die ingrypingstrategie en ondersteuning van die IOOB, bestaande uit 18 items met ‘n betroubaarheidskoëffisiënt van 0,964.Die statistiese ontleiding van die navorsing is beperk tot ‘n vergelyking van een voorbeeld van twee onafhanklike groepe en een voorbeeld van drie of meer onafhanklike groepe. Hipoteses is gestel en meervoudige statistiese tegnieke is gebruik om die data te ontleed en te interpreter. Na hierdie oorsigtelike opsomming van die aspekte wat in die huidige navorsing aangeraak is, word belangrike bevindings wat uit die navorsing voorspruit gemaak. , Prof. B.R. Grobler
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The management of curriculum delivery as an aspect of learner performance in grade 12.
- Authors: Baloyi, Mbhazima Samuel
- Date: 2008-06-23T10:55:08Z
- Subjects: school management and organization , academic achievement , high school curricula , training of teachers , Gauteng (South Africa)
- Type: Thesis
- Identifier: uj:3349 , http://hdl.handle.net/10210/674
- Description: The subject of the investigation is the impact of management of curriculum delivery as an aspect of learner performance in Grade 12. The investigation is limited to public secondary and combined schools in District Six (D-6) of the Gauteng province. Over the years, and even now, the Department of Education in D-6 is busy trying to find better methods of managing and empowering educators with the sole aim of improving the performance of learners in their Senior Certificate (Grade 12) Examinations. Some of the attempts by the Gauteng Department of Education in D-6 are indicated by the implementation of various intervention programmes and strategies in the public secondary and combined schools. The developmental workshops are continuously organized in order to improve the performance of learners in public schools. The literature indicated that educators are not yet sufficiently empowered to manage curriculum delivery in the public secondary and combined schools. The research project used a structured questionnaire to collect data on the opinions of the respondents in the 19 sample schools of D-6 in the Gauteng province. The questionnaire contained 60 items. The structured questionnaires were distributed to a convenient stratified sample of educators in all the 19 secondary and combined schools. Based on the information from the questionnaire, each item relevant to this particular research was analysed and discussed. After the factor analysis, the significance of the difference between factors mean scores of various groups, for each of the factors that make up the extent of effective management strategies on the enhancement of curriculum delivery, and the extent of effective assessment strategies on the enhancement of curriculum delivery, were analysed and explained. The data obtained indicates that the manner in which curriculum delivery is managed in schools has an impact on the learners’ performance in their Senior Certificate (Grade 12) Examinations. For that reason, the performance of learners in secondary and combined schools can only be improved by implementing effective management strategies and effective assessment strategies that could enhance curriculum delivery in secondary and combined schools. In order to achieve the desired outcome, all the stakeholders, especially the Department of Education, the parents of learners and educators should be committed in improving the management of curriculum delivery in secondary (iv) schools. Managers in their schools should ensure that the management of curriculum delivery is not overlooked and improperly managed. The Department of Education should at all times empower educators in order to avoid continuous decline in learners` performance, including in the schools where intervention programmes and strategies are being implemented. The intervention programmes and strategies could be a success, provided they are coupled with proper management strategies for effective curriculum delivery. , Prof. B.R. Grobler
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The leadership of a functional school in a disfunctional school area.
