Postmodernism, democratisation and transformation : implications for teacher college management
- Authors: Lowan, Vongane Manasse
- Date: 2012-09-12
- Subjects: Universities and colleges - Administration , Education, Higher - Management , Educational change - South Africa , Politics and education - South Africa , Community and college - Northern Province
- Type: Thesis
- Identifier: uj:10162 , http://hdl.handle.net/10210/7540
- Description: D.Ed. , Since postmodernism according to Von Recum (1990:10) has to do with the dissolution of universal meanings for the world and life, along with the process of egalitarianism, that is, equality for all people, and dehierarchisation, and dismantling of authority, the administration and management processes of colleges of education are invariably influenced by the movement. This investigation therefore seeks to find out the influence of postmodernism, that is, dehierarchisation and dismantling of bureaucratic authority by students and lecturers on the generic processes of administration and the significance of it for educational management. The dehierarchisation process will, in the view of this study, make it possible for the colleges of education to be democratised and to be transformed. It would appear that the colleges of education have difficulties in coping with the demands of the postmodern times that are characterised by democratisation and transformation. This study therefore intends to examine the paradigms or models that may help these institutions to succeed in accomplishing the missions for which they were established which is to nurture and to train teachers.
- Full Text:
- Authors: Lowan, Vongane Manasse
- Date: 2012-09-12
- Subjects: Universities and colleges - Administration , Education, Higher - Management , Educational change - South Africa , Politics and education - South Africa , Community and college - Northern Province
- Type: Thesis
- Identifier: uj:10162 , http://hdl.handle.net/10210/7540
- Description: D.Ed. , Since postmodernism according to Von Recum (1990:10) has to do with the dissolution of universal meanings for the world and life, along with the process of egalitarianism, that is, equality for all people, and dehierarchisation, and dismantling of authority, the administration and management processes of colleges of education are invariably influenced by the movement. This investigation therefore seeks to find out the influence of postmodernism, that is, dehierarchisation and dismantling of bureaucratic authority by students and lecturers on the generic processes of administration and the significance of it for educational management. The dehierarchisation process will, in the view of this study, make it possible for the colleges of education to be democratised and to be transformed. It would appear that the colleges of education have difficulties in coping with the demands of the postmodern times that are characterised by democratisation and transformation. This study therefore intends to examine the paradigms or models that may help these institutions to succeed in accomplishing the missions for which they were established which is to nurture and to train teachers.
- Full Text:
The role of the administrative principles of natural justice in school management
- Authors: Shaba, Simon Molatlhwe
- Date: 2012-09-12
- Subjects: School principals , School management and organization - Moral and ethical aspects , Human rights - South Africa
- Type: Mini-Dissertation
- Identifier: http://ujcontent.uj.ac.za8080/10210/386937 , uj:10145 , http://hdl.handle.net/10210/7525
- Description: M.Ed. , The main aim of administrative principles of natural justice as part of South African Common Law, as well as the inclusion of this concept in Sections 24 of the Interim Constitution Act No:200 of 1993 and Section 33 of the 1996 Draft Constitution of the Republic of South Africa is to ensure administrative justice in the workplace as well as to ensure the observance of a human rights culture within the broader framework of constitutional, administrative, Labour and Public International law. In line with South African Case Law, all the above and International standards regarding administrative and workplace justice, this study on the administrative principles of natural justice was undertaken in order to examine the role of these principles in school management as well as the extend to which these rules are observed as aforesaid. The Concept of "natural justice" can be described as the natural sense of what is right, wrong and fair. It simply means that a man's defence must always be fairly heard and that a man may not be a judge in his own cause. It therefore entails the principles of Audi alteram partem (hearing the other side) and ]Memo iudex in re sua causa (no one can be a judge in his own cause.) There is lack of knowledge about Educational law amongst educators and managers in education. This leads to gross irregularities and violation of fundamental human rights. Some of the irregularities committed in Contravention of the administrative principles of natural justice are inter alia: not notifying teachers timeously and properly about pending charges against them, Expelling educators from school without a hearing, not allowing educators to be represented by Trade Union officials in matters that would eventually lead to disciplinary enquiries, non-recusal by managers in matters in which there may be a conflict of interests etc. Administrative justice in the Educational Workplace can only be achieved if educators and managers are empowered on the two administrative principles of natural justice and various aspects of educational law. In the area covered by this study for instance, there are over five educators who have been expelled from their schools as far back as 1994 and whose cases of misconduct have either not been heard or if heard, were characterised by irregularities that impeded the logical conclusion thereof. Several Recommendations on how to ensure that educators and managers are empowered to know and observe the rules of natural justice and the various aspects of Educational law have been formulated in this study.
