Persoonlikheid en die identifisering van leerlingleiers in die sekondere skool : riglyne
- Authors: Waldeck, Huibrecht
- Date: 2014-02-18
- Subjects: Leadership - Case studies , Educational leadership , Personality assessment of youth , Student government - South Africa , Student participation in administration - South Africa
- Type: Thesis
- Identifier: http://ujcontent.uj.ac.za8080/10210/378186 , uj:4096 , http://hdl.handle.net/10210/9443
- Description: M.Ed. , The aim of this study was to develop guidelines for principals and teachers when they identify leaders in secondary schools. That enables pupils with potential to function successfully as leaders in a school environment. Leadership in the secondary school has for too long been misinterpreted, misunderstood and grossly underscored in far too many ways. There is mistrust towards the identifying process. Present day demands require a specific form of education and training in leadership at school level to enable our youth to cope with these requirements. Educational authorities - especially school authorities are therefore compelled to address the matter of training and identification in a new light. Most of the existing research about identification of school leaders at secondary school level is of a quantitative nature and consisted of the completion of questionnaires. This brought about the testing and retesting of stereotyped proposals. In this study a qualitative research program was followed. By means of focus group interviews the views of a principal, teachers and secondary school pupils where collected. The research question in this study developed was the following: In what way does the personality of the pupil influences the teachers' choice of leaders at school level? The aim that followed was: To find out if there are personality traits that is necessary for a school leader at secondary school level to be successful. An explanatory, descriptive research design was used as part of qualitative research method during phase 1 of the research. The aim of phase 2 was to compare the results of the focus group interviews with a literature review. During phase 3 guidelines were developed for the identification of leaders in secondary schools. The conclusions of the research showed that the focus groups reflected reality, namely that the teachers lacked knowledge about leadership and that the pupils meaning reflects the findings of the literature study. Further it became apparent that although personality is relevant in leadership identification, it shouldn't be the main focus. Pupils should be helped to develop leadership skills which could be learned and to develop their personality or capabilities and in order to enable them to develop their full potential and to apply the leadership skills in their lives.
- Full Text:
- Authors: Waldeck, Huibrecht
- Date: 2014-02-18
- Subjects: Leadership - Case studies , Educational leadership , Personality assessment of youth , Student government - South Africa , Student participation in administration - South Africa
- Type: Thesis
- Identifier: http://ujcontent.uj.ac.za8080/10210/378186 , uj:4096 , http://hdl.handle.net/10210/9443
- Description: M.Ed. , The aim of this study was to develop guidelines for principals and teachers when they identify leaders in secondary schools. That enables pupils with potential to function successfully as leaders in a school environment. Leadership in the secondary school has for too long been misinterpreted, misunderstood and grossly underscored in far too many ways. There is mistrust towards the identifying process. Present day demands require a specific form of education and training in leadership at school level to enable our youth to cope with these requirements. Educational authorities - especially school authorities are therefore compelled to address the matter of training and identification in a new light. Most of the existing research about identification of school leaders at secondary school level is of a quantitative nature and consisted of the completion of questionnaires. This brought about the testing and retesting of stereotyped proposals. In this study a qualitative research program was followed. By means of focus group interviews the views of a principal, teachers and secondary school pupils where collected. The research question in this study developed was the following: In what way does the personality of the pupil influences the teachers' choice of leaders at school level? The aim that followed was: To find out if there are personality traits that is necessary for a school leader at secondary school level to be successful. An explanatory, descriptive research design was used as part of qualitative research method during phase 1 of the research. The aim of phase 2 was to compare the results of the focus group interviews with a literature review. During phase 3 guidelines were developed for the identification of leaders in secondary schools. The conclusions of the research showed that the focus groups reflected reality, namely that the teachers lacked knowledge about leadership and that the pupils meaning reflects the findings of the literature study. Further it became apparent that although personality is relevant in leadership identification, it shouldn't be the main focus. Pupils should be helped to develop leadership skills which could be learned and to develop their personality or capabilities and in order to enable them to develop their full potential and to apply the leadership skills in their lives.