- Authors: Bipath, Keshni
- Date: 2008-06-24T07:49:20Z
- Subjects: educational leadership , high school principals , school management and organization , Gauteng (South Africa)
- Type: Thesis
- Identifier: uj:9620 , http://hdl.handle.net/10210/703
- Description: The aim of this thesis is to investigate the role of the principal in a functional school situated in a dysfunctional environment in the Gauteng province of South Africa and to make recommendations to assist schools in dysfunctional or disadvantaged areas to achieve school functionality. Functional schools were classified as those obtaining pass rates of between 80 – 100% (coded 0) in the Senior Certificate Examination (SCE) whilst schools obtaining less than 40% were classified as dysfunctional (coded 1). The SCE is the final examination written by learners in South Africa after twelve years of schooling. The dependent variable was thus categorical and dichotomous. It was postulated that the functionality of a school would be related to facts involved with a school’s background, principal’s background, staffing issues, school facilities, school finance, school governance, school inspection and supervision, attendance rates and school management. The stepwise logistic regression models showed inter alia, that the younger a principal, the fewer the teacher posts funded by the School Governing Body, the more a school relies on Government grants: the larger is the probability of the school being dysfunctional. The major characteristic of dysfunctional schools was “low socio-economic background” or dysfunctional areas. Further research was carried out to investigate the emotional intelligence and culture creation in two schools, a dysfunctional and a functional school, in the same socio-economic area. Hence, socio-economic background was kept constant for both schools and as such was removed from the investigation. A literature study was undertaken to gather background and explore various aspects linked to what makes a school functional in a dysfunctional area. Schein’s (2004) qualitative contributions argue that leadership and culture are two sides of the same coin. However, Kets De Vries (1993) argued that leadership styles are largely inconclusive. Goleman (1996), on the other hand, argues that while style may be inconclusive, the leader’s emotional intelligence is common to all styles. Therefore, the researcher argues that emotional intelligence (rather than leadership) and culture are two sides of the same coin. Observations, semi-structured interviews and document analysis were used to gauge the emotional competencies of the principals in the two schools. Furthermore, an Organisational Culture Profile (OCP), adapted by O’Reilly and Chapman (1996), was completed by the principal and educators in both the schools. The dimensions of the OCP were used to determine the difference in the strength of the school culture in the dysfunctional and functional schools. The findings of this thesis displayed that leaders must have most of the competencies in emotional intelligence in order to be able to embed a strong culture in his/her school. The role of the principal in creating a strong culture in his/her school is essential in achieving a functional school in a dysfunctional area. , Prof. B.R. Grobler
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The impact of redeployment on the worklife of the educator in the North West Province.
- Authors: Ndhlovu, Raymond Makhehlani
- Date: 2008-10-21T12:34:48Z
- Subjects: North West (South Africa) , manpower policy , school management and organization , educational change , teachers' employment
- Type: Thesis
- Identifier: uj:13048 , http://hdl.handle.net/10210/1292
- Description: This research was conducted in an effort to investigate the impact of redeployment on the work life of the educator in the Bojanala East Region. The continued placing of educators from one school to the other prompted this study. The research concentrated on schools in the Bojanala East Region. A quantitative research methodology was used to elicit the perceptions of educators with regard to the impact redeployment has on the work life of the educator. The project is divided into five chapters. In chapter one an overview and orientation of the study was given. The problem statement was demarcated. The aims relating to the above mentioned problems were explained. The research methodologies utilised a literature study and a complementary empirical investigation. Concepts were also clarified to enhance understanding. Chapter two concentrated on the literature review to establish what other theorists say about the impact of redeployment on the work life of the educator. In chapter three the design of the research instrument was discussed. The structured questionnaire consisting of biographical data and 19 items were discussed. The theoretical constructs around which redeployment revolved were tabulated. A wide range of educators across all post levels in the Bojanala East Region was sampled. Biographical data was requested from respondents since it was believed that these aspects could be related to educator redeployment and could influence educator perceptions. An analysis and interpretation of some of the empirical data were undertaken in chapter four. Two successive factor analysis on the research instrument produced two factors: • Effective implementation of the redeployment process consisting of 12 items with a Cronbach-Alpha reliability of 0,720. • Effective communication consisting of 7 items with a Cronbach-Alpha reliability of 0,629. Hypotheses were set and univariate statistics were used to analyse and interpret data. Important findings and recommendations were explicated in chapter five. , Prof. C.F. Loock
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The design and effective implementation of a financial school policy for school improvement.
