Clarity as an aspect of tactful feedback : implications for the management of teacher competence
- Authors: Karimulla, Habib
- Date: 2012-09-13
- Subjects: Feedback (Psychology) , Competency based education - South Africa. , Teachers - Rating of - South Africa.
- Type: Thesis
- Identifier: uj:10335 , http://hdl.handle.net/10210/7699
- Description: M.Ed. , This study forms part of a comprehensive research project concerning teacher competence and its evaluation. A pilot study had been completed by lecturers from the Education Department at Rand Afrikaans University in 1994/5. An analysis of the data identified eight factors linked to teacher competence. These are: * The learning environment * Professional commitment * Order and Discipline * Educational foundation * Teacher reflection * Co-operative ability * Effectiveness * Leadership In addition to the above, five factors concerning the person evaluating teacher competence were identified. These are: * Invitational feedback * Transparent feedback * Tactful feedback * Credible feedback * Culturally sensitive feedback This research essay is part of the research undertaken on tactful feedback provided by educational managers during teacher evaluation. Tactful feedback has been conceptualised to consist of the following four aspects, namely: clarity, motivation, approach and openness (Bell, 1988:176-177; Montgomery & Hadfield, 1989:105-107). This particular research paper, therefore, focuses on the aspect of clarity in tactful feedback and its implication for the management of teacher competence. In view of the preceding brief introduction, the motivation for this study will be discussed.
- Full Text:
- Authors: Karimulla, Habib
- Date: 2012-09-13
- Subjects: Feedback (Psychology) , Competency based education - South Africa. , Teachers - Rating of - South Africa.
- Type: Thesis
- Identifier: uj:10335 , http://hdl.handle.net/10210/7699
- Description: M.Ed. , This study forms part of a comprehensive research project concerning teacher competence and its evaluation. A pilot study had been completed by lecturers from the Education Department at Rand Afrikaans University in 1994/5. An analysis of the data identified eight factors linked to teacher competence. These are: * The learning environment * Professional commitment * Order and Discipline * Educational foundation * Teacher reflection * Co-operative ability * Effectiveness * Leadership In addition to the above, five factors concerning the person evaluating teacher competence were identified. These are: * Invitational feedback * Transparent feedback * Tactful feedback * Credible feedback * Culturally sensitive feedback This research essay is part of the research undertaken on tactful feedback provided by educational managers during teacher evaluation. Tactful feedback has been conceptualised to consist of the following four aspects, namely: clarity, motivation, approach and openness (Bell, 1988:176-177; Montgomery & Hadfield, 1989:105-107). This particular research paper, therefore, focuses on the aspect of clarity in tactful feedback and its implication for the management of teacher competence. In view of the preceding brief introduction, the motivation for this study will be discussed.
- Full Text:
Indiensopleiding in die bestuur van verandering : 'n onderwysbestuursopgaaf
- Authors: Burger, Heidi Martha
- Date: 2012-09-04
- Subjects: Teacher participation in administration - South Africa , Teachers - In-service training - South Africa - Case studies , Educational change - South Africa , School management and organization , School principals - South Africa
- Type: Mini-Dissertation
- Identifier: uj:3514 , http://hdl.handle.net/10210/6902
- Description: M.Ed. , This study was undertaken with the purpose of directing the attention of the manager (headmaster) on in-service training as a support function to manage change. It is important to note that this study is motivated within the private sector, but there is no reason why it cannot be applicable and useful to the headmaster of a school. Firstly an overview is given of the research and method of research, followed by a discussion of a few concepts such as school (training) management and in-service training. A brief outline is given of change as part of life, and therefore as part of any organisation and its structure. Thereafter motivation as a key function of the manager (headmaster) is discussed. Managing change is essential for organisations in order to be successful in the world today. There is no single answer to managing change in our diverse society. An organisational stucture that accommodates change however, is important. Motivation, commitment, communication and participation are key words in the management of chYnge. It is shown that in-service training can be the manager's (headmaster's) right hand when it comes to managing change. To see change as a crisis is more a perception of our inability to handle it and is not the character of change itself. Reasons for resistance are many, but lack of information, knowledge and skill are the core reasons. Change can be seen to be threatening to people's opportunities, to disturb the way things are normally done and leave one with a feeling of loss or anxiety. This perception causes the resistance to change. It cannot be ignored and should rather be shown in a positive light. In-service training is therefore needed to change the anxiety caused by threat into a positive feeling through new skills training. The success of implementing change is, to a great extent, determined by the involvement of all concerned. In-service training can be seen as a practical method for managers (headmasters) to support and motivate employees (teachers) in a world characterised by change. Follow-up action and evaluation, control the success of in-service training which must be practical, relevant and credible. The first training session must have positive results. Therefore the role of in-service training has to be planned carefully and systematically according to the employees' individual needs, desires, skills and capabilities, as well as the needs of the organisation. It is shown that change does not have to be a threat, but can be an opportunity to develop both the quality of individual performance as well as improving the functioning of the organisation. In-service training can and must support the manager (headmaster) in his task. Co-operation between the manager and training personnel can cause change to be seen as an opportunity and not as a threat. As the world changes, people change, society changes and demands for education and training also change.
- Full Text:
- Authors: Burger, Heidi Martha
- Date: 2012-09-04
- Subjects: Teacher participation in administration - South Africa , Teachers - In-service training - South Africa - Case studies , Educational change - South Africa , School management and organization , School principals - South Africa
- Type: Mini-Dissertation
- Identifier: uj:3514 , http://hdl.handle.net/10210/6902
- Description: M.Ed. , This study was undertaken with the purpose of directing the attention of the manager (headmaster) on in-service training as a support function to manage change. It is important to note that this study is motivated within the private sector, but there is no reason why it cannot be applicable and useful to the headmaster of a school. Firstly an overview is given of the research and method of research, followed by a discussion of a few concepts such as school (training) management and in-service training. A brief outline is given of change as part of life, and therefore as part of any organisation and its structure. Thereafter motivation as a key function of the manager (headmaster) is discussed. Managing change is essential for organisations in order to be successful in the world today. There is no single answer to managing change in our diverse society. An organisational stucture that accommodates change however, is important. Motivation, commitment, communication and participation are key words in the management of chYnge. It is shown that in-service training can be the manager's (headmaster's) right hand when it comes to managing change. To see change as a crisis is more a perception of our inability to handle it and is not the character of change itself. Reasons for resistance are many, but lack of information, knowledge and skill are the core reasons. Change can be seen to be threatening to people's opportunities, to disturb the way things are normally done and leave one with a feeling of loss or anxiety. This perception causes the resistance to change. It cannot be ignored and should rather be shown in a positive light. In-service training is therefore needed to change the anxiety caused by threat into a positive feeling through new skills training. The success of implementing change is, to a great extent, determined by the involvement of all concerned. In-service training can be seen as a practical method for managers (headmasters) to support and motivate employees (teachers) in a world characterised by change. Follow-up action and evaluation, control the success of in-service training which must be practical, relevant and credible. The first training session must have positive results. Therefore the role of in-service training has to be planned carefully and systematically according to the employees' individual needs, desires, skills and capabilities, as well as the needs of the organisation. It is shown that change does not have to be a threat, but can be an opportunity to develop both the quality of individual performance as well as improving the functioning of the organisation. In-service training can and must support the manager (headmaster) in his task. Co-operation between the manager and training personnel can cause change to be seen as an opportunity and not as a threat. As the world changes, people change, society changes and demands for education and training also change.
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Relationships as an aspect of order and discipline : implication for the management of teacher competence
- Authors: Masher, Trevor Frederick
- Date: 2012-09-10
- Subjects: Teacher-student relationships -- South Africa , Discipline of children -- Educational aspects , Teachers -- Training of -- Evaluation , Teachers -- Rating of -- South Africa
- Type: Mini-Dissertation
- Identifier: uj:9861 , http://hdl.handle.net/10210/7262
- Description: M.Ed. , Chapter one dealt with defining the problem, setting out general and specific aims of the research as well as the methodology to be implemented. Chapter two focused on the literature review of: An OVERVIEW of competence which briefly examines the meaning of competence. An important distinction is made between competence as a capacity and competence as a disposition. The former term is employed broadly when we evaluate individuals in realizing their aspirations to the standards of whatever professional activity that they are engaged in, whereas the latter term is used to label particular abilities as a competent piece of driving or writing (see 2.2.p. 7). A COMPETENT TEACHER can be defined as an efficient yet flexible person. These are teachers who are caring by doing what they can to make learning interesting, exciting and satisfying. Their pupils learn well, admire and respect them, and usually like them personally (see 2.2.1.0). DISCIPLINE involves the managing of students behaviour that disturbs the rights of others. It also includes measures to alleviate the problem of discipline in class. Discipline creates an educational climate that promotes optimal learning (see 2.4. p.9). HUMAN RELATIONSHIPS are very necessary for order and discipline to prevail in schools. Good human relationships creates harmonious conditions for all stakeholders and also fosters a culture of teaching and learning. It also leads to an environment of order so that education proceeds effectively. Chapter three explains the design of the research project together with an explication of the questions relating to human relationships as an aspect of order and discipline. All the questions resulted in high mean scores, that is between 3,72 to 4,41. Chapter four discusses the analysis, interpretation and discussion of the empirical data. Findings from the literature survey in respect of human relationships as an aspect of order and discipline and the implication for the management of teacher competence. Good human relationships are essential in all walks of life. Human relationships include relationships with the self and one's actions and communications with others (Dawis, Fruehling & Oldham, 1989: 267). It is noticed that human relations are initiated in the family. Here one learns as sense of ethical behaviour by listening to evidence from one's parents. It is also learnt that the relationship between teachers and pupils should have messages of praise in order for pupils to be open and receptive to their teachers in the learning environment (see 2.4.5. p.14) This also means that the teachers have to be competent in the disciplining of pupils. The teacher who is unable to maintain order and discipline in the classroom will most probably be labelled as an incompetent teacher (see 2.5. p.19). Important empirical finding in respect of teacher competence.
