Staffing as an aspect of human resources : implication for school effectiveness
- Ngidi-Mtshali, Fikile Beatrice
- Authors: Ngidi-Mtshali, Fikile Beatrice
- Date: 2012-08-17
- Subjects: Selection and appointment of teachers , Competency based education - South Africa - Mpumalanga , Personnel management
- Type: Mini-Dissertation
- Identifier: uj:2678 , http://hdl.handle.net/10210/6120
- Description: M.Ed. , Providing quality education to all South Africans is the responsibility of both the National and Provincial Education Departments (South African Schools Act 1996 (Act No. 86, 1996) The responsibility includes the provision of various kinds of resources within the limits of a department's financial means. According to Bengu's budget speech (1996/97) physical, financial and human resources have complementary purposes. Each in its own right provides for the advancement and effectiveness of the school. Amongst these resources, human resources are the most costly resource. Bot and Shirley (1997:18) state that it would appear that the high personnel expenditure undermines the provinces' ability to provide even minimally adequate resources to support the delivery of effective education. As a result of the situation, the provinces are unable to finance essential, non-personnel educational services whose distribution at present is both inadequate and not equitable. Shortages of resources, overcrowding and poor staffing are the causes for the high failure rate in the grade 12 examinations. Educators do not provide learners with quality education mainly due to overcrowded classes and poor staffing. Public concern over the quality of education and the growing pressure on schools to become effective make staffing with the best educators the top priority and the most important aspect (Culture of Learning, Teaching and Services, 1998:3). From 1994 it has been necessary to renew and restructure education, especially the staffing of schools, in order to develop the youth of our country to their full potential. From 1994 it has been necessary to renew and restructure education, especially the staffing of schools, in order to develop the youth of our country to their full potential. In pursuit of this it is essential that sound guidelines are designed to regulate staffing as an aspect of human resource development. In the light of preceding information it appears as if the problem above can be focussed by means of the following questions: What are characteristics of effective schools? What are the perceptions of the various stakeholders in respect of staffing as an aspect of human resources and its implication for school effectiveness? What guidelines can be designed for school principals so that selection of educators and interviewing techniques can possibly be improved? In exploring the problem framed above the general aim of this research project is to investigate the components of effective schools in Mpumalanga South Africa and the implication that this may have for the management of schools. In order the achieve the general aim, the following objectives for this specific research project are: to investigate the perceptions of stakeholders in respect of staffing as an aspect of human resources and its possible impact on school effectiveness; and to provide guidelines for staffing as an aspect of human resources that could be recommended to school principals in order to enhance school effectiveness.
- Full Text:
- Authors: Ngidi-Mtshali, Fikile Beatrice
- Date: 2012-08-17
- Subjects: Selection and appointment of teachers , Competency based education - South Africa - Mpumalanga , Personnel management
- Type: Mini-Dissertation
- Identifier: uj:2678 , http://hdl.handle.net/10210/6120
- Description: M.Ed. , Providing quality education to all South Africans is the responsibility of both the National and Provincial Education Departments (South African Schools Act 1996 (Act No. 86, 1996) The responsibility includes the provision of various kinds of resources within the limits of a department's financial means. According to Bengu's budget speech (1996/97) physical, financial and human resources have complementary purposes. Each in its own right provides for the advancement and effectiveness of the school. Amongst these resources, human resources are the most costly resource. Bot and Shirley (1997:18) state that it would appear that the high personnel expenditure undermines the provinces' ability to provide even minimally adequate resources to support the delivery of effective education. As a result of the situation, the provinces are unable to finance essential, non-personnel educational services whose distribution at present is both inadequate and not equitable. Shortages of resources, overcrowding and poor staffing are the causes for the high failure rate in the grade 12 examinations. Educators do not provide learners with quality education mainly due to overcrowded classes and poor staffing. Public concern over the quality of education and the growing pressure on schools to become effective make staffing with the best educators the top priority and the most important aspect (Culture of Learning, Teaching and Services, 1998:3). From 1994 it has been necessary to renew and restructure education, especially the staffing of schools, in order to develop the youth of our country to their full potential. From 1994 it has been necessary to renew and restructure education, especially the staffing of schools, in order to develop the youth of our country to their full potential. In pursuit of this it is essential that sound guidelines are designed to regulate staffing as an aspect of human resource development. In the light of preceding information it appears as if the problem above can be focussed by means of the following questions: What are characteristics of effective schools? What are the perceptions of the various stakeholders in respect of staffing as an aspect of human resources and its implication for school effectiveness? What guidelines can be designed for school principals so that selection of educators and interviewing techniques can possibly be improved? In exploring the problem framed above the general aim of this research project is to investigate the components of effective schools in Mpumalanga South Africa and the implication that this may have for the management of schools. In order the achieve the general aim, the following objectives for this specific research project are: to investigate the perceptions of stakeholders in respect of staffing as an aspect of human resources and its possible impact on school effectiveness; and to provide guidelines for staffing as an aspect of human resources that could be recommended to school principals in order to enhance school effectiveness.
- Full Text:
Norms and values as an aspect of school culture : implication for school effectiveness
- Authors: Pieterse, Jan-Albert.
- Date: 2012-08-16
- Subjects: Values. , Social norms. , Community and school - South Africa. , School management and organization - South Africa.