- Authors: Naidoo, Parvathy
- Date: 2008-10-21T12:34:33Z
- Subjects: school boards , school management teams , school management and organization
- Type: Thesis
- Identifier: uj:13026 , http://hdl.handle.net/10210/1290
- Description: M.Ed. , The design and implementation of a financial school policy is an important function of the School Governing Body. Although every public school designs a financial school policy, the success of managing the school’s finances effectively and efficiently is dependent on how the policy is implemented. The aim of this research was to investigate the role played by the School Governing Body (SGB) and the School Management Team (SMT) in the design and effective implementation of the financial school policy. The impact of the South African Schools Act together with the Norms and Standards for Funding on state funding, school fees and school fees exemptions were also explored. The functions of the SGB in respect of financial matters and the role played by the finance committee emphasizes the devolution of financial matters from the state to communities. By virtue of the Schools Act the principal is responsible for the professional management of the school and together with the SGB is directly responsible for the effective use of all funds belonging to the school. It is incumbent upon the SGB and the SMT to take accountability for all their financial activities by being transparent and responsible in the management of school funds. The design of a financial school policy and the effective implementation thereof will ensure school funds being managed effectively and efficiently. The quantitative research method was used to elicit the perceptions of SGBs, SMTs and educators with regards to the designing and implementing of the financial school policy. This research study was confined to primary and secondary schools in the district D9, D10, D11 and D12 areas of the Gauteng Province. A structured questionnaire was distributed to members of the SGB, SMT and educators in the above-mentioned districts. The empirical study resulted in mean scores of the thirty-two items ranging between 2,63 and 5,34. An analysis of the data revealed that the financial school policy is central to all financial activities in schools and it must be designed and implemented by all stakeholders. , Prof. R. Mestry
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The assessment of parent involvement as an aspect of whole school evaluation.
- Authors: Mestry, Kanagamberry
- Date: 2008-10-14T07:07:30Z
- Subjects: school management and organization , South Africa , parent participation , evaluation of schools
- Type: Thesis
- Identifier: uj:11891 , http://hdl.handle.net/10210/1161
- Description: M.Ed. , Hoofstuk een voorsien die agtergrond tot die navorsing asook ‘n beskrywing van die probleme. Dit bevat die doel van die navorsing, die metodologie wat gevolg is en gee ‘n uitklaring van konsepte wat in die navorsing gebruik is. Hoofstuk twee fokus op ‘n uiteensetting van die onderwerp van die navorsing, naamlik DIE ASSESSERING VAN OUERBETROKKENHEID AS ‘N ASPEK VAN GEHEELSKOOL-EVALUERING. Die doel van die navorsingsprojek was om te bepaal watter aspekte noodsaaklik is vir die doeltreffende betrokkenheid van ouers by skoolbestuur. Om hierdie doel te verwesenlik is ‘n lite ratuurstudie onderneem wat as basis vir die empiriese navorsing gedien het. Die bespreking in hoofstuk twee handel oor die vernaamste vorme van ouerbetrokkenheid, huis-en-skoolinteraksie, die impak van ouerbetrokkenheid by skoolbestuur en die hantering van hindernisse vir doeltreffende ouerbetrokkenheid. Die studie ondersteun die siening dat ouerbetrokkenheid die perspektiewe van onderwysers verbreed en hulle sensitiwiteit vir die uiteenlopende omstandighede van ouers verhoog. Deur die bevordering van ouerbetrokkenheid kan onderwysers kennis en ‘n begrip van kinders se huise, gesinne en buite -skoolbedrywighede bekom wat lei tot hoë vlakke van akademiese prestasie by kinders. Die ontwerp van die navorsingsprojek is in hoofstuk drie uiteengesit. ‘n Beskrywing van die empiriese ondersoek is voorsien. Die vraelys is bespreek en die verloop van die navorsing kortliks aangeraak. Al die