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Basson, C.J.J., Prof.

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Implikasies van enkele modelle van skoolhoofskap in Transvaal

- Leurs, Gondanette

Authors: Leurs, Gondanette
Date: 2014-07-23
Subjects: School principals - South Africa - Transvaal
Type: Thesis
Identifier: uj:11836 , http://hdl.handle.net/10210/11568
Description: M. Ed. (Educational Management) , School principals are primarily.concerned with education and the effective management of the school entrusted to them. Every principal is given a task to do when he is appointed to or at a school. How successfully he accomplishes his task, and the support that he receives, is highlighted in this study. The principal is a leader who has to perform a complex number of tasks. He works with both adults and children and as a result the method and style of leadership and management is of great importance. The recognition of the principal as leader in the field of instruction and education within the community is essential for the continued existence of the school. The primary aim of the school is educative teaching ('opvoedende onderwys'). The school is a social system which consists of a hierarchy of people, with the principal as the most important manager, and within the system, smaller groups are found. These smaller groups essentially determine the success of failure of the principal's effective management, and this, by implication, also of the educative teaching within the school. This complex task of the principal becomes more manageable if he is familiar with the interwoven management tasks of planning, organisation, leadership and control. Neglect of one of these will have a detrimental effect on the school. The way in which the management tasks are to be executed should be set out in the school policy. In order to perform the tasks which are laid down by the relevant education authority, effective decision making is essential. A principal who has mastered the technique of good decision making has personal freedom to utilise new opportunities for the benefit of the school.
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Sinvolle betrokkenheid van opinieleiers in die skoolpersoneel: 'n bestuursopgawe

- Van Zweel, Susanna Catharina

Authors: Van Zweel, Susanna Catharina
Date: 2014-06-11
Subjects: Leadership , School management and organization
Type: Thesis
Identifier: uj:11503 , http://hdl.handle.net/10210/11199
Description: M.Ed. (Education Management) , The purpose of the study is to investigate the origin and function of informal personnel groups in the school and the identification of the opinion leaders. During the investigation special attention has been given to the role of the opinion leader in the informal group as well as how the opinion leader may be guided by the school principal towards meaningful involvement. Information has been obtained mainly through the study of literature and such information has been interpreted, evaluated and explained. This study led to conclusions and recommendations. Much of a principal's time is taken up by his involvement with a group of people the school personnel. The school personnel as a group consists of two other groups - formal groups and informal groups. Formal groups are formed consciously or intentionally to realise the objectives of the school, while informal groups are created spontaneously. Informal groups institution, as positive, that manner. have an important influence on the school or such groups may act towards Goal-realisation in a is supportive, or negative, that is non-supportive It is apparent that the principal determines to a great extent whether the informal groups of the school personnel are to be positive factors with regard to formal objectives. Informal groups may be a great advantage provided the principal understands how such groups originate and function.
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Aspekte van effektiewe skoolbestuur

- Du Toit, Thomas Arnoldus

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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'n Bestuursmodel vir 'n skool vir gesigsgestremdes

- Schoeman, Gerhardus Henoch

Authors: Schoeman, Gerhardus Henoch
Date: 2014-04-15
Subjects: Children with visual disabilities - Education - South Africa - Administration , Special education - South Africa - Administration , Blacks - Education - South Africa - Administration
Type: Thesis
Identifier: uj:10682 , http://hdl.handle.net/10210/10198
Description: M.Ed. , Because special Education and therefore also the education of visually impaired children, is an expensive undertaking, it is of great importance that every school for the visually impaired functions as effective as possible. In the light of this urgency, research was therefore done to determine the most effective way to manage a school for visually impaired children under the authority of the Department of Education and Training. Before a model for the management of a school for the visually impaired could be developed, attention was given to the historical development of the education of the visually impaired in the Republic of South Africa. This is followed by focussing on the present situation concerning the education of Black visually disabled children. Attention was given to the areas to be managed at such a school, namely: staff, Pupils, Parents and Community, Curriculum, Buildings and Physical assets and Methods and Procedures. Reference was also made to the present management situation at these schools under the authority of the Department of Education and Training and to the managerial functions to be performed by a principal of a school for visually impaired children. Management by objectives and its value for Educational Management was also considered. Finally, the Biblical-Christian perspective on science, management in general and Educational Management in particular, was also considered. The model for the management of a school for the visually impaired from this perspective was suggested. Because of the lack of space the model could be applied to only one management area, namely, staff. It can however be adapted to also suit the management of the other areas. With this model "in the hand" the Christian principal and the management team of a school for the visually impaired, should be able to manage the staff and other areas of the school (more) effectively. They should be able to transfer meaningful and formative education to the pupils entrusted to them and also experience a sense of deep inner satisfaction, because they know that they are busy with a task God has called them for, doing it in the way He wants it to be done.
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Die professionele ontwikkeling van die natuur- en skeikundeonderwyser : 'n bestuursimperatief