- Full Text:
- Authors: Shaba, Simon Molatlhwe
- Date: 2012-09-12
- Subjects: School principals , School management and organization - Moral and ethical aspects , Human rights - South Africa
- Type: Mini-Dissertation
- Identifier: http://ujcontent.uj.ac.za8080/10210/386937 , uj:10145 , http://hdl.handle.net/10210/7525
- Description: M.Ed. , The main aim of administrative principles of natural justice as part of South African Common Law, as well as the inclusion of this concept in Sections 24 of the Interim Constitution Act No:200 of 1993 and Section 33 of the 1996 Draft Constitution of the Republic of South Africa is to ensure administrative justice in the workplace as well as to ensure the observance of a human rights culture within the broader framework of constitutional, administrative, Labour and Public International law. In line with South African Case Law, all the above and International standards regarding administrative and workplace justice, this study on the administrative principles of natural justice was undertaken in order to examine the role of these principles in school management as well as the extend to which these rules are observed as aforesaid. The Concept of "natural justice" can be described as the natural sense of what is right, wrong and fair. It simply means that a man's defence must always be fairly heard and that a man may not be a judge in his own cause. It therefore entails the principles of Audi alteram partem (hearing the other side) and ]Memo iudex in re sua causa (no one can be a judge in his own cause.) There is lack of knowledge about Educational law amongst educators and managers in education. This leads to gross irregularities and violation of fundamental human rights. Some of the irregularities committed in Contravention of the administrative principles of natural justice are inter alia: not notifying teachers timeously and properly about pending charges against them, Expelling educators from school without a hearing, not allowing educators to be represented by Trade Union officials in matters that would eventually lead to disciplinary enquiries, non-recusal by managers in matters in which there may be a conflict of interests etc. Administrative justice in the Educational Workplace can only be achieved if educators and managers are empowered on the two administrative principles of natural justice and various aspects of educational law. In the area covered by this study for instance, there are over five educators who have been expelled from their schools as far back as 1994 and whose cases of misconduct have either not been heard or if heard, were characterised by irregularities that impeded the logical conclusion thereof. Several Recommendations on how to ensure that educators and managers are empowered to know and observe the rules of natural justice and the various aspects of Educational law have been formulated in this study.
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The role of women in educational management : a case study of two female principals in Atteridgeville
- Malematsa, Mamaumo Maria Judith
- Authors: Malematsa, Mamaumo Maria Judith
- Date: 2012-09-12
- Subjects: Teacher participation in administration - South Africa. , Women teachers - South Africa , School principals - South Africa , Women in education - South Africa
- Type: Mini-Dissertation
- Identifier: uj:10273 , http://hdl.handle.net/10210/7642
- Description: M.Ed. , The central objective of this study is to investigate the role of women in education management. The following specific aim and objectives will guide the study ; Identification of barriers which prevent women from achieving fully on a professional level in the context of educational management. The ' life - world of women ' in education management. Examination and assessment of the difference between women and male leadership skills and styles. An investigation of discriminatory practices in the hiring and promotion of women in education management. It must, however, be stated that the aim of this study is not to propagate equality of males and females, but to investigate gender disparities in education management, so that men and women may be afforded equitable opportunities to make their respective and unique contributions within the hierarchy of education management, as noted by Sadie and Van Aardt (1995: 80-89 ).
- Full Text:
- Authors: Malematsa, Mamaumo Maria Judith
- Date: 2012-09-12
- Subjects: Teacher participation in administration - South Africa. , Women teachers - South Africa , School principals - South Africa , Women in education - South Africa
- Type: Mini-Dissertation
- Identifier: uj:10273 , http://hdl.handle.net/10210/7642
- Description: M.Ed. , The central objective of this study is to investigate the role of women in education management. The following specific aim and objectives will guide the study ; Identification of barriers which prevent women from achieving fully on a professional level in the context of educational management. The ' life - world of women ' in education management. Examination and assessment of the difference between women and male leadership skills and styles. An investigation of discriminatory practices in the hiring and promotion of women in education management. It must, however, be stated that the aim of this study is not to propagate equality of males and females, but to investigate gender disparities in education management, so that men and women may be afforded equitable opportunities to make their respective and unique contributions within the hierarchy of education management, as noted by Sadie and Van Aardt (1995: 80-89 ).