vrae met betrekking tot doeltreffende ouerbetrokkenheid het gelei tot gemiddelde tellings tussen 3,73 en 4,59. Die ontled ing en interpretasie van die empiriese data is in hoofstuk vier bespreek. Die konstrukgeldigheid van die navorsingsinstrument is deur middel van twee opeenvolgende faktoranalitiese prosedures ondersoek en sodoende is die 40 items tot twee faktore gereduseer, naamlik: · doeltreffende ouerbetrokkenheid bestaande uit 21 items met ‘n betroubaarheidskoëffisiënt van 0,9129; · doeltreffende kommunikasie bestaande uit 19 items met ‘n betroubaarheidskoëffisiënt van 0,8924. Die statistiese ontleding van die navorsing is beperk tot ‘n vergelyking van een voorbeeld van twee onafhanklike groepe met een voorbeeld van drie of meer onafhanklike groepe. Hipoteses is opgestel en multivariante statistieke gebruik om die data te ontleed en te interpreteer. Na hierdie oorsigtelike opsomming van die aspekte wat in die huidige navorsing aangeraak is, word belangrike bevindings wat uit die navorsing voortspruit gemaak. , Prof. B.R. Grobler
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The assessment of instructional leadership in schools: implications for whole school evaluation
- Authors: Khuzwayo, Martha Ntombizodwa
- Date: 2008-08-25T10:26:05Z
- Subjects: educational leadership , school management and organization , schools' evaluation
- Type: Thesis
- Identifier: uj:3851 , http://hdl.handle.net/10210/921
- Description: There is a growing consensus that at the core of school effectiveness and learner achievement is instructional leadership. Research evidence show that the rigid command and control leadership tendencies stifles individual and team creativity which may in turn deter platitudes about quality teaching and learning as well as learner achievement. This research has argued that to strengthen teaching and learning, instructional leadership should be nurtured through the establishment of a leadership development program. This program should focus on, amongst others, an in-depth understanding of school and classroom practices that could improve learner achievement. The overall aim of this research was to assess instructional leadership in schools and to ascertain its implications for whole school evaluation. To achieve this aim the quantitative research design was used. Data was collected from a range of post level one educators to deputy principals at Ekurhuleni West District by means of a structured questionnaire. The identification and conceptual meanings in respect of instructional leadership were achieved through the results of the empirical data, although it was difficult to find a succinct definition from the literature gleaned. Three successive factor analyses on the research instrument (the questionnaire) produced one factor, namely: • Academic standards consisting of 50 items with a Cronbach- Alpha reliability co-efficient of 0,990. This factor indicates a high reliability co-efficient correlation between the independent and dependent variables in this research- (instructional leadership and whole school evaluation). (Instructional leadership being the predictor variable (independent variable) and whole school evaluation being the criterion variable (dependent variable). This research has shown that the presence or lack of presence of instructional leadership would determine the kind of results that may be obtained from the process of whole school evaluation. Important findings from the literature review indicate that high achieving schools have principals that place instruction as their highest priority. These are the principals that set goals, understand instruction and curriculum, are results-driven, evaluate and monitor progress to bring about increased learner learning, become physically visible and accessible and promote instructional climate (Van Deventer and Kruger, 2003:248-254). The recommendations explicated in chapter five indicated that principals need the opportunity to explore and update skills in instructional leadership, curriculum development, supervision and school management. , Prof. C.F. Loock
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Reskilling for collegiality in disadvantaged schools.