- Type: Mini-Dissertation
- Identifier: uj:2570 , http://hdl.handle.net/10210/6021
- Description: M.Ed. , South Africa is currently undergoing transformation in general, and particularly in education. Educators are aware of the aspirations entertained in many hearts that could contribute towards a dispensation that will provide competitive opportunity and productivity through effective schools. There is a vision shared by all races of South Africa in which the quality of life will improve, with diversity not leading to divisiveness. There is a realisation that continuous, effectively implemented education can help make this a better nation (Henning, 1998:4). Education is crucial to South Africa's future growth, development and the upliftment of its people. A good education system should produce the skills the industrialising economy needs, the society that is wanted and the responsible citizens upon which our new democracy will depend (RSA 1996:1). Since the new dispensation, a number of acts have been passed, policies developed and frameworks put in place. The endless meetings, workshops, intervention programmes - though justifiable as they may be - must eventually lead to quality education service as expected by the majority (Communication Directorate, 1998:3). However, it has become increasingly difficult for the ordinary person to identify any change or quality effective education service. Something must be done. Policies on their own are not going to change things but commitment, dedication, preparedness and change of mindset are cornerstones for any change and excellence (Communication Directorate, 1998:3). Many learners are simply not prepared for work at their various levels and are misled into believing that they are. Thousands of grade twelve learners enter examination rooms at the end of the year without such basic knowledge as where to find the alimentary canal (Calitz, 1998:3). Many educators are simply not doing their work. It seems that character education with "core ethical values" such as respect, hard work, responsibility, trustworthiness, fairness and caring does not exist (Huffman, 1994:vi). Newspaper headlines seem to bear this out: "Seksonnie kom weg met net boetes" (Anon,1999:5), "Dwelmklopjagte kom binnekort by skole" (Anon,1999:4), "The tiny gift that caused a big problem" (Sunday Times, 3 October 1999:3). There is no instant solution to the problem and a tremendous effort will be required just to stop the decline and then to bring about a gradual improvement. It is not good enough to merely pay lip service to the idea: it should be realised that the magnitude of the effort, which is required, is perhaps bigger than anyone can envisage (Calitz, 1998:3). The present situation is merely a symptom of an underlying malaise. It is clear that the contemporary society suffers severe social and moral problems such as the deterioration of civility, the breakdown of sexual morality, drug and alcohol abuse, physical abuse, and an epidemic of violence. And, as typically the case, society's problems are most visibly reflected in its youth (Huffman, 1994:v). In response to these moral danger signs, interest in character education is steadily building. Character education is the best hope for addressing a wide range of academic and behaviour problems amongst both educators and learners (Huffman, 1994:vi). Having introduced the problem that this research hopes to clarify it seems pertinent to now state the research problem clearly.
- Full Text:
- Authors: Pieterse, Jan-Albert.
- Date: 2012-08-16
- Subjects: Values. , Social norms. , Community and school - South Africa. , School management and organization - South Africa.
- Type: Mini-Dissertation
- Identifier: uj:2570 , http://hdl.handle.net/10210/6021
- Description: M.Ed. , South Africa is currently undergoing transformation in general, and particularly in education. Educators are aware of the aspirations entertained in many hearts that could contribute towards a dispensation that will provide competitive opportunity and productivity through effective schools. There is a vision shared by all races of South Africa in which the quality of life will improve, with diversity not leading to divisiveness. There is a realisation that continuous, effectively implemented education can help make this a better nation (Henning, 1998:4). Education is crucial to South Africa's future growth, development and the upliftment of its people. A good education system should produce the skills the industrialising economy needs, the society that is wanted and the responsible citizens upon which our new democracy will depend (RSA 1996:1). Since the new dispensation, a number of acts have been passed, policies developed and frameworks put in place. The endless meetings, workshops, intervention programmes - though justifiable as they may be - must eventually lead to quality education service as expected by the majority (Communication Directorate, 1998:3). However, it has become increasingly difficult for the ordinary person to identify any change or quality effective education service. Something must be done. Policies on their own are not going to change things but commitment, dedication, preparedness and change of mindset are cornerstones for any change and excellence (Communication Directorate, 1998:3). Many learners are simply not prepared for work at their various levels and are misled into believing that they are. Thousands of grade twelve learners enter examination rooms at the end of the year without such basic knowledge as where to find the alimentary canal (Calitz, 1998:3). Many educators are simply not doing their work. It seems that character education with "core ethical values" such as respect, hard work, responsibility, trustworthiness, fairness and caring does not exist (Huffman, 1994:vi). Newspaper headlines seem to bear this out: "Seksonnie kom weg met net boetes" (Anon,1999:5), "Dwelmklopjagte kom binnekort by skole" (Anon,1999:4), "The tiny gift that caused a big problem" (Sunday Times, 3 October 1999:3). There is no instant solution to the problem and a tremendous effort will be required just to stop the decline and then to bring about a gradual improvement. It is not good enough to merely pay lip service to the idea: it should be realised that the magnitude of the effort, which is required, is perhaps bigger than anyone can envisage (Calitz, 1998:3). The present situation is merely a symptom of an underlying malaise. It is clear that the contemporary society suffers severe social and moral problems such as the deterioration of civility, the breakdown of sexual morality, drug and alcohol abuse, physical abuse, and an epidemic of violence. And, as typically the case, society's problems are most visibly reflected in its youth (Huffman, 1994:v). In response to these moral danger signs, interest in character education is steadily building. Character education is the best hope for addressing a wide range of academic and behaviour problems amongst both educators and learners (Huffman, 1994:vi). Having introduced the problem that this research hopes to clarify it seems pertinent to now state the research problem clearly.
- Full Text:
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