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Distributive leadership in public schools : experiences and perceptions of teachers in the Soweto region
- Naicker, Suraiya Rathankoomar
- Authors: Naicker, Suraiya Rathankoomar
- Date: 2012-06-07
- Subjects: Educational leadership , Distributed leadership , Teachers' attitudes , School management and organization , Primary schools (Soweto, South Africa)
- Type: Thesis
- Identifier: uj:8651 , http://hdl.handle.net/10210/5007
- Description: M.Ed. , In current times, the increasing demands of principalship and the complex challenges facing schools have led to the emergence of distributive forms of leadership in schools. The dissatisfaction with traditional models of leadership has resulted in a paradigm shift where leadership focus on the position of individuals in the hierarchy has been rejected in favour of collective leadership practices. In an era of democracy, distributive leadership continues to attract attention as a relevant model for the twenty-first century school. This study investigated teacher experiences and perceptions of the practice of distributive leadership in South African public primary schools in the Soweto region. The study was framed within a pragmatic paradigm using a mixed methods research design. An exploratory sequential strategy was used where the qualitative phase of data collection and analysis preceded the quantitative phase. The sample comprised teachers who were not formally appointed as leaders and did not belong to the school management teams. In the qualitative phase focus group interviews were conducted in three schools. Document analysis was conducted to support the interview findings. The quantitative phase tested the findings from the qualitative phase using a standardised questionnaire. Various themes and sub-themes emerged from the qualitative study. The first theme, leadership styles, revealed that principals practiced autocratic rather than participative styles of leadership. The autocratic style restricted principals from redistributing power to teachers and excluded teachers from decision-making processes. The second theme, school climate, indicated that the present leadership style led to a negative school climate which in turn had an adverse impact on staff relationships, teacher morale and motivation, job satisfaction as well as teaching and learning. The third theme that emerged was communication with teachers expressing the need for openness and transparency in decision-making. The fourth theme identified was barriers to teacher leadership. This was supported by sub-themes which pointed to the lack of opportunities for teacher leadership, teacher isolation in lesson planning, a heavy teacher workload, the need for power sharing and the need for the professional development of teacher leaders. Finally, the benefits of distributive leadership were identified as the fifth theme and teachers perceived that distributive leadership would have a positive impact on job satisfaction, encourage delegation and give them a voice in decision-making.
- Full Text:
- Authors: Naicker, Suraiya Rathankoomar
- Date: 2012-06-07
- Subjects: Educational leadership , Distributed leadership , Teachers' attitudes , School management and organization , Primary schools (Soweto, South Africa)
- Type: Thesis
- Identifier: uj:8651 , http://hdl.handle.net/10210/5007
- Description: M.Ed. , In current times, the increasing demands of principalship and the complex challenges facing schools have led to the emergence of distributive forms of leadership in schools. The dissatisfaction with traditional models of leadership has resulted in a paradigm shift where leadership focus on the position of individuals in the hierarchy has been rejected in favour of collective leadership practices. In an era of democracy, distributive leadership continues to attract attention as a relevant model for the twenty-first century school. This study investigated teacher experiences and perceptions of the practice of distributive leadership in South African public primary schools in the Soweto region. The study was framed within a pragmatic paradigm using a mixed methods research design. An exploratory sequential strategy was used where the qualitative phase of data collection and analysis preceded the quantitative phase. The sample comprised teachers who were not formally appointed as leaders and did not belong to the school management teams. In the qualitative phase focus group interviews were conducted in three schools. Document analysis was conducted to support the interview findings. The quantitative phase tested the findings from the qualitative phase using a standardised questionnaire. Various themes and sub-themes emerged from the qualitative study. The first theme, leadership styles, revealed that principals practiced autocratic rather than participative styles of leadership. The autocratic style restricted principals from redistributing power to teachers and excluded teachers from decision-making processes. The second theme, school climate, indicated that the present leadership style led to a negative school climate which in turn had an adverse impact on staff relationships, teacher morale and motivation, job satisfaction as well as teaching and learning. The third theme that emerged was communication with teachers expressing the need for openness and transparency in decision-making. The fourth theme identified was barriers to teacher leadership. This was supported by sub-themes which pointed to the lack of opportunities for teacher leadership, teacher isolation in lesson planning, a heavy teacher workload, the need for power sharing and the need for the professional development of teacher leaders. Finally, the benefits of distributive leadership were identified as the fifth theme and teachers perceived that distributive leadership would have a positive impact on job satisfaction, encourage delegation and give them a voice in decision-making.