- Full Text:
- Authors: Masher, Trevor Frederick
- Date: 2012-09-10
- Subjects: Teacher-student relationships -- South Africa , Discipline of children -- Educational aspects , Teachers -- Training of -- Evaluation , Teachers -- Rating of -- South Africa
- Type: Mini-Dissertation
- Identifier: uj:9861 , http://hdl.handle.net/10210/7262
- Description: M.Ed. , Chapter one dealt with defining the problem, setting out general and specific aims of the research as well as the methodology to be implemented. Chapter two focused on the literature review of: An OVERVIEW of competence which briefly examines the meaning of competence. An important distinction is made between competence as a capacity and competence as a disposition. The former term is employed broadly when we evaluate individuals in realizing their aspirations to the standards of whatever professional activity that they are engaged in, whereas the latter term is used to label particular abilities as a competent piece of driving or writing (see 2.2.p. 7). A COMPETENT TEACHER can be defined as an efficient yet flexible person. These are teachers who are caring by doing what they can to make learning interesting, exciting and satisfying. Their pupils learn well, admire and respect them, and usually like them personally (see 2.2.1.0). DISCIPLINE involves the managing of students behaviour that disturbs the rights of others. It also includes measures to alleviate the problem of discipline in class. Discipline creates an educational climate that promotes optimal learning (see 2.4. p.9). HUMAN RELATIONSHIPS are very necessary for order and discipline to prevail in schools. Good human relationships creates harmonious conditions for all stakeholders and also fosters a culture of teaching and learning. It also leads to an environment of order so that education proceeds effectively. Chapter three explains the design of the research project together with an explication of the questions relating to human relationships as an aspect of order and discipline. All the questions resulted in high mean scores, that is between 3,72 to 4,41. Chapter four discusses the analysis, interpretation and discussion of the empirical data. Findings from the literature survey in respect of human relationships as an aspect of order and discipline and the implication for the management of teacher competence. Good human relationships are essential in all walks of life. Human relationships include relationships with the self and one's actions and communications with others (Dawis, Fruehling & Oldham, 1989: 267). It is noticed that human relations are initiated in the family. Here one learns as sense of ethical behaviour by listening to evidence from one's parents. It is also learnt that the relationship between teachers and pupils should have messages of praise in order for pupils to be open and receptive to their teachers in the learning environment (see 2.4.5. p.14) This also means that the teachers have to be competent in the disciplining of pupils. The teacher who is unable to maintain order and discipline in the classroom will most probably be labelled as an incompetent teacher (see 2.5. p.19). Important empirical finding in respect of teacher competence.
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Knowledgeability as an aspect of credible feedback : implication for the management of teacher competence
- Authors: Ngubeni, Regina
- Date: 2012-08-22
- Subjects: Knowledge, Sociology of , Feedback (Psychology) , Teachers - Rating of - South Africa , School personnel management
- Type: Mini-Dissertation
- Identifier: uj:2986 , http://hdl.handle.net/10210/6410
- Description: M.Ed. , This study forms part of a larger ongoing research project with regard to teacher competence and teacher evaluation. By virtue of this, many of the issues raised could be contentious, debatable and exploratory but for the purpose of this study only one area will be examined. This particular project will attempt to focus on teacher competence and its concomitant, teacher evaluation. No claim is made for an all embracing study. However, a pilot study undertaken by Van der Merwe & Grobler 1995: (a) using a structured questionnaire can be regarded as a methodically sound data base to use as a spring board for analysing teacher competence and appraisal feedback in an attempt to provide educators with the necessary tools for developing their various fields of expertise. In order to draw certain conclusions about teacher competence and appraisal, it is, however necessary to give a brief resume of the data produced from the 1264 teacher respondents predominantly in the Gauteng area. Hence a short overview follows. An analysis of the data suggests that teacher competence can be divided into eight categories. These are by no means mutually exclusive and the boundaries between them are quite fluid. Nevertheless they are as follows: the learning environment; professional commitment; order and discipline; educational foundation; teacher reflection; cooperative ability; effectiveness; and leadership style. Having identified these, it then becomes necessary to add that feedback on the appraisal process can be divided into five categories: invitational feedback; transparent feedback; tactful feedback; credible feedback; and culturally sensitive feedback. The relevance of these two fields lies in its efficacy in providing the direction for this research paper, namely providing a new vision for teacher appraisal which, in turn, could lead to greater teacher competency. As credible feedback has been conceptualised as being a cornerstone in achieving this goal, perhaps an overview of what this entails is necessary. Duke & Stiggins, (1986: 83) suggest that knowledgeability and transparency are essential aspects of credible feedback, while objectivity and integrity are regarded by Davies & Davies, (1988: 12) to be vital aspects. This research essay will however, only place emphasis on the knowledgeability of the evaluator in the evaluation of teacher performance. Its main aim is to establish the extent to which the evaluator demonstrates knowledgeability when evaluating and advising teachers. In turn the issue of knowledgeability will determine the feedback provided to the educator concerned, and its efficacy. In examining the issue of knowledgeability, it, however, becomes necessary to give an historical overview of teacher assessment in South Africa. Without this, this project can be seen to be ahistorical in direction.
- Full Text:
- Authors: Ngubeni, Regina
- Date: 2012-08-22
- Subjects: Knowledge, Sociology of , Feedback (Psychology) , Teachers - Rating of - South Africa , School personnel management
- Type: Mini-Dissertation
- Identifier: uj:2986 , http://hdl.handle.net/10210/6410
- Description: M.Ed. , This study forms part of a larger ongoing research project with regard to teacher competence and teacher evaluation. By virtue of this, many of the issues raised could be contentious, debatable and exploratory but for the purpose of this study only one area will be examined. This particular project will attempt to focus on teacher competence and its concomitant, teacher evaluation. No claim is made for an all embracing study. However, a pilot study undertaken by Van der Merwe & Grobler 1995: (a) using a structured questionnaire can be regarded as a methodically sound data base to use as a spring board for analysing teacher competence and appraisal feedback in an attempt to provide educators with the necessary tools for developing their various fields of expertise. In order to draw certain conclusions about teacher competence and appraisal, it is, however necessary to give a brief resume of the data produced from the 1264 teacher respondents predominantly in the Gauteng area. Hence a short overview follows. An analysis of the data suggests that teacher competence can be divided into eight categories. These are by no means mutually exclusive and the boundaries between them are quite fluid. Nevertheless they are as follows: the learning environment; professional commitment; order and discipline; educational foundation; teacher reflection; cooperative ability; effectiveness; and leadership style. Having identified these, it then becomes necessary to add that feedback on the appraisal process can be divided into five categories: invitational feedback; transparent feedback; tactful feedback; credible feedback; and culturally sensitive feedback. The relevance of these two fields lies in its efficacy in providing the direction for this research paper, namely providing a new vision for teacher appraisal which, in turn, could lead to greater teacher competency. As credible feedback has been conceptualised as being a cornerstone in achieving this goal, perhaps an overview of what this entails is necessary. Duke & Stiggins, (1986: 83) suggest that knowledgeability and transparency are essential aspects of credible feedback, while objectivity and integrity are regarded by Davies & Davies, (1988: 12) to be vital aspects. This research essay will however, only place emphasis on the knowledgeability of the evaluator in the evaluation of teacher performance. Its main aim is to establish the extent to which the evaluator demonstrates knowledgeability when evaluating and advising teachers. In turn the issue of knowledgeability will determine the feedback provided to the educator concerned, and its efficacy. In examining the issue of knowledgeability, it, however, becomes necessary to give an historical overview of teacher assessment in South Africa. Without this, this project can be seen to be ahistorical in direction.