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Time management as an aspect of the learning environment : implication for the management of teacher competence
- Mukhithi, Mukondeleli Margaret
- Authors: Mukhithi, Mukondeleli Margaret
- Date: 2012-09-07
- Subjects: School management and organization -- Planning , Time management , Teachers -- Rating of , Teachers -- Training of -- Evaluation
- Type: Mini-Dissertation
- Identifier: uj:9770 , http://hdl.handle.net/10210/7177
- Description: M.Ed. , In this chapter an analysis and interpretation of some of the empirical data was undertaken. The construct validity of the research instrument was investigated by means of two successive factor analysis which reduced the 108 items to just two factors namely: Educative competence consisting of 81 items with a reliability coefficient of 0,978 and Collaborative competence consisting of 27 items with a reliability of 0,918. The statistical analysis of the research was rationed to a comparison of one example of two independent groups and one example of three or more independent groups. Hypotheses were set and multivariate statistics were used to analyse and interpret the data. An instrument which has construct validity should also be able to distinguish between groups which are known to differ from one another. It can be seen from the data in Table 4.5 that many of the groups which one expects to differ significantly from one another do indeed differ in their perceptions of educative and collaborative competence. These differences were discussed and possible reasons for the differences in factor mean scores were postulated.
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- Authors: Mukhithi, Mukondeleli Margaret
- Date: 2012-09-07
- Subjects: School management and organization -- Planning , Time management , Teachers -- Rating of , Teachers -- Training of -- Evaluation
- Type: Mini-Dissertation
- Identifier: uj:9770 , http://hdl.handle.net/10210/7177
- Description: M.Ed. , In this chapter an analysis and interpretation of some of the empirical data was undertaken. The construct validity of the research instrument was investigated by means of two successive factor analysis which reduced the 108 items to just two factors namely: Educative competence consisting of 81 items with a reliability coefficient of 0,978 and Collaborative competence consisting of 27 items with a reliability of 0,918. The statistical analysis of the research was rationed to a comparison of one example of two independent groups and one example of three or more independent groups. Hypotheses were set and multivariate statistics were used to analyse and interpret the data. An instrument which has construct validity should also be able to distinguish between groups which are known to differ from one another. It can be seen from the data in Table 4.5 that many of the groups which one expects to differ significantly from one another do indeed differ in their perceptions of educative and collaborative competence. These differences were discussed and possible reasons for the differences in factor mean scores were postulated.
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Critical thinking as an aspect of reflective teaching : implication for the management of teacher competence
- Authors: Small, Walter David
- Date: 2012-08-30
- Subjects: Critical thinking - Study and teaching. , Competency based education. , Schools - Evaluation , School management and organization , Teachers - Rating of - South Africa.
- Type: Thesis
- Identifier: uj:3430 , http://hdl.handle.net/10210/6826
- Description: M.Ed. , This study forms part of a greater, ongoing research project concerning teacher competence and its assessment. The project focuses on researching teacher opinion on teacher competences by the initial research. This research project is a group project initiated to investigate teacher competence, its measurement and the implication thereof for school effectiveness and improvement. The following factors were identified namely the learning environment, professional commitment, order and discipline, educational foundation, reflection, cooperative ability, effectiveness and management styles. What does the basic rights of education mean against the background of the past? Superordinate goals aim at improving matriculation results. The aim is to change the public school into a community school which means increased parental involvement. This could be done by legitimising civic groups. The problem facing the present educational system is to strategise and develop interest, remedy the lack of motivation, increase trust, and develop relevant management skills. The constitution guarantees equal access to basic education. Inequalities in education must be redressed. The principles include the development of independent and critical thinking. The overall aim is lifelong education and training of good quality. This would increase teacher competence. Teachers should Professor Bengu (1995:1) in the Hunter's Report commented that this present education system was the most fractured and inequitable on the face of the earth. Nevertheless the Hunter Report seems safe to assume that the commitment in the White Paper to ten years of free and compulsory education would satisfy the constitutional requirements of the right to basic education at this stage of our country's development. However teachers are seen as "aliens" by the school and community as they do not participate in village or farm life. The professional life of a teacher presents few challenges because they do not have access to ownership of land. Teachers have little legitimacy in their communities. The Hunter Report recommended that public schools entertain a partnership funding approach balancing the demand of the four key principles namely attaining equity, redressing past imbalances, advancing equality and improving efficiency. The Hunter Report suggested that training relevant to personnel should be established by an Educational Management Information System and an Educational Management Training Institute. Factors which could possibly have contributed to the poor matriculation results at the schools were evident in a summary of the Examiner's Reports(Education Bulletin, ex House of Representatives, 1995 : 345). These include many candidates who lack basic examination techniques that should have been taught and consolidated in Standard Nine. All the work in the syllabus was not covered. All this points to some form of teacher
- Full Text:
- Authors: Small, Walter David
- Date: 2012-08-30
- Subjects: Critical thinking - Study and teaching. , Competency based education. , Schools - Evaluation , School management and organization , Teachers - Rating of - South Africa.