- Prinsloo, Marthinus Lourens

Authors: Prinsloo, Marthinus Lourens
Date: 2014-02-18
Subjects: Science teachers - In-service training - South Africa
Type: Thesis
Identifier: uj:4167 , http://hdl.handle.net/10210/9514
Description: D.Ed. , The declining interest of pupils in physical Science, the shortage of qualified teachers, and the rapid progress in science, necessitate the continual professional in-service training of Science teachers. Without such training the need for scientists in the RSA cannot be sufficiently met. Innovation in Physical Science could be realized if professional, qualified and able teachers were to be involved in the development and implementation of curriculums in schools. The necessity for change which is educationally sound also holds implications for teacher assessment. These needs represent an educationmanagement imperative for the professional development of the Science teacher. The procedure followed in this research project comprises an empirical examination as well as a study of literature on the following: -the professional development of the Science teacher; -participation in curriculum development and innovation; -teacher assessment; -career stress experienced in the workplace by the Scienceteacher; and -the influence of persons in management positions in formal education on the professional expertise and development of the Science teacher. The professional development of the teacher depends on pre-service, in-service and further training. Such training should effect a research awareness in teachers. There are fifteen fundamental aspects of reality underlying the professional development of the Science teacher. These aspects, viewed from a management perspective, ought to feature in an interdependent structure. The educational goal of a school should realise itself in subject aims. Realisation of this goal with regard to science demands professionally qualified and able Science teachers. One of the theories of professional concern for teachers is that teacher development could be realised at different levels and could be extended during in-service training. In-service training in the TED comprises orientation, regional and decentralized in-service training courses; staff development visits by superintendents of education (academic); in-service training at and by schools and/or independent teachers' centres. It would seem as if the training which teachers undergo at their schools is the most effective training with regard to their professional development, provided that such training is correctly conducted. It is the broad educational goal which determines the general direction of the education system. This goal acts as a guideline for the Science teacher. To effect an accountable subject curriculum the participation of professionally qualified and able teachers is a prerequisite. Teacher development with regard to curriculum matters is, therefore, also an imperative of educational management. Communication is the key word in curriculum development. Professionally qualified and able teachers are the teacher innovators who have the most impact because they can insure innovation in the classroom itself. Teacher assessment is a management imperative because assessment (even of oneself) is a prerequisite for professional development. Areas to be considered during the assessment of teacher conduct and ability are: -the teacher's command of subject content; -teaching methods; -classroom management; -administrative duties; -teacher-pupil relationships; and -the correlation between tuition and pupil achievement. Interpersonal relationships feature strongly in communication. Any disturbance within this relationship could cause stress. The elimination of potential sources of stress would facilitate the prevention of stress. It would seem as if the possibilities for coping with stressful situations could be categorized as personal, interpersonal, organisational and societal (community) sources. In the secondary school the defusion of stressful situations is the responsibility of each and every teacher. Therefore one of the imperatives of management should be to assist staff to acquire a professional equilibrium. Empirical research has shown that teachers experience in-service training at decentralized courses as useful, stimulating and enriching because such courses enhance their professional expertise. Where in-service training is conducted at schools themselves, the head of department and/or the subject head are regarded as key personnel. It has been determined that teachers view an educationally sound relationship with the superintendent of education (academic) as one in which the superintendent acts as: *a consultant; *a partner-in-education; *an identifier of problems encountered during teaching; and *a motivator towards higher productivity. It is obvious that the role of the superintendent of education (academic) will progressively have to become one of professional academic leadership. If the guidelines provided in this research project were to be implemented, teachers might develop along more professional lines. This, in turn, could lead to a revival of pupil interest in Physical Science.
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Die professionele ontwikkeling en indiensopleiding van die veldskoolonderwyser