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Die bestuur van 'n oriënteringsprogram aan tegniese kolleges
- Authors: Buys, Gert Hendrikus
- Date: 2012-09-04
- Subjects: Adjustment (Psychology) in children , Technical institutes - Administration , Effect of student adjustment on academic achievement , Occupational training - South Africa - Evaluation , Teacher-student relationships - Case studies
- Type: Thesis
- Identifier: uj:3501 , http://hdl.handle.net/10210/6890
- Description: M.Ed. , The study under discussion followed on a request to develop a programme which would fill the existing gap between general formative preparatory academic education and general formative preparatory vocational education. The background of the precarious beginnings of education in South Africa was reviewed with specific reference to technical education. A study of the available literature confirmed that there is a need for more technically trained people, technically trainable people, students who have completed their technical vocational studies, an orientation programme and lecturers with management skills. The purpose of the study is, therefore, to investigate how lecturers managed the orientation programme at technical colleges. Technical colleges which acted as facilitators of the orientation programme, was introduced. This post-school institution with its general functions of continuing vocational education, must fulfil the needs of the community and the requirements of the industry it wishes to serve. The function and place of technical colleges were discussed as well as the management functions of education institutions, lecturers and students. The development of the orientation programme was also discussed. A suitable programme had to be developed to orientate students at a technical college. After making a few alterations, Jansen's model for curriculum development was used. Curriculum developers firstly, had to determine what the students had already achieved and secondly, what was expected from students at the end of the orientation programme. After this gap between the achieved and the expected had been clearly identified, the orientation programme could be developed. This programme was tested as a pilot programme, declared as general policy; and then implemented at technical colleges and private training institutions on a national level. The successful implementation of such an orientation programme depends, inter alia, on the classroom management skills of the lecturer. In an attempt to evaluate the success of the lecturers' management skills, a questionnaire was developed as an measuring instrument. The questionnaire was completed by orientation students to determine the management skills of the lecturer. The design of the above questionnaire covered five management aspects, namely, classroom activities, student activities, interpersonal relationships, activities during lesson presentation and administrative duties. Forty four questions were designed and approximately eight questions for each management aspect were included in the questionnaire. An experimental group selected from sixteen technical colleges, was requested to complete the questionnaire voluntarily. These colleges are situated in rural districts, semi-urban and typically urban areas. The students originated from all levels of the community and no preference was given to race, sex, language or background. A total of 177 students participated in this survey. The questionnaire was completed under examination conditions but there was no specific time restriction. All participants were enrolled for all five orientation subjects, namely, engineering technology, engineering drawing, engineering science, industrial communication and mathematics. The performance ability of the students covered the whole spectrum. For admission to the programme, the lowest and highest standard the repondents had obtained, were restricted to Stds 6 to 10 for statistical reasons. To increase the validity and usefulness of the questionnaire, the items in the measuring instrument were checked to ensure that they were based on the managerial competency of the lecturer. The content validity of the measuring instrument was improved in this manner. The Department of Education gave its approval that technical colleges be used for this investigation. On the basis of the empirical investigation, it was discovered that during the first order (PFA) factor analysis, nine factors were identified from the 44 items which appeared in the questionnaire. A second order factor analysis indicated that the 44 items could be reduced to one factor with a reliability coefficient of 0,948. When only 39 items are considered the reliability increases to 0,950 and this factor was named "efficient management." In conclusion, the 39 items can be considered to be one scale and it represents the lecturers' efficient management of the various classroom activities. This factor was also tested by means of multiple statistical techniques in an attempt to find significant differences between the various independent groups. No significant statistical differences were discovered between the scale averages of the various groups. This was an indication that the groups held the same opinion about the management of the orientation programme. With the high average scale marks obtained by the various participating colleges, this investigation proved that lecturers had succeeded to manage the orientation programme successfully. The research results showed that, according to the opinion of the students, no significant statistical differences existed in the lecturers' management of the orientation programme to orientate students towards vocational education. There are however a few deficiencies noticeable in the competency of lecturers in certain management aspects. This research gives an indication of some problems which currently exist with the presentation of the orientation programme. Clear solutions cannot be provided. However the research does indicate that an orientation programme can be successfully presented at technical colleges with the necessary awareness, adaptation, training and positive attitudes as needed by the community , the world of work and the country.
- Full Text:
- Authors: Buys, Gert Hendrikus
- Date: 2012-09-04
- Subjects: Adjustment (Psychology) in children , Technical institutes - Administration , Effect of student adjustment on academic achievement , Occupational training - South Africa - Evaluation , Teacher-student relationships - Case studies
- Type: Thesis
- Identifier: uj:3501 , http://hdl.handle.net/10210/6890
- Description: M.Ed. , The study under discussion followed on a request to develop a programme which would fill the existing gap between general formative preparatory academic education and general formative preparatory vocational education. The background of the precarious beginnings of education in South Africa was reviewed with specific reference to technical education. A study of the available literature confirmed that there is a need for more technically trained people, technically trainable people, students who have completed their technical vocational studies, an orientation programme and lecturers with management skills. The purpose of the study is, therefore, to investigate how lecturers managed the orientation programme at technical colleges. Technical colleges which acted as facilitators of the orientation programme, was introduced. This post-school institution with its general functions of continuing vocational education, must fulfil the needs of the community and the requirements of the industry it wishes to serve. The function and place of technical colleges were discussed as well as the management functions of education institutions, lecturers and students. The development of the orientation programme was also discussed. A suitable programme had to be developed to orientate students at a technical college. After making a few alterations, Jansen's model for curriculum development was used. Curriculum developers firstly, had to determine what the students had already achieved and secondly, what was expected from students at the end of the orientation programme. After this gap between the achieved and the expected had been clearly identified, the orientation programme could be developed. This programme was tested as a pilot programme, declared as general policy; and then implemented at technical colleges and private training institutions on a national level. The successful implementation of such an orientation programme depends, inter alia, on the classroom management skills of the lecturer. In an attempt to evaluate the success of the lecturers' management skills, a questionnaire was developed as an measuring instrument. The questionnaire was completed by orientation students to determine the management skills of the lecturer. The design of the above questionnaire covered five management aspects, namely, classroom activities, student activities, interpersonal relationships, activities during lesson presentation and administrative duties. Forty four questions were designed and approximately eight questions for each management aspect were included in the questionnaire. An experimental group selected from sixteen technical colleges, was requested to complete the questionnaire voluntarily. These colleges are situated in rural districts, semi-urban and typically urban areas. The students originated from all levels of the community and no preference was given to race, sex, language or background. A total of 177 students participated in this survey. The questionnaire was completed under examination conditions but there was no specific time restriction. All participants were enrolled for all five orientation subjects, namely, engineering technology, engineering drawing, engineering science, industrial communication and mathematics. The performance ability of the students covered the whole spectrum. For admission to the programme, the lowest and highest standard the repondents had obtained, were restricted to Stds 6 to 10 for statistical reasons. To increase the validity and usefulness of the questionnaire, the items in the measuring instrument were checked to ensure that they were based on the managerial competency of the lecturer. The content validity of the measuring instrument was improved in this manner. The Department of Education gave its approval that technical colleges be used for this investigation. On the basis of the empirical investigation, it was discovered that during the first order (PFA) factor analysis, nine factors were identified from the 44 items which appeared in the questionnaire. A second order factor analysis indicated that the 44 items could be reduced to one factor with a reliability coefficient of 0,948. When only 39 items are considered the reliability increases to 0,950 and this factor was named "efficient management." In conclusion, the 39 items can be considered to be one scale and it represents the lecturers' efficient management of the various classroom activities. This factor was also tested by means of multiple statistical techniques in an attempt to find significant differences between the various independent groups. No significant statistical differences were discovered between the scale averages of the various groups. This was an indication that the groups held the same opinion about the management of the orientation programme. With the high average scale marks obtained by the various participating colleges, this investigation proved that lecturers had succeeded to manage the orientation programme successfully. The research results showed that, according to the opinion of the students, no significant statistical differences existed in the lecturers' management of the orientation programme to orientate students towards vocational education. There are however a few deficiencies noticeable in the competency of lecturers in certain management aspects. This research gives an indication of some problems which currently exist with the presentation of the orientation programme. Clear solutions cannot be provided. However the research does indicate that an orientation programme can be successfully presented at technical colleges with the necessary awareness, adaptation, training and positive attitudes as needed by the community , the world of work and the country.
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Objectivity as an aspect of credible feedback : implication for the management of teacher competence
- Authors: Boso, Nolwandle Mabel
- Date: 2012-08-14
- Subjects: Objectivity , Feedback (Psychology) , Teachers -- Rating of
- Type: Mini-Dissertation
- Identifier: uj:9214 , http://hdl.handle.net/10210/5663
- Description: M.Ed. , There has been a concern among academics as to what factors constitute the competence of the teacher. This study forms part of a greater ongoing research project concerning teacher competence and its assessment. The project focuses on researching teacher opinions on teacher competence identified by the initial research of Grobler and Van der Men,ve (1995: 2) who identified the following factors of teacher competence namely: the learning environment; professional commitment; order and discipline; educational foundation; reflection; cooperative ability; effectiveness; and leadership
- Full Text:
Objectivity as an aspect of credible feedback : implication for the management of teacher competence
- Authors: Boso, Nolwandle Mabel
- Date: 2012-08-14
- Subjects: Objectivity , Feedback (Psychology) , Teachers -- Rating of
- Type: Mini-Dissertation
- Identifier: uj:9214 , http://hdl.handle.net/10210/5663
- Description: M.Ed. , There has been a concern among academics as to what factors constitute the competence of the teacher. This study forms part of a greater ongoing research project concerning teacher competence and its assessment. The project focuses on researching teacher opinions on teacher competence identified by the initial research of Grobler and Van der Men,ve (1995: 2) who identified the following factors of teacher competence namely: the learning environment; professional commitment; order and discipline; educational foundation; reflection; cooperative ability; effectiveness; and leadership
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Approach as an aspect of tactful feedback : implication for the management of teacher competence.