- Authors: Sabisa, Modiehi Emily
- Date: 2009-02-05T07:08:17Z
- Subjects: school management and organization , education and state , teachers' in-service training
- Type: Thesis
- Identifier: uj:14875 , http://hdl.handle.net/10210/1995
- Description: Although the necessary legislations such as the South African Schools Act and Employment Equity Act are in place, these are not implemented to effect systematic change in disadvantaged schools. The autocratic and laissez-faire styles of leadership seem to be more prevalent. Human resource management in disadvantaged schools is still based on a disempowering autocratic ethos inherited from the apartheid era. The principles of collegiality are mentioned in theory but not practised. Due to lack of power sharing, great pressure is placed on senior managers to be skilled and reskilled for collegiality. The purpose of the study was to investigate whether reskilling for collegiality in disadvantaged schools helps to enhance the work ethos of educators. This study also aimed at determining the involvement of educators in the formulation of vision, leading to a sense of ownership and enhancing prospects of successful innovation. Educational managers and educators who were purposely selected from disadvantaged primary and secondary schools in Poortjie in the Vaal Triangle were interviewed. Verbatim-transcribed data was further analysed using the constant comparative method. The research findings suggested that reskilling for collegiality in poorly managed schools is necessary. The Department of Education is not doing enough to educate both school management teams and educators on reskilling for collegiality. Research findings also indicated that most principals tend to use autocratic, as opposed to collegial styles of leadership. It also appears that the school system needs to transform its culture from one of control to one where autonomy, participative management and empowerment are valued. In view of the foregoing discussion it is recommended that a joint effort by the Department of Education, principals, teachers, and non-government organisations is needed to solve the problem. Moreover, structuring professional development programmes for educators by the latter and learning how techniques should be employed within the career development of educators through the appointment, induction, in-service training and the transitional stages are highly valued.
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Managing the implication of inclusion in schools.
- Authors: Maphula, Madumi Freddy
- Date: 2008-10-14T07:05:37Z
- Subjects: school management teams , school management and organization , inclusive education , Soweto ( South Africa )
- Type: Thesis
- Identifier: uj:11763 , http://hdl.handle.net/10210/1148
- Description: M.Ed. , The problem in this research lied in the lack of clear guidelines, training and resources in the management of the implementation of inclusion in schools. The research’s aim was to provide guidelines for the School Management Teams in managing the implementation of inclusion in schools. This will be achieved through a qualitative research method. The qualitative research included descriptive and exploratory research methods. The researcher collected data using multiple means of data collection, namely, interviews, survey and observations. The selection comprised of the members of the School Management Teams – the school principal, deputy principal, two Heads of Department and three teachers from each of the five selected schools. The interpretations of data led to the research findings, recommendations and the conclusion. The findings of the study described the participants’ perceptions and experiences of the management of the implementation of inclusion as a process for school improvement. The perceptions and the experiences of the teachers and the principals suggested that the participants had limited understanding, knowledge and skills in managing and implementing inclusion in schools. Thus guidelines for managing the implementation of inclusion were provided. In addition, guidelines for the educational psychologists that could facilitate the successful management of the implementation of inclusion were developed. , Dr. B.V. Nduna
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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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Management of cultural diversity as an aspect of school effectiveness.
- Authors: Ngobese, Sicelo Samuel
- Date: 2008-10-27T06:31:42Z
- Subjects: Gauteng (South Africa) , conflict management , school management and organization , multicultural education , multiculturalism
- Type: Thesis
- Identifier: uj:13103 , http://hdl.handle.net/10210/1303
- Description: D.Ed. , The advent of democracy in South Africa, accompanied by the deracialisation, not only of the South African society but of schools as well, has had an impact on the demographics of suburbs in all kinds of ways: racial backgrounds, cultural backgrounds, educational backgrounds and so on (Kogod,1991:8). As the South African population is diverse, so are the schools in the suburbs in terms of learner population (Du Pont, 1997:6). The fact that the learner population is increasingly becoming diverse in the entire former Model C schools creates an increasing need for school principals to be equipped with the skills appropriate to the management of cultural diversity at schools. The fact that learners are drawn from diverse cultural backgrounds means that culture, not mandates or structure, is the telling component in educational organisations, such as schools (Cunningham & Gresso, 1993:43). This change from homogeneity to heterogeneity in terms of learner composition at schools compels principals of schools and their staff members to be sensitive as learners need to be served without prejudice. School personnel equipped with the appropriate diversity management skills would understand diversity sensitivity, acknowledges cultural differences and sensitise individuals about stereotyped differences. It places a premium on the promotion of communication and understanding and build relationships among members of the school community from different cultural backgrounds (Kossek & Lobel, 1996:4). Principals as heads of schools have to sensitise their staff members about the dangers of cultural stereotypes and should demonstrate skills by focusing on reconciling interests of diverse learners rather than developing compromises among the learners, as it has been proven that common interests serve to motivate and give people a common direction (Cunningham & Gresso, 1993:45). The notion of common interests is supported by Armstrong (1996:842) as he argues that these common interests could be harnessed by the school management by ensuring that each learner commits himself or herself to the vision and mission of the school. This should be done on the premise that harnessing these differences will create an environment that is conducive to every learner and in which he would feel valued and would use their individual talents towards the realisation of the school vision and mission. , Prof. B.R. Grobler
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Financial management as the function of the school governing body.