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Female leaders navigating challenges in selected disadvantaged schools in Johannesburg North District
- Authors: Mia, Feroza
- Date: 2014-10-01
- Subjects: Women school administrators - South Africa - Johannesburg , Feminism and education - South Africa - Johannesburg , School management and organization - South Africa - Johannesburg , Educational leadership
- Type: Thesis
- Identifier: uj:12465 , http://hdl.handle.net/10210/12250
- Description: M.Ed. (Educational Management) , The focus of this study is to investigate strategies employed by females in school leadership in disadvantaged communities in South Africa. Disadvantaged communities in the South African context have arisen from a patriarchal and prejudicial system that was structured according to race, class and gender. Currently, many South African educational institutions bear the residue of this prejudicial system. This research will explore how female leaders in four disadvantaged primary schools in the Johannesburg North District navigate through the challenges of leading in a disadvantaged as well as patriarchal context. A specific emphasis has been placed upon feminist literature and debates in the context of female leaders. Discourse analysis is utilised to interpret the experiences of the female leaders. Analysis of recorded data on challenges facing females in school leadership in disadvantaged communities revealed themes on stereotyping of women, collaboration and liaison with stakeholders, leadership traits of women, the social stigma associated with schools in disadvantaged communities, women and emotional intelligence, women and conflict resolution. Themes on balance between family and school, opposing gender discrimination, networking with stakeholders, overcoming stereotypes emanated from the strategies employed by females in school leadership to overcome barriers in disadvantaged communities. The study reveals that in spite of significant gains since the implementation of favourable legislation on gender equity, women in school leadership continue to experience challenges within schools, from the community and in their personal lives. Stereotyping prevails especially in communities where patriarchal systems dominate. The research concludes with suggestions and recommendations for future research.
- Full Text:
- Authors: Mia, Feroza
- Date: 2014-10-01
- Subjects: Women school administrators - South Africa - Johannesburg , Feminism and education - South Africa - Johannesburg , School management and organization - South Africa - Johannesburg , Educational leadership
- Type: Thesis
- Identifier: uj:12465 , http://hdl.handle.net/10210/12250
- Description: M.Ed. (Educational Management) , The focus of this study is to investigate strategies employed by females in school leadership in disadvantaged communities in South Africa. Disadvantaged communities in the South African context have arisen from a patriarchal and prejudicial system that was structured according to race, class and gender. Currently, many South African educational institutions bear the residue of this prejudicial system. This research will explore how female leaders in four disadvantaged primary schools in the Johannesburg North District navigate through the challenges of leading in a disadvantaged as well as patriarchal context. A specific emphasis has been placed upon feminist literature and debates in the context of female leaders. Discourse analysis is utilised to interpret the experiences of the female leaders. Analysis of recorded data on challenges facing females in school leadership in disadvantaged communities revealed themes on stereotyping of women, collaboration and liaison with stakeholders, leadership traits of women, the social stigma associated with schools in disadvantaged communities, women and emotional intelligence, women and conflict resolution. Themes on balance between family and school, opposing gender discrimination, networking with stakeholders, overcoming stereotypes emanated from the strategies employed by females in school leadership to overcome barriers in disadvantaged communities. The study reveals that in spite of significant gains since the implementation of favourable legislation on gender equity, women in school leadership continue to experience challenges within schools, from the community and in their personal lives. Stereotyping prevails especially in communities where patriarchal systems dominate. The research concludes with suggestions and recommendations for future research.