- Authors: Mekgoe, Malepela Josephine
- Date: 2012-08-16
- Subjects: Feedback (Psychology) , Teachers - Rating of , Communication in management , Competency based education
- Type: Mini-Dissertation
- Identifier: uj:2595 , http://hdl.handle.net/10210/6044
- Description: M.Ed. , The problem of this research project can be summarised by means of the following questions: What is tactful feedback and what are its essential features? Does approach as an aspect of tactful feedback have a role to play in improving teacher competence? To what extent can approach as an aspect of "tactful feedback" be used to enhance teacher competence? Having demarcated the research problem it is now necessary to state the aim of this research project. In view of the problem formulated above, the general aim of this project is to: Investigate the essence and nature of tactful feedback as a means of improving teacher competence. In order to achieve the general aim of the group the specific aim of this research essay is to: investigate the essential aspects of tactful feedback; investigate teacher opinion about the approach or technique of tactful feedback received from educational managers; and determine whether the approach or technique used during tactful feedback can enhance teacher competence.
- Full Text:
- Authors: Mekgoe, Malepela Josephine
- Date: 2012-08-16
- Subjects: Feedback (Psychology) , Teachers - Rating of , Communication in management , Competency based education
- Type: Mini-Dissertation
- Identifier: uj:2595 , http://hdl.handle.net/10210/6044
- Description: M.Ed. , The problem of this research project can be summarised by means of the following questions: What is tactful feedback and what are its essential features? Does approach as an aspect of tactful feedback have a role to play in improving teacher competence? To what extent can approach as an aspect of "tactful feedback" be used to enhance teacher competence? Having demarcated the research problem it is now necessary to state the aim of this research project. In view of the problem formulated above, the general aim of this project is to: Investigate the essence and nature of tactful feedback as a means of improving teacher competence. In order to achieve the general aim of the group the specific aim of this research essay is to: investigate the essential aspects of tactful feedback; investigate teacher opinion about the approach or technique of tactful feedback received from educational managers; and determine whether the approach or technique used during tactful feedback can enhance teacher competence.
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Dimensions of culture and their implication for management in South African schools
- Authors: Sewlall, Kanakammah
- Date: 2012-09-12
- Subjects: School management and organization -- South Africa , Educational anthropology -- South Africa , Multicultural education -- South Africa
- Type: Mini-Dissertation
- Identifier: uj:10097 , http://hdl.handle.net/10210/7481
- Description: M.Ed. , This study, which locates itself within the context of educational transformation in South Africa, focuses on culture and its implication for school management in a multicultural environment. Hofstede's (1987:9) comments on how culture influences management are pertinent to this endeavour: "Management is something done by people to people. It is a human rather than a technical process. If the people in question differ, say, if they are Japanese instead of American, management will be done differently and this is unavoidable and natural. ...It is now customary to label these differences as cultural." Luthans (1989:50) also states that when people join an organization (which in this research will refer to the school), they bring with them thd values and beliefs they have been taught. Adler (1983:231) emphasizes the major impact of culture on the ways in which individuals and groups function within organizations. This considerable impact that culture has on individuals is also conceded by Silver (1983:249). Every aspect of people's lives, such as the food they eat, the clothes they wear and their patterns of thought are indicative of the culture to which they belong.
- Full Text:
- Authors: Sewlall, Kanakammah
- Date: 2012-09-12
- Subjects: School management and organization -- South Africa , Educational anthropology -- South Africa , Multicultural education -- South Africa
- Type: Mini-Dissertation
- Identifier: uj:10097 , http://hdl.handle.net/10210/7481
- Description: M.Ed. , This study, which locates itself within the context of educational transformation in South Africa, focuses on culture and its implication for school management in a multicultural environment. Hofstede's (1987:9) comments on how culture influences management are pertinent to this endeavour: "Management is something done by people to people. It is a human rather than a technical process. If the people in question differ, say, if they are Japanese instead of American, management will be done differently and this is unavoidable and natural. ...It is now customary to label these differences as cultural." Luthans (1989:50) also states that when people join an organization (which in this research will refer to the school), they bring with them thd values and beliefs they have been taught. Adler (1983:231) emphasizes the major impact of culture on the ways in which individuals and groups function within organizations. This considerable impact that culture has on individuals is also conceded by Silver (1983:249). Every aspect of people's lives, such as the food they eat, the clothes they wear and their patterns of thought are indicative of the culture to which they belong.
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Organisasiekultuur as bestuurstaak by 'n tegniese kollege
- Authors: Aucamp, Nicolaas Kruger
- Date: 2012-08-28
- Subjects: Corporate culture. , Technical institutes - Personnel management. , School management and organization - South Africa. , Community and school - Cross-cultural studies.
- Type: Thesis
- Identifier: uj:3388 , http://hdl.handle.net/10210/6786
- Description: M.Ed. , The establishment and management of organisational culture can be seen as one of the most important management tasks in general, but also in technical colleges in particular. It is essential that the rector and his management team take note of the existence of college culture and manage it effectively. The purpose of this study is firstly to examine the nature and essence of college culture. The following conclusions were made from a literature study: • The rector plays an important roll in the establishment and maintenance of the college culture. • Due to the fixed structure and multi-ethnic composition of the college, subcultures exist. • The culture of a college can change, but it is a tiresome, timely and very expensive process. • In some cases it is not necessary to change the culture totally and a moderate adjustment is sufficient. The second purpose of the study is to examine how multiculturalism influences the culture of the college. Here the following findings are of importance: • The culture of the white staff is dominant at most technical colleges. • The different ethnical groups form subcultures which should be accommodated in one or another way. The empirical section as described in chapter four, is designed to determine the staff's experience of the college culture, as well as the rector's involvement in college culture. It consisted of a questionnaire which was completed by 363 lecturers and management staff members. A scientific analysis of the research results provided useful information from which certain conclusions and recommendations were made. Lastly, guidelines were designed which could be used to develop a strong organisational culture at technical colleges. With sufficient knowledge of the above the rector and management could use college culture as a convenient management instrument.
- Full Text:
- Authors: Aucamp, Nicolaas Kruger
- Date: 2012-08-28
- Subjects: Corporate culture. , Technical institutes - Personnel management. , School management and organization - South Africa. , Community and school - Cross-cultural studies.
- Type: Thesis
- Identifier: uj:3388 , http://hdl.handle.net/10210/6786
- Description: M.Ed. , The establishment and management of organisational culture can be seen as one of the most important management tasks in general, but also in technical colleges in particular. It is essential that the rector and his management team take note of the existence of college culture and manage it effectively. The purpose of this study is firstly to examine the nature and essence of college culture. The following conclusions were made from a literature study: • The rector plays an important roll in the establishment and maintenance of the college culture. • Due to the fixed structure and multi-ethnic composition of the college, subcultures exist. • The culture of a college can change, but it is a tiresome, timely and very expensive process. • In some cases it is not necessary to change the culture totally and a moderate adjustment is sufficient. The second purpose of the study is to examine how multiculturalism influences the culture of the college. Here the following findings are of importance: • The culture of the white staff is dominant at most technical colleges. • The different ethnical groups form subcultures which should be accommodated in one or another way. The empirical section as described in chapter four, is designed to determine the staff's experience of the college culture, as well as the rector's involvement in college culture. It consisted of a questionnaire which was completed by 363 lecturers and management staff members. A scientific analysis of the research results provided useful information from which certain conclusions and recommendations were made. Lastly, guidelines were designed which could be used to develop a strong organisational culture at technical colleges. With sufficient knowledge of the above the rector and management could use college culture as a convenient management instrument.
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Quality teaching practices as an aspect of order and discipline : implication for the management of teacher competence
- Authors: Shoba, Victor Sipho
- Date: 2012-08-14
- Subjects: School discipline - South Africa , Teaching - Evaluation , School personnel management - South Africa , Competency based education - South Africa
- Type: Mini-Dissertation
- Identifier: uj:9198 , http://hdl.handle.net/10210/5649
- Description: M.Ed. , The general aim of this research project is to: Investigate the components of teacher competence and how these can enhance teaching effectiveness. To fulfil this main objective, the group dealing with order and discipline will: * Investigate the composition of order and discipline and how this can enhance teacher competence. As a member of the group dealing with order and discipline, it is the specific aim of this research paper to - explore the contribution of quality teaching practices towards sustaining order and discipline; - to gather teacher opinions as to the extent which teachers use quality teaching practices to enhance order and discipline; and devise a strategy whereby quality teaching practices can facilitate order and discipline, enhance teacher competence and improve teaching effectiveness. To achieve all these aims a special 'modus operandi' has to be employed in this study project.