- Authors: Gubuza, Sibongile Faith
- Date: 2008-08-20T09:44:08Z
- Subjects: school management and organization , financial management , school boards , school budgets , South Africa
- Type: Thesis
- Identifier: uj:7970 , http://hdl.handle.net/10210/888
- Description: A financial function is one of the aspects of a business enterprise and a department that is involved with finances of the business is known as a financial department. Financial management, as a discipline, is interlinked with other activities that occur within a business organization such as production, marketing, purchasing, personnel functions, et cetera (Cronje, et. al. 1991:16,22). In a school organization there are different departments and committees, which are dependent on the financial committee of the institution for their survival. The finance committee focuses on making decisions with regard to the finances of the school and the generation of extra income, through alternative sources to add value to the organization, for the reason that schools cannot operate successfully with school fund only. Berkhout and Berkhout (1992:4) outline sources of finance that can assist the committee to generate more funds. For a school to operate and perform, the financial management function effectively, it is necessary for one to understand the internal and external environmental factors, which can affect the smooth running of the school. , Dr. P.J. du Plessis
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Emotional intelligence in the effective management of a school.
- Authors: Malgas, Rosemary Winifred
- Date: 2008-10-14T07:05:05Z
- Subjects: Western Cape ( South Africa ) , school principals , school management and organization , emotional intelligence
- Type: Thesis
- Identifier: uj:11743 , http://hdl.handle.net/10210/1146
- Description: M.Ed. , Skoolhoofde se taak word toenemend meer kompleks omdat hulle met vele uitdagings gekonfronteer word (Loock, 2003:49). Die doel met hierdie navorsing was om die waarde van emosionele intelligensie as 'n strategie vir effektiewe skoolbestuur na te vors. Goleman beweer dat emosionele intelligensie op ons vermoë dui om ons eie en ander mense se gevoelens te herken. Dié intelligensie bepaal ook hoe ons hierdie gevoel aanwend vir selfmotivering en hoe ons ons eie emosies bestuur en handhaaf in ons verhouding met ander mense. Emosionele intelligensie sluit vier komponente in, naamlik seflbewustheid, selfbestuur, sosiale bewustheid en verhoudingsbestuur. Vir hierdie navorsing het die navorser gebruik gemaak van ‘n gestruktureerde vraelys om ‘n meningsopname onder hoofstroomopvoeders, asook opvoeders in spesiale skole te maak. Die vraelys is aan geselekteerde skole in die Wes-Kaap gestuur. Uit die data hierdeur verkry, blyk dit dat die skoolhoofde nie oor voldoende emosionele intelligensie beskik om hulle skole effektief te kan bestuur nie. Die ondersoek bevestig die uitgangspunt dat wanneer skoolhoofde bewus word van die vermelde komponente van emosionele intelligensie, en dit toepas binne die konteks van onderwysbestuur, hulle bestuursvermoë verbeter. Die veronderstelling is dus dat skoolhoofde wat hulle emosionele intelligensie ontwikkel, meer effektiewe skoolbestuurders kan wees. , Mrs. I. Hariparsad
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Effective school budgeting for the optimum utilization of physical resources.