- Type: Thesis
- Identifier: uj:3430 , http://hdl.handle.net/10210/6826
- Description: M.Ed. , This study forms part of a greater, ongoing research project concerning teacher competence and its assessment. The project focuses on researching teacher opinion on teacher competences by the initial research. This research project is a group project initiated to investigate teacher competence, its measurement and the implication thereof for school effectiveness and improvement. The following factors were identified namely the learning environment, professional commitment, order and discipline, educational foundation, reflection, cooperative ability, effectiveness and management styles. What does the basic rights of education mean against the background of the past? Superordinate goals aim at improving matriculation results. The aim is to change the public school into a community school which means increased parental involvement. This could be done by legitimising civic groups. The problem facing the present educational system is to strategise and develop interest, remedy the lack of motivation, increase trust, and develop relevant management skills. The constitution guarantees equal access to basic education. Inequalities in education must be redressed. The principles include the development of independent and critical thinking. The overall aim is lifelong education and training of good quality. This would increase teacher competence. Teachers should Professor Bengu (1995:1) in the Hunter's Report commented that this present education system was the most fractured and inequitable on the face of the earth. Nevertheless the Hunter Report seems safe to assume that the commitment in the White Paper to ten years of free and compulsory education would satisfy the constitutional requirements of the right to basic education at this stage of our country's development. However teachers are seen as "aliens" by the school and community as they do not participate in village or farm life. The professional life of a teacher presents few challenges because they do not have access to ownership of land. Teachers have little legitimacy in their communities. The Hunter Report recommended that public schools entertain a partnership funding approach balancing the demand of the four key principles namely attaining equity, redressing past imbalances, advancing equality and improving efficiency. The Hunter Report suggested that training relevant to personnel should be established by an Educational Management Information System and an Educational Management Training Institute. Factors which could possibly have contributed to the poor matriculation results at the schools were evident in a summary of the Examiner's Reports(Education Bulletin, ex House of Representatives, 1995 : 345). These include many candidates who lack basic examination techniques that should have been taught and consolidated in Standard Nine. All the work in the syllabus was not covered. All this points to some form of teacher
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Critical pedagogy as an aspect of reflective teaching : implication for the management of teacher competence
- Authors: Fortuin, Kenneth Gavin
- Date: 2012-08-28
- Subjects: Critical pedagogy , Education - South Africa - Aims and objectives , Teachers - Rating of - South Africa , Educational innovations - South Africa , Politics and education
- Type: Mini-Dissertation
- Identifier: uj:3375 , http://hdl.handle.net/10210/6774
- Description: M.Ed. , The general aim of this study is an investigation of critical pedagogy as an aspect of reflective teaching and its implications for the management of teacher competence. Teacher competence embraces commitment to professional values, continuous professional learning, affective awareness, effective communication, effective grasp of a wide range of professional knowledge and intellectual flexibility by the teacher (Winter, 1995:73). In order to realise the general aim, the following specific aims were set for the study: - To analyse and describe the extent to which teachers teach students to become critical learners. - To determine the role teachers play in critically examining any educational reforms before accepting or rejecting them. - To determine the extent to which teachers resist methodologies forced upon them before having had the opportunity to review such methods.
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- Authors: Fortuin, Kenneth Gavin
- Date: 2012-08-28
- Subjects: Critical pedagogy , Education - South Africa - Aims and objectives , Teachers - Rating of - South Africa , Educational innovations - South Africa , Politics and education
- Type: Mini-Dissertation
- Identifier: uj:3375 , http://hdl.handle.net/10210/6774
- Description: M.Ed. , The general aim of this study is an investigation of critical pedagogy as an aspect of reflective teaching and its implications for the management of teacher competence. Teacher competence embraces commitment to professional values, continuous professional learning, affective awareness, effective communication, effective grasp of a wide range of professional knowledge and intellectual flexibility by the teacher (Winter, 1995:73). In order to realise the general aim, the following specific aims were set for the study: - To analyse and describe the extent to which teachers teach students to become critical learners. - To determine the role teachers play in critically examining any educational reforms before accepting or rejecting them. - To determine the extent to which teachers resist methodologies forced upon them before having had the opportunity to review such methods.