- Full Text:
- Authors: Shoba, Victor Sipho
- Date: 2012-08-14
- Subjects: School discipline - South Africa , Teaching - Evaluation , School personnel management - South Africa , Competency based education - South Africa
- Type: Mini-Dissertation
- Identifier: uj:9198 , http://hdl.handle.net/10210/5649
- Description: M.Ed. , The general aim of this research project is to: Investigate the components of teacher competence and how these can enhance teaching effectiveness. To fulfil this main objective, the group dealing with order and discipline will: * Investigate the composition of order and discipline and how this can enhance teacher competence. As a member of the group dealing with order and discipline, it is the specific aim of this research paper to - explore the contribution of quality teaching practices towards sustaining order and discipline; - to gather teacher opinions as to the extent which teachers use quality teaching practices to enhance order and discipline; and devise a strategy whereby quality teaching practices can facilitate order and discipline, enhance teacher competence and improve teaching effectiveness. To achieve all these aims a special 'modus operandi' has to be employed in this study project.
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Teamwork as an aspect of educational management
- Authors: Ndhlovu, Mathamana Martin
- Date: 2012-08-22
- Subjects: Teams in the workplace - South Africa , Team learning approach in education , School management and organization - Social aspects - South Africa , School management teams
- Type: Mini-Dissertation
- Identifier: uj:2954 , http://hdl.handle.net/10210/6381
- Description: M.Ed. , Smit and Cronje (1992: 244) indicate that teamwork could be seen as a behavioural change technique seeking to redirect and improve employee attitudes, skills and knowledge basis in order to enhance the capacity of individuals to perform assigned tasks in co-ordination with others. Yet many schools in the Northern Province are inefficient. Could this perhaps be the result of a lack of shared vision and commitment to common goals? This research holds the view that teamwork should improve the effectiveness and efficiency of educational institutions. In the light of the problem formulated above, the following questions demarcate the project: What is the role of teamwork as an aspect of educational management in secondary schools? What are the components of teamwork and how do they affect the management of schools? Is it possible to design a strategy which principals could use to enhance teamwork? It is therefore hoped that the development of a strategy to facilitate teamwork in these schools will promote effective educational management. AIM OF THE STUDY: In view of the problem formulated above, the general aim of this study is to investigate the role of teamwork as an aspect of educational management in secondary schools.
- Full Text:
- Authors: Ndhlovu, Mathamana Martin
- Date: 2012-08-22
- Subjects: Teams in the workplace - South Africa , Team learning approach in education , School management and organization - Social aspects - South Africa , School management teams
- Type: Mini-Dissertation
- Identifier: uj:2954 , http://hdl.handle.net/10210/6381
- Description: M.Ed. , Smit and Cronje (1992: 244) indicate that teamwork could be seen as a behavioural change technique seeking to redirect and improve employee attitudes, skills and knowledge basis in order to enhance the capacity of individuals to perform assigned tasks in co-ordination with others. Yet many schools in the Northern Province are inefficient. Could this perhaps be the result of a lack of shared vision and commitment to common goals? This research holds the view that teamwork should improve the effectiveness and efficiency of educational institutions. In the light of the problem formulated above, the following questions demarcate the project: What is the role of teamwork as an aspect of educational management in secondary schools? What are the components of teamwork and how do they affect the management of schools? Is it possible to design a strategy which principals could use to enhance teamwork? It is therefore hoped that the development of a strategy to facilitate teamwork in these schools will promote effective educational management. AIM OF THE STUDY: In view of the problem formulated above, the general aim of this study is to investigate the role of teamwork as an aspect of educational management in secondary schools.
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Integrity as an aspect of credible feedback : implication for the management of teacher competence
- Authors: Mageza, Nomalizo Cordelia
- Date: 2012-08-22
- Subjects: Integrity , Feedback (Psychology) , Teachers - Rating of - South Africa , Competency based education - South Africa
- Type: Mini-Dissertation
- Identifier: http://ujcontent.uj.ac.za8080/10210/365120 , uj:3024 , http://hdl.handle.net/10210/6446
- Description: M.Ed. , The general aim of the research project is to: 1.4.1 Examine the components of Competent Feedback and show that the latter can enhance the effectiveness of the feedback process. In order to facilitate the achievement of the foregoing general aim of the project, the specific aim of the group dealing with Credible Feedback is to: 1.4.2 Investigate the nature of Credible Feedback as an aspect of Competent Feedback. 1.4.3 To examine the dimensions that are involved in Credible Feedback, for example, Integrity. 1.4.4 To examine the opinion of teachers in the research population/sample with regard to behaviours associated with Credible Feedback that are demonstrated by the leaders and management teams in schools. 1.4.5 To determine whether Integrity can serve as an aspect for enhancing Competent Feedback.
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- Authors: Mageza, Nomalizo Cordelia
- Date: 2012-08-22
- Subjects: Integrity , Feedback (Psychology) , Teachers - Rating of - South Africa , Competency based education - South Africa
- Type: Mini-Dissertation
- Identifier: http://ujcontent.uj.ac.za8080/10210/365120 , uj:3024 , http://hdl.handle.net/10210/6446
- Description: M.Ed. , The general aim of the research project is to: 1.4.1 Examine the components of Competent Feedback and show that the latter can enhance the effectiveness of the feedback process. In order to facilitate the achievement of the foregoing general aim of the project, the specific aim of the group dealing with Credible Feedback is to: 1.4.2 Investigate the nature of Credible Feedback as an aspect of Competent Feedback. 1.4.3 To examine the dimensions that are involved in Credible Feedback, for example, Integrity. 1.4.4 To examine the opinion of teachers in the research population/sample with regard to behaviours associated with Credible Feedback that are demonstrated by the leaders and management teams in schools. 1.4.5 To determine whether Integrity can serve as an aspect for enhancing Competent Feedback.
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Empowerment as an aspect of leadership : implication for the management of teacher competence
- Authors: Naidoo, Dhana Latchmee
- Date: 2012-08-22
- Subjects: Educational leadership , Teachers -- Rating of , Competency based education -- South Africa , Leadership -- Psychological aspects
- Type: Mini-Dissertation
- Identifier: uj:2968 , http://hdl.handle.net/10210/6394
- Description: M.Ed. , Chapter one was concerned with defining the problem, setting out the general and specific aims of the research and research methodology implemented and the clarification of concepts used in the study, is explained. Chapter two focuses on the literature review of: The nature and essence of competence associated with empowerment; and Leadership of empowerment. According to the literature study a central component of teacher empowerment is knowledge and mastery of competence skills. These components empower teachers to pursue their profession with confidence and authority (see 2.2 p. 15). Research has shown that leadership is no longer centralized. it extends to and is shared by the staff. Good leaders will always stress the importance of collaboration, consultation and participation. According to the literature study the leadership which is appropriate to empower teachers are: Leadership empowerment (see 2.3 p. 18) Leadership of Chan& (see 2.4 p.19), and Collaborative and Team Leadership (see 2.5 p. 20) A design of the research project was explained in chapter three together with a discussion of the items involved with empowerment as an aspect of leadership. All the questions relevant to leadership of empowerment resulted in mean scores ranging from 2,88 to 4,05. The analysis, interpretation and discussion of the empirical data was discussed in chapter four. A set of biographical aspects which could possibly influence teacher competence were analysed. These aspects were taken up in a questionnaire in the form of questions, which attempted to gauge teacher perceptions as to their perceived level of competence. Finally the factor analyses were done and followed up by a series of univariate and multivariate statistical tests to test the various hypotheses regarding teachers' perceptions- in respect of the two factors: educative competence and collaborative competence. Hotteling's. T2 test was used to examine the difference in the vector mean scores of the two factors taken together. Where significant differences occurred at the multivariate level, the were further investigated by means of the student t-test. For three or more groups, the multivariate hypothesis in respect of educative competence for four different post levels were investigated using the Manova. Where significant difference occurred, further investigation took place by means of Anova an Sheffi tests. After this a brief summary of the aspects touched upon in this present research, and findings emanating from the research are made. These are briefly illuminated and recommendation for the management of teacher competence are made.