- Authors: Choonara, Mohamed Afzel
- Date: 2008-06-24T07:50:16Z
- Subjects: school budgets , school boards , educational finance , school management and organization , school improvement programs
- Type: Thesis
- Identifier: uj:9653 , http://hdl.handle.net/10210/706
- Description: The Schools Act 84 of 1996 has given governing bodies (SGBs) the responsibility of managing school finances. The Act prescribes that the SGB must prepare a budget annually. A school’s budget is an important financial management tool, which ensures that adequate resources are procured in a cost-effective manner in order to enhance teaching and learning. However, schools are grappling with diminishing financial resources and this factor reduces the school’s capacity to respond to the changing needs of learners. Furthermore, SGBs lack the necessary skills and competence to manage funds. The general aim of this research was to determine whether schools prepare budgets effectively, resulting in the optimum utilization of physical resources which will improve the quality of teaching and learning. A literature study was undertaken relating to effective budgeting for the optimum utilisation of physical resources for effective teaching and learning to take place. It outlined school finances in other countries and the impact that budgets have on effective school management. It also gave a detailed account of the process of budgeting and more importantly it outlined in detail the effect of physical resources on school improvement. A quantitative study was made through a structured questionnaire developed from a literature survey. A discussion of the respondents sampled, their biographical details in the form of graphs and the return-rate of questionnaires were also discussed. The questionnaire was discussed as well as the mean scores of various items. Some pertinent questions relating to effective budgeting was also discussed. Educators regard financial management as an important component of school management. They also regard the optimum utilization of resources as key to effective teaching and learning in the classroom. The data was analysed. The Pearson’s Chi Square value as well as Cramer’s V value was discussed using cross-tabulations. Pertinent questions were analysed using these techniques and possible explanations were given to empirical findings. Taking it from school to school or using cross-tabulation on whether educators are SGB members or not, reveals a similar trend that budgets are being drawn up through very little input from all stakeholders. This is a cause for concern. Few educators agree that the DoE provides schools with the necessary physical resources for teaching. This implies that schools have to provide the necessary resources for effective teaching to take place, which further impacts on the budgetary process. Schools have to levy fees on its learners or embark on fundraising projects to supplement the monies from the state. Finally findings from the literature as well important empirical findings were discussed, together with recommendations. Although some SGB training was provided, it has not been focused and thorough, or it has been done by incompetent trainers. Workshops should be conducted by accountants and financial experts with careful monitoring at each stage. There should be regular feedback and evaluation. SGBs should co-opt financial experts from their communities to assist in this delicate task. The SGB should ensure that they involve all stakeholders when initiating the budget process. In this regard, schools could make use of programme budgeting so that all learning areas are catered for and all educators, parents and the community at large are involved. Effective budgeting will go a long way towards achieving the educational goals of schools by ensuring that all physical resources are utilized optimally. , Prof. R. Mestry
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Educator morale in Gauteng public schools: an education management perspective.