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Management and leadership experiences in fostering a culture of teaching and learning in ethnically diverse schools in Johannesburg North District
- Authors: Buma, Anastasia Malong
- Date: 2012-11-14
- Subjects: School management and organization - South Africa - Johannesburg , School improvement programs , Educational leadership , Educational planning , Educational change , Multicultural schools
- Type: Thesis
- Identifier: uj:7392 , http://hdl.handle.net/10210/8199
- Description: M.Ed. , Since 1994, South African schools are increasingly becoming more diverse due to the implementation of new legislation to foster democratization in schools. Many schools whose communities were until 1994 defined along racial lines are increasingly becoming mixed in terms of learner, staff and parent bodies. Other external factors such as the increasing movement of people across the globe as a consequence of increasing globalization may also be contributing to the apparently growing diversity at schools. Such increasing diversity could pose challenges regarding fostering a culture of teaching and learning at these mixed schools. Therefore, school management and leadership, need to have the skills, knowledge and appropriate attitudes that are required in order to ensure that the culture of teaching and learning is advanced in ethnically diverse school. Considering her experience as a teacher at both private and public schools in South Africa over the last ten years, the researcher has observed significant changes in learner population across many schools with resulting implication to teaching and learning. These changes have placed tremendous demands on school principals and teachers who have to deal with the challenges such as, culture mismatch between student-student and student-teacher interaction, social tension and antagonism, communication problems, misinterpretation of values and behaviors that thus influence the process of teaching and learning. Hence, the researcher opted to do an investigation into how school leadership and management in ethnically diverse schools will advance opportunities that encourage a culture of teaching and learning. In order to do the investigation, the researcher firstly employed an extensive literature review to explore how the leadership and management of ethnically diverse schools advance opportunities that cultivate a culture of teaching and learning. The research design and methodology employed involved a mixed method approach consisting of quantitative as well as qualitatative methodologies. During the first phase of the empirical study, the researcher carried out the quantitative method of data collection where a set of questionnaires were filled in by the principal and the HoDs of the selected schools. In order to validate the findings of the quantitative survey, the researcher employed in-depth individual interviews with the teachers and students of the selected schools. Through qualitative analysis of the data, the research findings confirm that the diverse culture of schools in Johannesburg North includes characteristics of both traditional and liberal multicultural education. Also, societies are becoming more complex in terms of social, economic and political needs. Therefore, the implication of the findings are that, in addition to teaching the basic skills of reading, writing and math, school leadership and management should advance a culture of teaching and learning that will involve social justice issues where students will learn to become reflective, moral, caring and active citizens as is inherent in liberal multicultural education. Finally, the researcher recommends that regular survey on different aspects should be carried out in ethnically diverse schools in order to get such schools to open up to the demands of liberal multicultural education.
- Full Text:
- Authors: Buma, Anastasia Malong
- Date: 2012-11-14
- Subjects: School management and organization - South Africa - Johannesburg , School improvement programs , Educational leadership , Educational planning , Educational change , Multicultural schools
- Type: Thesis
- Identifier: uj:7392 , http://hdl.handle.net/10210/8199
- Description: M.Ed. , Since 1994, South African schools are increasingly becoming more diverse due to the implementation of new legislation to foster democratization in schools. Many schools whose communities were until 1994 defined along racial lines are increasingly becoming mixed in terms of learner, staff and parent bodies. Other external factors such as the increasing movement of people across the globe as a consequence of increasing globalization may also be contributing to the apparently growing diversity at schools. Such increasing diversity could pose challenges regarding fostering a culture of teaching and learning at these mixed schools. Therefore, school management and leadership, need to have the skills, knowledge and appropriate attitudes that are required in order to ensure that the culture of teaching and learning is advanced in ethnically diverse school. Considering her experience as a teacher at both private and public schools in South Africa over the last ten years, the researcher has observed significant changes in learner population across many schools with resulting implication to teaching and learning. These changes have placed tremendous demands on school principals and teachers who have to deal with the challenges such as, culture mismatch between student-student and student-teacher interaction, social tension and antagonism, communication problems, misinterpretation of values and behaviors that thus influence the process of teaching and learning. Hence, the researcher opted to do an investigation into how school leadership and management in ethnically diverse schools will advance opportunities that encourage a culture of teaching and learning. In order to do the investigation, the researcher firstly employed an extensive literature review to explore how the leadership and management of ethnically diverse schools advance opportunities that cultivate a culture of teaching and learning. The research design and methodology employed involved a mixed method approach consisting of quantitative as well as qualitatative methodologies. During the first phase of the empirical study, the researcher carried out the quantitative method of data collection where a set of questionnaires were filled in by the principal and the HoDs of the selected schools. In order to validate the findings of the quantitative survey, the researcher employed in-depth individual interviews with the teachers and students of the selected schools. Through qualitative analysis of the data, the research findings confirm that the diverse culture of schools in Johannesburg North includes characteristics of both traditional and liberal multicultural education. Also, societies are becoming more complex in terms of social, economic and political needs. Therefore, the implication of the findings are that, in addition to teaching the basic skills of reading, writing and math, school leadership and management should advance a culture of teaching and learning that will involve social justice issues where students will learn to become reflective, moral, caring and active citizens as is inherent in liberal multicultural education. Finally, the researcher recommends that regular survey on different aspects should be carried out in ethnically diverse schools in order to get such schools to open up to the demands of liberal multicultural education.