- Full Text:
- Authors: Naidoo, Dhana Latchmee
- Date: 2012-08-22
- Subjects: Educational leadership , Teachers -- Rating of , Competency based education -- South Africa , Leadership -- Psychological aspects
- Type: Mini-Dissertation
- Identifier: uj:2968 , http://hdl.handle.net/10210/6394
- Description: M.Ed. , Chapter one was concerned with defining the problem, setting out the general and specific aims of the research and research methodology implemented and the clarification of concepts used in the study, is explained. Chapter two focuses on the literature review of: The nature and essence of competence associated with empowerment; and Leadership of empowerment. According to the literature study a central component of teacher empowerment is knowledge and mastery of competence skills. These components empower teachers to pursue their profession with confidence and authority (see 2.2 p. 15). Research has shown that leadership is no longer centralized. it extends to and is shared by the staff. Good leaders will always stress the importance of collaboration, consultation and participation. According to the literature study the leadership which is appropriate to empower teachers are: Leadership empowerment (see 2.3 p. 18) Leadership of Chan& (see 2.4 p.19), and Collaborative and Team Leadership (see 2.5 p. 20) A design of the research project was explained in chapter three together with a discussion of the items involved with empowerment as an aspect of leadership. All the questions relevant to leadership of empowerment resulted in mean scores ranging from 2,88 to 4,05. The analysis, interpretation and discussion of the empirical data was discussed in chapter four. A set of biographical aspects which could possibly influence teacher competence were analysed. These aspects were taken up in a questionnaire in the form of questions, which attempted to gauge teacher perceptions as to their perceived level of competence. Finally the factor analyses were done and followed up by a series of univariate and multivariate statistical tests to test the various hypotheses regarding teachers' perceptions- in respect of the two factors: educative competence and collaborative competence. Hotteling's. T2 test was used to examine the difference in the vector mean scores of the two factors taken together. Where significant differences occurred at the multivariate level, the were further investigated by means of the student t-test. For three or more groups, the multivariate hypothesis in respect of educative competence for four different post levels were investigated using the Manova. Where significant difference occurred, further investigation took place by means of Anova an Sheffi tests. After this a brief summary of the aspects touched upon in this present research, and findings emanating from the research are made. These are briefly illuminated and recommendation for the management of teacher competence are made.
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Die ontwikkeling van kreatiewe besluitneming by skoolhoofde
- Authors: Prinsloo, Anton Hugo
- Date: 2012-08-08
- Subjects: School principals-South Africa. , School administrators-Rating of. , School administrators-South Africa-Selection and appointment. , School management and organization-South Africa. , Teacher-principal relationships.
- Type: Thesis
- Identifier: http://ujcontent.uj.ac.za8080/10210/383073 , uj:8962 , http://hdl.handle.net/10210/5433
- Description: D.Ed. , In order for a principal of a school to be competitive, it is imperative to take decisions creatively. This process of making a decision should therefore be considered seriously, as it could to a great extent influence the effective running of a school as organisation. A creative idea or action might generate change in a school. To be able to bring about a change which will benefit the school and community, the principal needs to have a thorough knowledge of the following: Creativity within management. Establishing a creative climate; and The qualities of a creative person. Apart from the fact that the school need to function effectively, the primary duty of the school to provide sound educational teaching, adds in interrelateds with the general function of the school. The successful performance of the above-mentioned duty requires a sensible implementation of decision making which could influence the effective management of the school. The principal therefore needs to ensure that this duty in respect of decision making is adequately implemented. Because of the comprehensive duty of the principal, supportive aids and techniques should be considered before a decision can be made. Members of staff should need be consulted in order to contribute creative ideas and to facilitate the taking of decisions. The creation of such an atmosphere at the school will give both the principal and members of staff the opportunity to consider the suggested alternatives, in order to comply with the challenges faced by a modern community. The aim of this thesis is therefore to develop an approach which can be used by principals to add creativity to their decision making and ultimately lead to the effective solution of a particular problem.
- Full Text:
- Authors: Prinsloo, Anton Hugo
- Date: 2012-08-08
- Subjects: School principals-South Africa. , School administrators-Rating of. , School administrators-South Africa-Selection and appointment. , School management and organization-South Africa. , Teacher-principal relationships.
- Type: Thesis
- Identifier: http://ujcontent.uj.ac.za8080/10210/383073 , uj:8962 , http://hdl.handle.net/10210/5433
- Description: D.Ed. , In order for a principal of a school to be competitive, it is imperative to take decisions creatively. This process of making a decision should therefore be considered seriously, as it could to a great extent influence the effective running of a school as organisation. A creative idea or action might generate change in a school. To be able to bring about a change which will benefit the school and community, the principal needs to have a thorough knowledge of the following: Creativity within management. Establishing a creative climate; and The qualities of a creative person. Apart from the fact that the school need to function effectively, the primary duty of the school to provide sound educational teaching, adds in interrelateds with the general function of the school. The successful performance of the above-mentioned duty requires a sensible implementation of decision making which could influence the effective management of the school. The principal therefore needs to ensure that this duty in respect of decision making is adequately implemented. Because of the comprehensive duty of the principal, supportive aids and techniques should be considered before a decision can be made. Members of staff should need be consulted in order to contribute creative ideas and to facilitate the taking of decisions. The creation of such an atmosphere at the school will give both the principal and members of staff the opportunity to consider the suggested alternatives, in order to comply with the challenges faced by a modern community. The aim of this thesis is therefore to develop an approach which can be used by principals to add creativity to their decision making and ultimately lead to the effective solution of a particular problem.
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Values as an aspect of order and discipline : implication for the management of teacher competence
- Authors: Hariparsad, Ishwarie Devi
- Date: 2012-08-21
- Subjects: Value , Discipline of children , Teachers - Rating of - South Africa , Classroom management
- Type: Mini-Dissertation
- Identifier: uj:2906 , http://hdl.handle.net/10210/6336
- Description: M.Ed. , The problem that this mini-dissertation explores can be summarised by the questions that follow. What is the nature of teacher competence? How does teacher competence relate to order and discipline in schools ? What is the nature of order and discipline relative to teacher competence ? To what extent do values as an aspect of order and discipline play a role in teacher competence and what is the opinion of teachers regarding this ? Is it possible to formulate a strategy regarding the use of values which will enhance order and discipline and improve teacher effectiveness, resulting in a more competent teacher ? In the light of the problem questions formulated above the general aim of this research project is to : Investigate the components of teacher competence and to show how these aspects can enhance teacher effectiveness. In order to achieve the general aim, the group dealing with order and discipline will : Investigate the composition of order and discipline show how this can enhance teacher competence. As a member of the group dealing with order and discipline it is the specific aim of this mini dissertation to : Determine the contribution of values towards maintaining order and discipline Obtain teacher opinion as to the extent to which teachers use values to enhance order and discipline Devise a strategy whereby values can serve as an aid to enhance teacher competence and improve teacher effectiveness.
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- Authors: Hariparsad, Ishwarie Devi
- Date: 2012-08-21
- Subjects: Value , Discipline of children , Teachers - Rating of - South Africa , Classroom management
- Type: Mini-Dissertation
- Identifier: uj:2906 , http://hdl.handle.net/10210/6336
- Description: M.Ed. , The problem that this mini-dissertation explores can be summarised by the questions that follow. What is the nature of teacher competence? How does teacher competence relate to order and discipline in schools ? What is the nature of order and discipline relative to teacher competence ? To what extent do values as an aspect of order and discipline play a role in teacher competence and what is the opinion of teachers regarding this ? Is it possible to formulate a strategy regarding the use of values which will enhance order and discipline and improve teacher effectiveness, resulting in a more competent teacher ? In the light of the problem questions formulated above the general aim of this research project is to : Investigate the components of teacher competence and to show how these aspects can enhance teacher effectiveness. In order to achieve the general aim, the group dealing with order and discipline will : Investigate the composition of order and discipline show how this can enhance teacher competence. As a member of the group dealing with order and discipline it is the specific aim of this mini dissertation to : Determine the contribution of values towards maintaining order and discipline Obtain teacher opinion as to the extent to which teachers use values to enhance order and discipline Devise a strategy whereby values can serve as an aid to enhance teacher competence and improve teacher effectiveness.
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Transparency as an aspect of credible feedback : implication for the management of teacher competence
- Authors: Mahlabegoane, Lepoti Samuel
- Date: 2012-08-23
- Subjects: Feedback (Psychology) , Teachers - Rating of , Communication in education
- Type: Mini-Dissertation
- Identifier: uj:3109 , http://hdl.handle.net/10210/6526
- Description: M.Ed. , The general aim of this project is to: Investigate the components of feedback competence and how these aspects can enhance teacher effectiveness. In order to achieve this general aim of the project, the aim of the group dealing with credible feedback is to: Investigate the essence of credible feedback as an aspect of feedback competence. As a member of the group dealing with credible feedback it is the specific aim of this research paper to: determine the contribution of transparency towards credible feedback; procure teachers opinion as to the extent that schools management demonstrate the behaviour associated with transparent feedback; determine whether a strategy can be devised where credible feedback could be used to enhance teacher competence. Bearing the preceding problem and aim statements in mind the method envisaged in order to research the problem of teacher competence can now be discussed.
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- Authors: Mahlabegoane, Lepoti Samuel
- Date: 2012-08-23
- Subjects: Feedback (Psychology) , Teachers - Rating of , Communication in education
- Type: Mini-Dissertation
- Identifier: uj:3109 , http://hdl.handle.net/10210/6526
- Description: M.Ed. , The general aim of this project is to: Investigate the components of feedback competence and how these aspects can enhance teacher effectiveness. In order to achieve this general aim of the project, the aim of the group dealing with credible feedback is to: Investigate the essence of credible feedback as an aspect of feedback competence. As a member of the group dealing with credible feedback it is the specific aim of this research paper to: determine the contribution of transparency towards credible feedback; procure teachers opinion as to the extent that schools management demonstrate the behaviour associated with transparent feedback; determine whether a strategy can be devised where credible feedback could be used to enhance teacher competence. Bearing the preceding problem and aim statements in mind the method envisaged in order to research the problem of teacher competence can now be discussed.