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An investigation of teacher self-management as an aspect of collaborative decision-making in selected secondary schools in Katlehong
- Makibelo, Thomasina Virginia Makgabo
- Authors: Makibelo, Thomasina Virginia Makgabo
- Date: 2012-08-23
- Subjects: Teacher participation in administration - South Africa - Kathlehong , School management and organization - South Africa - Kathlehong , Education, Secondary - South Africa - Management
- Type: Mini-Dissertation
- Identifier: uj:3075 , http://hdl.handle.net/10210/6495
- Description: M.Ed. , South Africa is currently in the process of coping with massive educational changes. Efforts to improve the quality of teaching and teaming in schools continue rapidly. School reform will succeed when teachers are part of the decision making process and assume personal identification with the outcome. Teachers should be encouraged to be active change agents. The aim of this study was to investigate the aspect of collaborative decision-making and teacher self-management. Probing the effect of collaborative decision making and teacher self-management on effective school management collaborative decision making revolves around issues of participation in solving problems and making decisions. This refers to the mental and emotional involvement of teachers in a group situation that encourages them to contribute to group goals and share responsibility for them. This research study has established that collaborative decision making is one of the hallmarks of school success. Shared decision-making among teachers and school manager's lead to self-management and effective school management. This study has highlighted the following: Collaborative decision making encourages team work and team spirit. The involvement of teachers in collaborative decision making uplift the teacher's aspirations, motivation, commitment, enrolment and compliance. It also creates a sense of ownership that encourages teachers to accept greater responsibility. These enhances self-management. The involvement of all stakeholders in collaborative decision making will enhance total quality management. TOM will lead to higher teacher morale, lower staff turnover, reduce levels of stress and increase job satisfaction. These will improve the quality of education in schools. The results and recommendations of this study can be used to empower school managers and teachers with collaborative decision making skills. The results can also be used to solve problems identified in selected schools and other schools with similar problems in South Africa. This study serves as an indication of the value of teacher teamwork and selfmanagement in improving quality in education. Summarily the research has proved to be of high significance to teachers, school managers, stakeholders and policy makers.
- Full Text:
- Authors: Makibelo, Thomasina Virginia Makgabo
- Date: 2012-08-23
- Subjects: Teacher participation in administration - South Africa - Kathlehong , School management and organization - South Africa - Kathlehong , Education, Secondary - South Africa - Management
- Type: Mini-Dissertation
- Identifier: uj:3075 , http://hdl.handle.net/10210/6495
- Description: M.Ed. , South Africa is currently in the process of coping with massive educational changes. Efforts to improve the quality of teaching and teaming in schools continue rapidly. School reform will succeed when teachers are part of the decision making process and assume personal identification with the outcome. Teachers should be encouraged to be active change agents. The aim of this study was to investigate the aspect of collaborative decision-making and teacher self-management. Probing the effect of collaborative decision making and teacher self-management on effective school management collaborative decision making revolves around issues of participation in solving problems and making decisions. This refers to the mental and emotional involvement of teachers in a group situation that encourages them to contribute to group goals and share responsibility for them. This research study has established that collaborative decision making is one of the hallmarks of school success. Shared decision-making among teachers and school manager's lead to self-management and effective school management. This study has highlighted the following: Collaborative decision making encourages team work and team spirit. The involvement of teachers in collaborative decision making uplift the teacher's aspirations, motivation, commitment, enrolment and compliance. It also creates a sense of ownership that encourages teachers to accept greater responsibility. These enhances self-management. The involvement of all stakeholders in collaborative decision making will enhance total quality management. TOM will lead to higher teacher morale, lower staff turnover, reduce levels of stress and increase job satisfaction. These will improve the quality of education in schools. The results and recommendations of this study can be used to empower school managers and teachers with collaborative decision making skills. The results can also be used to solve problems identified in selected schools and other schools with similar problems in South Africa. This study serves as an indication of the value of teacher teamwork and selfmanagement in improving quality in education. Summarily the research has proved to be of high significance to teachers, school managers, stakeholders and policy makers.