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The contribution of a personal mission statement towards personal leadership
- Authors: Kruger, Willem
- Date: 2012-03-05
- Subjects: Educational leadership , Mission statements
- Type: Thesis
- Identifier: uj:2138 , http://hdl.handle.net/10210/4505
- Description: M.Phil. , The purpose of the study was to investigate the importance of designing a mission statement as part of the personal leadership process. The problem investigated in the study was that people have visions but lack the vehicle to turn the visions into reality. The problem arises because people do not take the time to see if the visions they have and the goals they set are aligned with their values and principles. They lack the vehicle that will keep them focused on what is important on their way to their vision, namely their values and principles. The general aim of this study was to clarify the concept of what a mission statement is and to investigate designing and Jiving the mission statement within the personal leadership paradigm and process. The research was descriptive in nature. The research methods used included a word and concept analysis to clarify the concepts central to the study. A literature study was conducted to identify the importance of a mission statement in the personal leadership process and to clarify the steps in designing a mission statement. The follmving are the most important fmdings of the study: • The following definition was constructed based on the word- and concept analysis: A mission statement is a written tool that guides one in making the correct choices, based on the core values and principles that form the passion of one's being, to which one is committed, for lvhich one is prepared to work hard and for which one must be prepared to sacrifice. • It was emphasized that the mission statement is an integral part of the personal leadership process. • The mam characteristics of a m1ss10n statement that were identified included that a mission statement should be brief, easily understood and memorized and must encompass one's most basic principles and values. • The process of designing a mission statement was concluded from the various processes that were identified by authors in the disciplines of business, religion and personal leadership. The design process was divided in two phases namely the preparatory phase in which one does a self search in respect of one's values, visions and life roles, and secondly the designing phase in which a mission statement is formulated, finalized and maintained.
- Full Text:
- Authors: Kruger, Willem
- Date: 2012-03-05
- Subjects: Educational leadership , Mission statements
- Type: Thesis
- Identifier: uj:2138 , http://hdl.handle.net/10210/4505
- Description: M.Phil. , The purpose of the study was to investigate the importance of designing a mission statement as part of the personal leadership process. The problem investigated in the study was that people have visions but lack the vehicle to turn the visions into reality. The problem arises because people do not take the time to see if the visions they have and the goals they set are aligned with their values and principles. They lack the vehicle that will keep them focused on what is important on their way to their vision, namely their values and principles. The general aim of this study was to clarify the concept of what a mission statement is and to investigate designing and Jiving the mission statement within the personal leadership paradigm and process. The research was descriptive in nature. The research methods used included a word and concept analysis to clarify the concepts central to the study. A literature study was conducted to identify the importance of a mission statement in the personal leadership process and to clarify the steps in designing a mission statement. The follmving are the most important fmdings of the study: • The following definition was constructed based on the word- and concept analysis: A mission statement is a written tool that guides one in making the correct choices, based on the core values and principles that form the passion of one's being, to which one is committed, for lvhich one is prepared to work hard and for which one must be prepared to sacrifice. • It was emphasized that the mission statement is an integral part of the personal leadership process. • The mam characteristics of a m1ss10n statement that were identified included that a mission statement should be brief, easily understood and memorized and must encompass one's most basic principles and values. • The process of designing a mission statement was concluded from the various processes that were identified by authors in the disciplines of business, religion and personal leadership. The design process was divided in two phases namely the preparatory phase in which one does a self search in respect of one's values, visions and life roles, and secondly the designing phase in which a mission statement is formulated, finalized and maintained.