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Strategiese bestuur as bestuursopgawe vir die topbestuur van die sekondêre skool
- Van Heerden, Martinus Phillippus
- Authors: Van Heerden, Martinus Phillippus
- Date: 2012-08-16
- Subjects: School management and organization -- South Africa , School administrators -- Management , Education, Secondary -- South Africa -- Management , Organizational effectiveness -- Evaluation
- Type: Thesis
- Identifier: http://ujcontent.uj.ac.za8080/10210/380661 , uj:2577 , http://hdl.handle.net/10210/6028
- Description: M.Ed. , High demands in education are set by a complicated and rapidly developing society. Due to better techniques and changing circumstances the task of the principal as well as his management team has become more complex. The management team no longer needs to be reactive to changing circumstances. A pro-active approach such as strategic management can be followed. Strategic management demands that the school management team develop a strategic plan. The mission must be formulated in conjunction with all interested parties. Once the main aim has been compiled, an analysis of the internal environment of the school should take place in order to determine strong and weak points. It now becomes the urgent task of the management team to pay attention to the following aspects, namely: structure, culture, climate, resources, manpower and marketing in order to determine the prevailing situation in the school. Analysis of the external environment should guide the management team to pinpoint the opportunities and threats present in the school environment. A clear mission and an awareness of the school's strong and weak points, as well as the opportunities and threats should lead to the development of aims and objectives. This in turn leads to establishing a common ground for meaningful functioning within the school. It becomes the task of the management team to consider alternative strategies for the execution of the school's aims/objectives. After careful consideration of alternative strategies a choice has to be made as to which strategy should be followed. This strategic plan must be changed into a practical plan. It is essential that the objectives of the strategies are carefully formulated. This in turn leads to the implementation of short term functional activities. A policy framework is developed wherein decisions must be taken and this becomes a barometer as to how all the set aims/objectives are to be achieved. The institutionalization of the policy demands a thorough reflection of organisation structure, leadership, culture and the various means of recognition. Strategy and structure should complement each other. Several structures and their suitability should be considered for strategy implementation. Successful strategy implementation demands strong leadership characterized by personal example. Strategic management is a participative management process. The value of visible management can never be overemphasized. Successful implementation demands that there be clarity of present and envisaged school culture. School culture and the chosen strategy must complement each other. Recognition is an important part of strategical implementation and will motivate staff, which will lead to success. The last part of the strategic management model is the evaluation of performance and the control of work activities. Control follows planning. It ensures that the school achieves what it set out to accomplish. Just as planning involves the setting of objectives along with the strategies and programs necessary to accomplish them, the control process compares performance with desired results and provides the feedback necessary for management to evaluate the results and take corrective action, as needed. This process consists of a four-step feedback model, but is not always easily distinguished. The identification of key success factor areas and strategical control points help to facilitate control. One should also consider.
- Full Text:
- Authors: Van Heerden, Martinus Phillippus
- Date: 2012-08-16
- Subjects: School management and organization -- South Africa , School administrators -- Management , Education, Secondary -- South Africa -- Management , Organizational effectiveness -- Evaluation
- Type: Thesis
- Identifier: http://ujcontent.uj.ac.za8080/10210/380661 , uj:2577 , http://hdl.handle.net/10210/6028
- Description: M.Ed. , High demands in education are set by a complicated and rapidly developing society. Due to better techniques and changing circumstances the task of the principal as well as his management team has become more complex. The management team no longer needs to be reactive to changing circumstances. A pro-active approach such as strategic management can be followed. Strategic management demands that the school management team develop a strategic plan. The mission must be formulated in conjunction with all interested parties. Once the main aim has been compiled, an analysis of the internal environment of the school should take place in order to determine strong and weak points. It now becomes the urgent task of the management team to pay attention to the following aspects, namely: structure, culture, climate, resources, manpower and marketing in order to determine the prevailing situation in the school. Analysis of the external environment should guide the management team to pinpoint the opportunities and threats present in the school environment. A clear mission and an awareness of the school's strong and weak points, as well as the opportunities and threats should lead to the development of aims and objectives. This in turn leads to establishing a common ground for meaningful functioning within the school. It becomes the task of the management team to consider alternative strategies for the execution of the school's aims/objectives. After careful consideration of alternative strategies a choice has to be made as to which strategy should be followed. This strategic plan must be changed into a practical plan. It is essential that the objectives of the strategies are carefully formulated. This in turn leads to the implementation of short term functional activities. A policy framework is developed wherein decisions must be taken and this becomes a barometer as to how all the set aims/objectives are to be achieved. The institutionalization of the policy demands a thorough reflection of organisation structure, leadership, culture and the various means of recognition. Strategy and structure should complement each other. Several structures and their suitability should be considered for strategy implementation. Successful strategy implementation demands strong leadership characterized by personal example. Strategic management is a participative management process. The value of visible management can never be overemphasized. Successful implementation demands that there be clarity of present and envisaged school culture. School culture and the chosen strategy must complement each other. Recognition is an important part of strategical implementation and will motivate staff, which will lead to success. The last part of the strategic management model is the evaluation of performance and the control of work activities. Control follows planning. It ensures that the school achieves what it set out to accomplish. Just as planning involves the setting of objectives along with the strategies and programs necessary to accomplish them, the control process compares performance with desired results and provides the feedback necessary for management to evaluate the results and take corrective action, as needed. This process consists of a four-step feedback model, but is not always easily distinguished. The identification of key success factor areas and strategical control points help to facilitate control. One should also consider.
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Effective communication as an aspect of leadership : implication for the management of teacher competence
- Authors: Mahloane, Mando Eunice
- Date: 2012-08-22
- Subjects: Communication in education , Leadership - Evaluation , Teachers - Rating of , School management and organization , Competency based education
- Type: Mini-Dissertation
- Identifier: uj:3045 , http://hdl.handle.net/10210/6467
- Description: M.Ed. , The general aim of this research project is to: investigate the components of teacher competence and how these aspects can enhance teaching effectiveness. In order to achieve this general aim, the group dealing with leadership will: investigate the composition of leadership and how this can enhance teacher competence. As a member of a group dealing with leadership it is the specific aim of this research essay to: - determine the contribution of effective communication as far as leadership is concerned. - to obtain teacher opinion as to the extent which teachers use communication to enhance leadership. - devise a communication strategy which can serve as an aid to leadership, enhancing teacher competence and improving teacher effectiveness.
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- Authors: Mahloane, Mando Eunice
- Date: 2012-08-22
- Subjects: Communication in education , Leadership - Evaluation , Teachers - Rating of , School management and organization , Competency based education
- Type: Mini-Dissertation
- Identifier: uj:3045 , http://hdl.handle.net/10210/6467
- Description: M.Ed. , The general aim of this research project is to: investigate the components of teacher competence and how these aspects can enhance teaching effectiveness. In order to achieve this general aim, the group dealing with leadership will: investigate the composition of leadership and how this can enhance teacher competence. As a member of a group dealing with leadership it is the specific aim of this research essay to: - determine the contribution of effective communication as far as leadership is concerned. - to obtain teacher opinion as to the extent which teachers use communication to enhance leadership. - devise a communication strategy which can serve as an aid to leadership, enhancing teacher competence and improving teacher effectiveness.
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Personal mastery as an aspect of leadership : implication for the management of teacher competence
- Authors: Govender, Premapragasan
- Date: 2012-09-12
- Subjects: Teachers -- Rating of , Teachers -- Training of -- South Africa -- Evaluation , Competency based education -- South Africa , Leadership -- Evaluation , School management and organization -- South Africa
- Type: Mini-Dissertation
- Identifier: uj:10266 , http://hdl.handle.net/10210/7636
- Description: M.Ed. , Chapter one provides the motivation for the study and a description of the problems. It outlines the aim of the research, the methodology used and clarifies certai ►,concepts that will be used in this study. Chapter two focussed on the exposition of the topic of the research project, that is PERSONAL MASTERY AS AN ASPECT OF LEADERSHIP : IMPLICATION FOR THE MANAGEMENT OF TEACHER COMPETENCE. The main aim of the research project was to determine whether personal mastery, as an aspect of leadership, can serve to enhance teacher competence. In order to realise this aim a literature survey was undertaken and this served as a foundation upon which the empirical research could be based. The discussion in Chapter two centres around teacher competence, leadership and personal mastery. The study supports the view that throughout a teacher's career, teachers will be changing the scope of their competence, through becoming more specialist, through moving into newly developing areas of professional work or through taking on management or leadership roles, and they will also be continuously developing the quality of their work in a number of areas, beyond the level of competence to one of proficiency, expertise or personal mastery. The design of the research project was explained in Chapter three. A description of the empirical investigation was provided. The questionnaire was discussed and the course of the research was briefly indicated. All the questions relevant to leadership resulted in high mean scores that is between 3,64 to 4,35. The analysis and interpretation of the empirical data was discussed in Chapter four. The construct validity of the research instrument was investigated by means of two successive factor analyses which reduced the 108 items to just two factors namely : Educative competence consisting of 81 items with a reliability co-efficient of 0,978; and Collaborative competence consisting of 27 items with a reliability coefficient of 0, 918.