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Classroom climate as an aspect of the learning environment : implications for the management of teacher competence
- Authors: Moloi, Kholeka Constance
- Date: 2012-08-17
- Subjects: Classroom environment -- Psychological aspects , Educational innovations -- South Africa , Teachers -- Rating of -- South Africa , Competency based education -- South Africa
- Type: Mini-Dissertation
- Identifier: uj:2623 , http://hdl.handle.net/10210/6070
- Description: M.Ed. , One of the most critical educational problems confronting policymakers, educators and parents in our schools, is the restoration of the culture of teaching and learning. There is an emerging consensus among all stakeholders about educational transformation geared towards school improvement. School improvement is a distinct approach to educational change that enhances student outcomes as well as strengthening the school's capacity for managing change. The aim of this research study was to examine how teacher competence, which is a key factor to organisational effectiveness, can be developed and managed towards school success. In the context of the changing political, social, economic and technological environments in which schools find themselves, it is essential that schools find a niche in order to survive in the competitive market of education. This research study pointed out that teacher competence encompasses aspects such as organisational planning of work, innovation teacher dedication and commitment to excellence. It was also indicated that the commitment, visibility and accessibility of senior management in the school, is a priority to the success of any school program in the school. Thus, symbolic leadership of management should communicate and be committed to the values of the school. Subsequently, it is imperative that all members of the school should support modifications in organisational structures, information and development systems which should lay emphasis upon attitudes, values, norms, competence, knowledge and skills. The major findings of this research study were that a conducive classroom climate to learning, pupil involvement. and unceasing support to motivate learners yielded positive student outcomes. Literature reviewed in this study clearly indicated that educative and collaborative competence were essential for school effectiveness.
- Full Text:
- Authors: Moloi, Kholeka Constance
- Date: 2012-08-17
- Subjects: Classroom environment -- Psychological aspects , Educational innovations -- South Africa , Teachers -- Rating of -- South Africa , Competency based education -- South Africa
- Type: Mini-Dissertation
- Identifier: uj:2623 , http://hdl.handle.net/10210/6070
- Description: M.Ed. , One of the most critical educational problems confronting policymakers, educators and parents in our schools, is the restoration of the culture of teaching and learning. There is an emerging consensus among all stakeholders about educational transformation geared towards school improvement. School improvement is a distinct approach to educational change that enhances student outcomes as well as strengthening the school's capacity for managing change. The aim of this research study was to examine how teacher competence, which is a key factor to organisational effectiveness, can be developed and managed towards school success. In the context of the changing political, social, economic and technological environments in which schools find themselves, it is essential that schools find a niche in order to survive in the competitive market of education. This research study pointed out that teacher competence encompasses aspects such as organisational planning of work, innovation teacher dedication and commitment to excellence. It was also indicated that the commitment, visibility and accessibility of senior management in the school, is a priority to the success of any school program in the school. Thus, symbolic leadership of management should communicate and be committed to the values of the school. Subsequently, it is imperative that all members of the school should support modifications in organisational structures, information and development systems which should lay emphasis upon attitudes, values, norms, competence, knowledge and skills. The major findings of this research study were that a conducive classroom climate to learning, pupil involvement. and unceasing support to motivate learners yielded positive student outcomes. Literature reviewed in this study clearly indicated that educative and collaborative competence were essential for school effectiveness.
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Leadership styles of school principals in three selected secondary schools in the Northern Province
- Authors: Modiba, Solomon Ngwako
- Date: 2012-08-17
- Subjects: Educational leadership -- South Africa -- Northern Province , School principals -- Rating of -- South Africa -- Northern Province , Motivation in education
- Type: Mini-Dissertation
- Identifier: uj:2635 , http://hdl.handle.net/10210/6081
- Description: M.Ed. , The main purpose of this study is to examine the participative, the collegial, the permissive, and the directive leadership styles of school principals in the three selected secondary schools in the Northern Province. The discussion in this chapter centres around sharing the findings and recommendations about the articulated leadership styles. Findings and recommendations were shared under the guidance of Interpretivism which is the theoretical perspective undergirding this study. For instance, Interpretivism accentuates the point that to understand and explain why a particular leadership style is used in a specific school, the investigator needs to comprehend the way of life in that society and the ways of doing things in that school. Furthermore, Interpretivism reminds the researcher to learn the purposes of the individual actors and the social meanings that they share with others (Feinberg Sz. Soltis, 1985:102). Remarking about the significance of taking into cognizance the context in which a leadership style is practised, Grobler (1993:5) contends that there are no motivation strategies, organization structures, decision- making patterns, communication techniques, change approaches or leadership styles that will fit all situations. In support of the expressed assertion Jablonski (1994:43) notes that an effective leadership style creates a positive school climate, communication channels and feedback.