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Absent leadership in curriculum implementation
- Authors: Edwards, Graeme Bentley
- Date: 2008-05-09T12:27:57Z
- Subjects: Educational leadership , Educational change , Curriculum change , School improvement programs
- Type: Thesis
- Identifier: uj:7023 , http://hdl.handle.net/10210/352
- Description: Schools are essentially concerned with people and the development of knowledge and skills. Schools require leadership in order to achieve their goals. Furthermore, schools are tasked with being relevant in their contemporary societal contexts as well as for society in the future. Regarding the type of leadership in schools, Sergiovanni contends that schools need special leadership because they are special places, because they are lifeworld intensive and because “school professionals don’t react warmly to the kind of hierarchically based command leadership or hero leadership that characterizes other kinds of institutions” (2000:165 - 166). Against the backdrop of this commonly held belief, this research project undertook to investigate a school where the new curriculum had been successfully implemented in a context where there was absent leadership. In order to gain a deeper understanding of the phenomenon, the school type and context, the human interventions and the school culture were considered. The qualitative approach was selected for this research with a grounded case study as the relevant research design. Epistemologically, this research is located in the constructionist paradigm and an interpretivist theoretical perspective will be employed in the research project. Interpretivist philosophies promote the notion that human action can be distinguished from physical objects by virtue of the fact that they are inherently meaningful. The data were collected by means of some semi structured interviews and a dyad interview. Both convergent and divergent questions were posed to the participants in the data collection strategies. The process of data analysis was approached from a grounded theory perspective. This approach requires that a theory should emerge from the data rather than the data proving or disproving an existing theory. Six themes were identified through the process of data analysis. These themes were then processed into five findings which collectively developed and compiled a substantive theory. The findings of this study revealed that schools require leadership. Leadership should be considered in its broadest sense with all educators possessing the potential to lead. In addition, the appropriate use of power and authority were identified as essential ingredients for successful leadership. School culture was also found to be an essential component of successful schools. Not only is school culture essential for the successful daily functioning of schools, but an appropriate school culture is imperative for dealing with change and the successful implementation of new policies, curriculum and school reform initiatives. A collaborative school culture was identified as the type of school culture that is appropriate and that would support and facilitate the management of change. In light of the findings, implications for policy and practice are presented and suggestions for future research are made. Lastly, the limitations of the study are noted and the conclusions of the study discussed. It is hoped that this study will assist policy makers and school principals to seriously consider their leadership style in terms of sharing power and authority and in the creation of school culture that are empowering and positive, one that considers individual potential as well as group cohesiveness. , Prof. B. Smit
- Full Text:
- Authors: Edwards, Graeme Bentley
- Date: 2008-05-09T12:27:57Z
- Subjects: Educational leadership , Educational change , Curriculum change , School improvement programs
- Type: Thesis
- Identifier: uj:7023 , http://hdl.handle.net/10210/352
- Description: Schools are essentially concerned with people and the development of knowledge and skills. Schools require leadership in order to achieve their goals. Furthermore, schools are tasked with being relevant in their contemporary societal contexts as well as for society in the future. Regarding the type of leadership in schools, Sergiovanni contends that schools need special leadership because they are special places, because they are lifeworld intensive and because “school professionals don’t react warmly to the kind of hierarchically based command leadership or hero leadership that characterizes other kinds of institutions” (2000:165 - 166). Against the backdrop of this commonly held belief, this research project undertook to investigate a school where the new curriculum had been successfully implemented in a context where there was absent leadership. In order to gain a deeper understanding of the phenomenon, the school type and context, the human interventions and the school culture were considered. The qualitative approach was selected for this research with a grounded case study as the relevant research design. Epistemologically, this research is located in the constructionist paradigm and an interpretivist theoretical perspective will be employed in the research project. Interpretivist philosophies promote the notion that human action can be distinguished from physical objects by virtue of the fact that they are inherently meaningful. The data were collected by means of some semi structured interviews and a dyad interview. Both convergent and divergent questions were posed to the participants in the data collection strategies. The process of data analysis was approached from a grounded theory perspective. This approach requires that a theory should emerge from the data rather than the data proving or disproving an existing theory. Six themes were identified through the process of data analysis. These themes were then processed into five findings which collectively developed and compiled a substantive theory. The findings of this study revealed that schools require leadership. Leadership should be considered in its broadest sense with all educators possessing the potential to lead. In