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- Authors: Govender, Premapragasan
- Date: 2012-09-12
- Subjects: Teachers -- Rating of , Teachers -- Training of -- South Africa -- Evaluation , Competency based education -- South Africa , Leadership -- Evaluation , School management and organization -- South Africa
- Type: Mini-Dissertation
- Identifier: uj:10266 , http://hdl.handle.net/10210/7636
- Description: M.Ed. , Chapter one provides the motivation for the study and a description of the problems. It outlines the aim of the research, the methodology used and clarifies certai ►,concepts that will be used in this study. Chapter two focussed on the exposition of the topic of the research project, that is PERSONAL MASTERY AS AN ASPECT OF LEADERSHIP : IMPLICATION FOR THE MANAGEMENT OF TEACHER COMPETENCE. The main aim of the research project was to determine whether personal mastery, as an aspect of leadership, can serve to enhance teacher competence. In order to realise this aim a literature survey was undertaken and this served as a foundation upon which the empirical research could be based. The discussion in Chapter two centres around teacher competence, leadership and personal mastery. The study supports the view that throughout a teacher's career, teachers will be changing the scope of their competence, through becoming more specialist, through moving into newly developing areas of professional work or through taking on management or leadership roles, and they will also be continuously developing the quality of their work in a number of areas, beyond the level of competence to one of proficiency, expertise or personal mastery. The design of the research project was explained in Chapter three. A description of the empirical investigation was provided. The questionnaire was discussed and the course of the research was briefly indicated. All the questions relevant to leadership resulted in high mean scores that is between 3,64 to 4,35. The analysis and interpretation of the empirical data was discussed in Chapter four. The construct validity of the research instrument was investigated by means of two successive factor analyses which reduced the 108 items to just two factors namely : Educative competence consisting of 81 items with a reliability co-efficient of 0,978; and Collaborative competence consisting of 27 items with a reliability coefficient of 0, 918.
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'n Bestuursopleidingsmodel vir indiensopleiding van plaaswerktuigkunde-onderwysers aan landbouskole
- Authors: Buys, Gert Hendrikus
- Date: 2012-08-16
- Subjects: Mechanics -- Study and teaching (Higher) , Agricultural colleges -- South Africa , Teachers -- In-service training -- South Africa , Teachers -- In-service training -- Aims and objectives , Teachers -- Training of -- South Africa - Curricula
- Type: Thesis
- Identifier: uj:2559 , http://hdl.handle.net/10210/6011
- Description: D.Ed. , The purpose of this research is to create a managerial training model to address the classroom and workshop management skills of teachers responsible for Farm Mechanics at agricultural schools. The research mainly comprises four sections. Firstly, literature exists on the inception and development of agricultural education since Pestalozzi's sense-perception and self-activity was regarded as fundamental to knowledge and education, up to present day implementation of outcomes-based education. Outcomes-based education is a new method whereby the existing gaps in education are inter alia, addressed as a whole. This presents a challenge to the agricultural school, the teachers, the parents and the community. The agricultural school with its colourful history, is a vocationally directed institution that serves the agricultural community in which it is situated in a special way — more specifically by introducing Farm Mechanics with its broad technical impact. On account of the multidisciplinary nature of Farm Mechanics as an educational presentation, stiff demands are made on the teacher, who usually lacks initial training and technical experience. Farm Mechanics covers approximately seven trades extending over the three main engineering fields namely, civil, electrical, and mechanical. Instruction and teaching are widely regarded as the most important tasks the teacher must fulfil in order to ensure that learners realise their full potential during and after their school days. One of the main reasons that students at tertiary institutions are performing badly and that novices in industry and agriculture are untrainable, is, among others, the shortcomings of teachers regarding classroom expertise and management skills. This problem can be overcome through a well-planned management training programme. The role of in-service training is an important instrument in coping with change and can be used to address the particular and distinctive training needs of the Farm Mechanics teacher.Secondly, an empirical study using qualitative- and quantitative research methods was done (phase one). The qualitative research consisted of interviews with Farm Mechanics teachers and educational specialists in agricultural- and technical fields of study. During these interviews certain problem factors were identified. The quantitative research was used to verify the qualitative research. This involved an analysis of the two most recent examinations in which the problem areas in the grade 8 to 12 syllabi occurred. With this information as basis, the pre-test questionnaire (phase two) was compiled. To obtain appropriate representation, a group of 21 Farm Mechanics teachers were chosen from two provinces to form the experimental and control group. The pre-test questionnaire was completed by the Farm Mechanics teachers and was analysed to determine the training needs in order to develop a management training model. Thirdly, different curriculum development models were probed in order to enable the researcher to develop a suitable management training model for the in-service training of Farm Mechanics teachers at agricultural schools. The results of the pre-test were used to perceive trends and to develop a management training programme addressing all the identified training requirements for Farm Mechanics teachers. Furthermore, a general management training model and more specifically the management training programme, were evaluated with a post-test questionnaire (phase three). After the completion of the post-test by the experimental- and control group, the information was processed. According to the results the attendance of the management training programme has shown a statistically significant improvement by the experimental group in their professional management skills. Deficiencies were however experienced in some management areas and recommendations were made in this regard. This research gives a synopsis of education management problems experienced by Farm Mechanics teachers at agricultural schools. The research does not provide for instant solutions for all problems which Farm Mechanics teachers experience in classroom and workshop management, but does give rise to optimism for positive co-operation and the continued search to improve agricultural education. Lastly, this research emphasises the fact that education and learning can only succeed if the teacher, as facilitator, commands effective classroom and workshop skills, as well as management expertise.
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- Authors: Buys, Gert Hendrikus
- Date: 2012-08-16
- Subjects: Mechanics -- Study and teaching (Higher) , Agricultural colleges -- South Africa , Teachers -- In-service training -- South Africa , Teachers -- In-service training -- Aims and objectives , Teachers -- Training of -- South Africa - Curricula
- Type: Thesis
- Identifier: uj:2559 , http://hdl.handle.net/10210/6011
- Description: D.Ed. , The purpose of this research is to create a managerial training model to address the classroom and workshop management skills of teachers responsible for Farm Mechanics at agricultural schools. The research mainly comprises four sections. Firstly, literature exists on the inception and development of agricultural education since Pestalozzi's sense-perception and self-activity was regarded as fundamental to knowledge and education, up to present day implementation of outcomes-based education. Outcomes-based education is a new method whereby the existing gaps in education are inter alia, addressed as a whole. This presents a challenge to the agricultural school, the teachers, the parents and the community. The agricultural school with its colourful history, is a vocationally directed institution that serves the agricultural community in which it is situated in a special way — more specifically by introducing Farm Mechanics with its broad technical impact. On account of the multidisciplinary nature of Farm Mechanics as an educational presentation, stiff demands are made on the teacher, who usually lacks initial training and technical experience. Farm Mechanics covers approximately seven trades extending over the three main engineering fields namely, civil, electrical, and mechanical. Instruction and teaching are widely regarded as the most important tasks the teacher must fulfil in order to ensure that learners realise their full potential during and after their school days. One of the main reasons that students at tertiary institutions are performing badly and that novices in industry and agriculture are untrainable, is, among others, the shortcomings of teachers regarding classroom expertise and management skills. This problem can be overcome through a well-planned management training programme. The role of in-service training is an important instrument in coping with change and can be used to address the particular and distinctive training needs of the Farm Mechanics teacher.Secondly, an empirical study using qualitative- and quantitative research methods was done (phase one). The qualitative research consisted of interviews with Farm Mechanics teachers and educational specialists in agricultural- and technical fields of study. During these interviews certain problem factors were identified. The quantitative research was used to verify the qualitative research. This involved an analysis of the two most recent examinations in which the problem areas in the grade 8 to 12 syllabi occurred. With this information as basis, the pre-test questionnaire (phase two) was compiled. To obtain appropriate representation, a group of 21 Farm Mechanics teachers were chosen from two provinces to form the experimental and control group. The pre-test questionnaire was completed by the Farm Mechanics teachers and was analysed to determine the training needs in order to develop a management training model. Thirdly, different curriculum development models were probed in order to enable the researcher to develop a suitable management training model for the in-service training of Farm Mechanics teachers at agricultural schools. The results of the pre-test were used to perceive trends and to develop a management training programme addressing all the identified training requirements for Farm Mechanics teachers. Furthermore, a general management training model and more specifically the management training programme, were evaluated with a post-test questionnaire (phase three). After the completion of the post-test by the experimental- and control group, the information was processed. According to the results the attendance of the management training programme has shown a statistically significant improvement by the experimental group in their professional management skills. Deficiencies were however experienced in some management areas and recommendations were made in this regard. This research gives a synopsis of education management problems experienced by Farm Mechanics teachers at agricultural schools. The research does not provide for instant solutions for all problems which Farm Mechanics teachers experience in classroom and workshop management, but does give rise to optimism for positive co-operation and the continued search to improve agricultural education. Lastly, this research emphasises the fact that education and learning can only succeed if the teacher, as facilitator, commands effective classroom and workshop skills, as well as management expertise.
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