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- Authors: Modiba, Solomon Ngwako
- Date: 2012-08-17
- Subjects: Educational leadership -- South Africa -- Northern Province , School principals -- Rating of -- South Africa -- Northern Province , Motivation in education
- Type: Mini-Dissertation
- Identifier: uj:2635 , http://hdl.handle.net/10210/6081
- Description: M.Ed. , The main purpose of this study is to examine the participative, the collegial, the permissive, and the directive leadership styles of school principals in the three selected secondary schools in the Northern Province. The discussion in this chapter centres around sharing the findings and recommendations about the articulated leadership styles. Findings and recommendations were shared under the guidance of Interpretivism which is the theoretical perspective undergirding this study. For instance, Interpretivism accentuates the point that to understand and explain why a particular leadership style is used in a specific school, the investigator needs to comprehend the way of life in that society and the ways of doing things in that school. Furthermore, Interpretivism reminds the researcher to learn the purposes of the individual actors and the social meanings that they share with others (Feinberg Sz. Soltis, 1985:102). Remarking about the significance of taking into cognizance the context in which a leadership style is practised, Grobler (1993:5) contends that there are no motivation strategies, organization structures, decision- making patterns, communication techniques, change approaches or leadership styles that will fit all situations. In support of the expressed assertion Jablonski (1994:43) notes that an effective leadership style creates a positive school climate, communication channels and feedback.
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Parental involvement as as aspect of co-operative ability : implications for the management of teacher competence.
- Authors: Mbete, Felix Mhlangabezi
- Date: 2012-08-16
- Subjects: Parent-teacher relationships - South Africa , Blacks - Education - Parent participation , Competency based education - South Africa , Teachers - Rating of - South Africa , School management and organization - Parent participation - South Africa
- Type: Mini-Dissertation
- Identifier: uj:2592 , http://hdl.handle.net/10210/6041
- Description: M.Ed. , The main aim of the project is to investigate, highlight and come up with recommendations on how best parental involvement in the education of their children can be encouraged, especially in the Duncan Village area of the East London district. Because parents cannot just come to school on their own initiative, this poses a great challenge on the teachers of the respective school. It can be argued that every parent wishes what is best for his or her child. The extent to which parents participate in school-related matters reflects on the level of competence of that particular school's teachers. There are, however, many areas by which the teachers can be evaluated. Such areas include the learning environment. professional commitment, order and discipline, educational foundation, teacher reflection, efficiency, leadership and co-operative ability.. For the purpose of this project, the researcher has decided to focus on parental involvement as an aspect of co-operative ability and the implications thereof on the management of teacher competence.
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- Authors: Mbete, Felix Mhlangabezi
- Date: 2012-08-16
- Subjects: Parent-teacher relationships - South Africa , Blacks - Education - Parent participation , Competency based education - South Africa , Teachers - Rating of - South Africa , School management and organization - Parent participation - South Africa
- Type: Mini-Dissertation
- Identifier: uj:2592 , http://hdl.handle.net/10210/6041
- Description: M.Ed. , The main aim of the project is to investigate, highlight and come up with recommendations on how best parental involvement in the education of their children can be encouraged, especially in the Duncan Village area of the East London district. Because parents cannot just come to school on their own initiative, this poses a great challenge on the teachers of the respective school. It can be argued that every parent wishes what is best for his or her child. The extent to which parents participate in school-related matters reflects on the level of competence of that particular school's teachers. There are, however, many areas by which the teachers can be evaluated. Such areas include the learning environment. professional commitment, order and discipline, educational foundation, teacher reflection, efficiency, leadership and co-operative ability.. For the purpose of this project, the researcher has decided to focus on parental involvement as an aspect of co-operative ability and the implications thereof on the management of teacher competence.
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The role of school management developers in improving headmasters' managerial competencies
- Lethepa, Lerata Moqubane Michael
- Authors: Lethepa, Lerata Moqubane Michael
- Date: 2012-08-16
- Subjects: School administrators - South Africa , School management and organization - South Africa - Decision making. , School principals - South Africa , Schools - South Africa - Management
- Type: Mini-Dissertation
- Identifier: uj:9464 , http://hdl.handle.net/10210/5896
- Description: M.Ed. , The aim of the study is to examine: The management styles of headmasters and School Management Developers. The way School Management Developers manage headmasters. The response of headmasters to guidance by School Management Developers.This study on the role of principal's and School Management Developers' leadership styles in the Harrismith District of education is of significance value to the effectiveness of schools . First and foremost this study will help both School Management Developers and headmasters to develop the appropriate leadership styles in this era of change towards achieving the effective performance of schools. Secondly , this study can be used as a basis for developing a guide for developing school managers in the Harrismith District of Education in this era of change .