addition, the appropriate use of power and authority were identified as essential ingredients for successful leadership. School culture was also found to be an essential component of successful schools. Not only is school culture essential for the successful daily functioning of schools, but an appropriate school culture is imperative for dealing with change and the successful implementation of new policies, curriculum and school reform initiatives. A collaborative school culture was identified as the type of school culture that is appropriate and that would support and facilitate the management of change. In light of the findings, implications for policy and practice are presented and suggestions for future research are made. Lastly, the limitations of the study are noted and the conclusions of the study discussed. It is hoped that this study will assist policy makers and school principals to seriously consider their leadership style in terms of sharing power and authority and in the creation of school culture that are empowering and positive, one that considers individual potential as well as group cohesiveness. , Prof. B. Smit
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Exploring teachers’ perceptions of distributed leadership practices in selected secondary schools within Gauteng Province
- Authors: Kwinda, Azwifarwi Aaron
- Date: 2013-05-06
- Subjects: School management and organization , Educational leadership , High school teachers , Teacher-principal relationships
- Type: Thesis
- Identifier: http://ujcontent.uj.ac.za8080/10210/369403 , uj:7526 , http://hdl.handle.net/10210/8382
- Description: M.Ed. (Educational Leadership and Management) , The field of school leadership is currently preoccupied with the new idea of distributed leadership. Harris (2009:3) also writes that it is irrefutable that distributed leadership has become the idea of the moment. It is against this backdrop that this study aimed to explore the perceptions of teachers regarding the practice of distributed leadership in their respective schools. What propelled this research were the changes that are taking place in South African education system since 1994. This study explores the practice of distributed leadership in schools from a teacherbased perspective, rather than from the educational theorists and legislators’ point of view. The schools under study are the three secondary schools located within Johannesburg North District 10 in Gauteng Province. The research design followed a qualitative approach. Three secondary schools were sampled, and the data were collected through interviewing the teachers of different post levels (including principals), as individuals and in pairs. Documents containing minutes of the planning sessions and the first staff meeting were also used to triangulate the data. These documents showed how roles and responsibilities are allocated to each teacher in those three sampled secondary schools. The findings revealed that there are both benefits, and inevitable and inherent threats to the implementation of distributed leadership in the three schools. The benefits are that distributing leadership can raise school’s collective capacities, empower staff, and can encourage collaborative school cultures and decisionmaking; and all these can make the school effective because there is coperformance, collective agency and conjoint effort in running the schools’ affairs. However, there is inherent threat posed by the school’s hierarchical structure and the policy climate within which schools operate. These barriers cannot simply be underestimated or ignored, and it is naïve to assume that they would simply fall away to accommodate and support distributed leadership in schools.
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- Authors: Kwinda, Azwifarwi Aaron
- Date: 2013-05-06
- Subjects: School management and organization , Educational leadership , High school teachers , Teacher-principal relationships
- Type: Thesis
- Identifier: http://ujcontent.uj.ac.za8080/10210/369403 , uj:7526 , http://hdl.handle.net/10210/8382
- Description: M.Ed. (Educational Leadership and Management) , The field of school leadership is currently preoccupied with the new idea of distributed leadership. Harris (2009:3) also writes that it is irrefutable that distributed leadership has become the idea of the moment. It is against this backdrop that this study aimed to explore the perceptions of teachers regarding the practice of distributed leadership in their respective schools. What propelled this research were the changes that are taking place in South African education system since 1994. This study explores the practice of distributed leadership in schools from a teacherbased perspective, rather than from the educational theorists and legislators’ point of view. The schools under study are the three secondary schools located within Johannesburg North District 10 in Gauteng Province. The research design followed a qualitative approach. Three secondary schools were sampled, and the data were collected through interviewing the teachers of different post levels (including principals), as individuals and in pairs. Documents containing minutes of the planning sessions and the first staff meeting were also used to triangulate the data. These documents showed how roles and responsibilities are allocated to each teacher in those three sampled secondary schools. The findings revealed that there are both benefits, and inevitable and inherent threats to the implementation of distributed leadership in the three schools. The benefits are that distributing leadership can raise school’s collective capacities, empower staff, and can encourage collaborative school cultures and decisionmaking; and all these can make the school effective because there is coperformance, collective agency and conjoint effort in running the schools’ affairs. However, there is inherent threat posed by the school’s hierarchical structure and the policy climate within which schools operate. These barriers cannot simply be underestimated or ignored, and it is naïve to assume that they would simply fall away to accommodate and support distributed leadership in schools.