- Authors: Dladla, Khosi Maureen
- Date: 2008-08-15T07:53:45Z
- Subjects: school management and organization , public schools , education and state , Gauteng (South Africa) , teachers' job satisfaction
- Type: Thesis
- Identifier: uj:7815 , http://hdl.handle.net/10210/870
- Description: ‘n Algemene inleiding en motivering vir die studie, asook die faktore wat onder¬wysermoraal belemmer word in Hoofstuk Een aangestip. ‘n Algemene agtergrond tot onderwysermoraal word gegee. ‘n Verslag oor die transformasie van die Suid-Afrikaanse onderwysstelsel en die afname in onderwysermoraal in Suid-Afrika en oorsee word in hierdie hoofstuk gereflekteer. Die navorsingspro¬bleem en doel¬stellings word geformuleer en die navorsingsmetodologie bespreek. Die fokus van die navorsing is duidelik afgebaken. Hierdie hoofstuk word afgesluit deur konsep¬te wat met die navorsingsonderwerp verband hou, te verhelder en die hoofstuk indeling te bespreek. Hoofstuk Twee is ‘n literatuuroorsig waarin gepoog word om die essensie van onderwysermoraal vas te stel. Faktore wat ‘n bydrae tot onderwysermoraal maak, naamlik die samelewing, politiek, media en onderwysveranderings, en die rol wat deur onderwysbestuurders gespeel word in die aanspreek van onderwysermoraal word bespreek, asook die implikasie hiervan vir die praktyk. Hoofstuk Drie gee ‘n oorsig oor die navorsingsmetodologie waardeur data inge¬samel is. Daar is ‘n beskrywing van die aard en doel van kwantitatiewe navorsing, gevolg deur ‘n bespreking van die verhouding tussen die navorser en die onderwerp. Die gestruktureerde vraelys wat gebruik is om data in te samel, word bespreek. Die data is onderwerp aan die Kaiser-Meyer-Olkin-meting om te bepaal of die steekproef voldoende was. Verder is 37 items deur middel van twee opeen¬volgende faktor-analitiese prosedures gereduseer tot twee faktore. Hierdie twee fakatore is genoem “sosio-politieke aspekte wat onderwysermoraal belem¬mer” en “skoolgebaseerde aspekte wat onderwysermoraal belemmer”. Items wat met elkeen van die faktore verband hou, word getabelleer, in rangorde gerangskik en bespreek. Die empiriese ondersoek word ook bespreek. Dit sluit ‘n bespreking van die steekproef, biografiese besonderhede en die terugstuur van die vraelys in. Hoofstuk Vier voorsien ‘n ontleding en interpretasie van die empiriese data. Die geldigheid en betroubaarheid van die gestruktureerde vraelys as navorsings¬instrument word kortliks bespreek. Hipoteses word geformuleer. ‘n Vergelyking van twee onafhanklike groepe en drie of meer onafhanklike groepe word gedoen. Die statistiese beduidenheid van verskille tussen alle onafhanklike groepe word in tabelvorm weergegee en daarna bespreek ten opsigte van die twee faktore by onderwysermoraal betrokke. Levene se toets vir die gelykheid van afwykings word gebruik om die gemiddelde tellings van die twee faktore ten opsigte van onderwysermoraal te vergelyk. Die faktor-gemiddelde tellings van die verskeie onaf¬hanklike groepe word in tabelle gegee en die ANOVA vir die ontleding van afwykings bereken en kortliks bespreek. Hoofstuk Vyf gee ‘n oorsig oor die navorsing. Belangrike bevindings uit die literatuuroorsig en die empiriese navorsing word bespreek. Aanbevelings word op grond van die literatuur- en empiriese bevindings gemaak vir die verbetering van onderwysermoraal. , Prof. B.R. Grobler
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Dilemmas faced by middle managers in curriculum implementation at the foundation phase.
- Authors: Serumula, Masilo Johannes
- Date: 2009-02-05T07:12:15Z
- Subjects: educational leadership , middle managers , school management and organization , primary education curricula
- Type: Thesis
- Identifier: uj:8083 , http://hdl.handle.net/10210/2012
- Description: M.Ed. , The major problem in this research is that middle managers at the Foundation Phase seem not to be satisfying their roles of managing other educators, and learners’ activities and implementing curricula in class. The main aim of the research is to probe how the management roles impact on the Foundation Phase middle managers’ performance and to suggest ways and means to assist in the running of their daily activities as both managers and educators. The other aim is to suggest how the middle managers could synchronise the two roles maximally and to make recommendations regarding the way the two roles could be executed with ease. This is a qualitative research. The techniques and tools to be used are a phenomenological approach, in depth interviews, questionnaires and observations for data collection, while a descriptive analytical approach is used for data analysis. The findings are that middle managers at the Foundation Phase have a responsibility far above their capabilities. They are overloaded, overburdened and over- worked. The recommendations are that the middle managers should be supported by all stakeholders in education particularly the department of education which should reduce the educator-learners ratio and also provide them with assistants in classes. It is further recommended that future research should focus attention on establishing benchmarks for workloads in schools and colleges.
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