- Full Text:
- Authors: Lethepa, Lerata Moqubane Michael
- Date: 2012-08-16
- Subjects: School administrators - South Africa , School management and organization - South Africa - Decision making. , School principals - South Africa , Schools - South Africa - Management
- Type: Mini-Dissertation
- Identifier: uj:9464 , http://hdl.handle.net/10210/5896
- Description: M.Ed. , The aim of the study is to examine: The management styles of headmasters and School Management Developers. The way School Management Developers manage headmasters. The response of headmasters to guidance by School Management Developers.This study on the role of principal's and School Management Developers' leadership styles in the Harrismith District of education is of significance value to the effectiveness of schools . First and foremost this study will help both School Management Developers and headmasters to develop the appropriate leadership styles in this era of change towards achieving the effective performance of schools. Secondly , this study can be used as a basis for developing a guide for developing school managers in the Harrismith District of Education in this era of change .
- Full Text:
Management implications of the movement of children from township to suburban schools : a study of selected schools
- Authors: Mathopo, Ellen Vusiwana.
- Date: 2012-08-13
- Subjects: Blacks - Education - South Africa - Administration. , Multicultural education - South Africa - Evaluation. , Teacher-student relationships - South Africa. , Blacks - Education - Political aspects - South Africa. , Educational change - South Africa.
- Type: Thesis
- Identifier: uj:9048 , http://hdl.handle.net/10210/5511
- Description: M.Ed. , Education in South Africa is in a process of transformation. The opening of public schools to all races has resulted in the exodus of learners from township to suburban schools. Parents have transferred their children because of, among other reasons, lack of culture of learning and teaching, lack of quality teaching, lack of resources, and violence in township schools.The movement of learners from township to suburban schools has necessitated a new management technique that will accommodate the unique characteristics of learners from diverse cultural, linguistic and socio-economic backgrounds.Head masters and educators need to develop an approach that will lead to the transformation of the total school environment, and the creation of equal educational opportunities for learners who have for a long time been deprived quality education. Headmasters and educators need to be aware that education provided by the state to African learners is not of equal standard to white education. Therefore tolerance, empathy and understanding of the problems these learners bring with them is essential. They need to be equipped with the necessary knowledge in managing learners from diverse cultural backgrounds. They require cultural literacy and sensitivity which can be acquired through in-service training. To provide all learners with an equal opportunity to achieve in the classroom, multicultural education should be practised. Diversity of culture must be acknowledged, and teaching methods ought to be altered to accommodate the different kinds of learning styles and children with different learning needs.
- Full Text:
- Authors: Mathopo, Ellen Vusiwana.
- Date: 2012-08-13
- Subjects: Blacks - Education - South Africa - Administration. , Multicultural education - South Africa - Evaluation. , Teacher-student relationships - South Africa. , Blacks - Education - Political aspects - South Africa. , Educational change - South Africa.
- Type: Thesis
- Identifier: uj:9048 , http://hdl.handle.net/10210/5511
- Description: M.Ed. , Education in South Africa is in a process of transformation. The opening of public schools to all races has resulted in the exodus of learners from township to suburban schools. Parents have transferred their children because of, among other reasons, lack of culture of learning and teaching, lack of quality teaching, lack of resources, and violence in township schools.The movement of learners from township to suburban schools has necessitated a new management technique that will accommodate the unique characteristics of learners from diverse cultural, linguistic and socio-economic backgrounds.Head masters and educators need to develop an approach that will lead to the transformation of the total school environment, and the creation of equal educational opportunities for learners who have for a long time been deprived quality education. Headmasters and educators need to be aware that education provided by the state to African learners is not of equal standard to white education. Therefore tolerance, empathy and understanding of the problems these learners bring with them is essential. They need to be equipped with the necessary knowledge in managing learners from diverse cultural backgrounds. They require cultural literacy and sensitivity which can be acquired through in-service training. To provide all learners with an equal opportunity to achieve in the classroom, multicultural education should be practised. Diversity of culture must be acknowledged, and teaching methods ought to be altered to accommodate the different kinds of learning styles and children with different learning needs.
- Full Text:
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