- Heyns, Rudolph Cristiaan Gottlieb

Authors: Heyns, Rudolph Cristiaan Gottlieb
Date: 2014-02-17
Subjects: Teachers - In-service training - South Africa , Outdoor education - South Africa
Type: Thesis
Identifier: uj:4049 , http://hdl.handle.net/10210/9400
Description: M.Ed. (Educational Management) , The veld school is one of the most recent developments in the educational provision of the Transvaal Education Department. The effectiveness of the veld school is determined by the quality of education and the enthusiasm manifested by the veld-school teacher as the pursuer of a profession. The professional development and in-service training of the veld-school teacher, therefore, deserves the attention of the Transvaal Education Department, as well as the active measures of the veld-school principal. The rapid technological development of today has caused change and innovation to become an indissoluble part of the daily structure of life. The two most important educational bodies, namely the family and the school, are experiencing problems in keeping pace with this constant change and innovation. The problem of keeping pace with change and innovation may lead to voids in the most important educational situations. It, therefore, concerns the family as well as the school as educational bodies. These voids manifest themselves especially when it comes to the commitment of values and norms to the child. In this study the attempts made by the Transvaal Education Department to overcome these voids in the education of the child have been probed. Initially the subject Youth Preparedness was introduced in an attempt to achieve this goal. The ambitions set for the subject could not be realized within this framework.
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Die professionele ontwikkeling van die adjunk-skoolhoof

- Pieters, Jacobus Johannes

Authors: Pieters, Jacobus Johannes
Date: 2014-07-15
Subjects: School management and organization , School superintendents - Training of
Type: Thesis
Identifier: http://ujcontent.uj.ac.za8080/10210/380938 , uj:11703 , http://hdl.handle.net/10210/11424
Description: M.Ed. (Educational Management) , The standard of education is determined by the teacher concerned. It stands to reason therefore that the professional growth of teachers has become a focal point where training for managerial positions is concerned. Deputy headmasters, in their capacity of co-leaders in matters concerning education, are responsible for the organization in a school. However, only a limited number of deputy headmasters prove to be adequately qualified for this task. Due to the lack of existing training courses, the professional development of deputy headmasters is seriously hampered. That makes them increasingly dependent in this regard on guidance by the headmaster. Headmasters have the responsibility of discreetly and meaningfully stimulating the deputy by involving him in matters such as planning, organization, management and the implementation of authority. This implies, however, that the headmaster himself should be familiar with what these components entail; it is imperative that each aspect be fully appreciated so that a meaningful understanding and implementation on the part of the deputy headmaster will ensue. The headmaster who is sincerely concerned with the professional development of his deputy, contributes successfully towards an in-service guidance programme by including the management skills of motivation, co-consultation and decisionmaking and delegation in his programme. To achieve this end, a meticulous study of the functional value of each of these management skills is necessary. These skills embrace the entire field of management o The headmaster who has mastered these skills and who can successfully. apply them, can make a substantial contribution towards fostering the quality of education as such. The headmaster is taxed with the responsibility of sharing his knowledge with his deputy, thus creating opportunities for the latter to acquire these managerial skills and to discover the applicability of each.
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Deelnemende besluitneming in skoolbestuur

- Moffat, Andrew

Authors: Moffat, Andrew
Date: 2014-07-31
Subjects: School management and organization - Decision making , Teacher participation in administration
Type: Thesis
Identifier: uj:11936 , http://hdl.handle.net/10210/11664
Description: M.Ed. (Educational Management) , Whether we are setting goals, achieving them or coping with the issues which arise in organizing and carrying out day-to-day activities, depends on our ability to make and implement decisions. The decision-making process in the school organization therefore depends solely upon the knowledge the principal has of this process. Knowledge of the decision-making process should enable the principal to sharpen and improve his decision-making skills. To accomplish both the making and implementing of decisions in the school organization consistently well, is no mean·tasks. In striving to determine the importance of decision-making in the school organization the main objective in. this study is to examine and describe, that the implementation of decision-making without wider involvement by the teachers could severely jeopardize the effectiveness of the decision making process. In addition to the above-mentioned objective, the question on how to make the decision-making process workable in order to eventually achieve the organizational objectives, is thoroughly investigated in chapter two. This stresses again the need to realize that the effectiveness of a principal in a school is directly related to the quality of the decisions being made. Thus a principal can be viewed as a specialist in the field of decision-making. Decision-making, then becomes synonymous with managing the school organization. As mentioned above the entire decision-making process, including the steps required to reach a sound decision and the factors influencing the decision-making process, all contribute to making wider involvement in the decision-making process worthwhile.
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