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School choice : challenge to Sharpeville public primary school principals
- Authors: Koebe, Makometsi Cecilia
- Date: 2012-02-06
- Subjects: School choice , School principals , School marketing , Educational leadership , Parent participation in education
- Type: Thesis
- Identifier: uj:1999 , http://hdl.handle.net/10210/4353
- Description: M.Ed. , This qualitative phenomenological study focuses on school choice as challenge to principals of Sharpeville public primary schools. Different aspects of these choices are explored. School choice is an important component of parental involvement in the education of their children. Parents and learners tend to be open about their right through the support of the Schools Act 84 of 1996. You may not discriminate on the basis of race trough the language policy at your school. This means that you may not use language as a cover or smoke screen to keep learners out of your school on the basis of their race. The Constitution (Act 108 of 1996) stipulates that no unfair discrimination may take place against anyone on any of the following grounds: race, gender, sex, pregnancy, marital status, ethnic of social origin, colour, sexual orientation, (for example homosexuality), age, disability, religion, conscience, belief, culture, language and birth. The question then arises, what makes learners of public primary schools choose the schools that are not in the areas where they live? What is interesting in the ex Model C schools that they cannot get in township schools? There are many aspects which give meaning to concept 'school choice'. In order for parents to view school choice as priority in education, certain of these aspects need to be considered. These include qualities that are desired in school, the , climate of the school that is conducive to teaching and learning. Kinds of activities enjoyed together by all in the school, the effective school management. In addition to exploring these aspects, the study investigates what attracts the children including what gives challenges to school principals. The findings of this study show that a school is able to market itself if it has a vision and mission statement, quality education, ethos, excellent pass rate and if 71 it serves the needs of the community. Learners maintain relationships with schools that serve as learning organisation. Moloi (2002:7) explains that a learning organisation acknowledges the importance of individual and group processes to enhance learning in their environments. The process whereby the data was collected is described. This included interviews of individual learners, the data analysis is examined and the themes that emerge are discussed within the framework of the existing literature on how parents choose schools for their children. The study concludes with a discussion of the implication for further research. Guidelines to the principals are suggested. These guidelines are for the enhancement of school choice.
- Full Text:
- Authors: Koebe, Makometsi Cecilia
- Date: 2012-02-06
- Subjects: School choice , School principals , School marketing , Educational leadership , Parent participation in education
- Type: Thesis
- Identifier: uj:1999 , http://hdl.handle.net/10210/4353
- Description: M.Ed. , This qualitative phenomenological study focuses on school choice as challenge to principals of Sharpeville public primary schools. Different aspects of these choices are explored. School choice is an important component of parental involvement in the education of their children. Parents and learners tend to be open about their right through the support of the Schools Act 84 of 1996. You may not discriminate on the basis of race trough the language policy at your school. This means that you may not use language as a cover or smoke screen to keep learners out of your school on the basis of their race. The Constitution (Act 108 of 1996) stipulates that no unfair discrimination may take place against anyone on any of the following grounds: race, gender, sex, pregnancy, marital status, ethnic of social origin, colour, sexual orientation, (for example homosexuality), age, disability, religion, conscience, belief, culture, language and birth. The question then arises, what makes learners of public primary schools choose the schools that are not in the areas where they live? What is interesting in the ex Model C schools that they cannot get in township schools? There are many aspects which give meaning to concept 'school choice'. In order for parents to view school choice as priority in education, certain of these aspects need to be considered. These include qualities that are desired in school, the , climate of the school that is conducive to teaching and learning. Kinds of activities enjoyed together by all in the school, the effective school management. In addition to exploring these aspects, the study investigates what attracts the children including what gives challenges to school principals. The findings of this study show that a school is able to market itself if it has a vision and mission statement, quality education, ethos, excellent pass rate and if 71 it serves the needs of the community. Learners maintain relationships with schools that serve as learning organisation. Moloi (2002:7) explains that a learning organisation acknowledges the importance of individual and group processes to enhance learning in their environments. The process whereby the data was collected is described. This included interviews of individual learners, the data analysis is examined and the themes that emerge are discussed within the framework of the existing literature on how parents choose schools for their children. The study concludes with a discussion of the implication for further research. Guidelines to the principals are suggested. These guidelines are for the enhancement of school choice.
- Full Text:
A leadership perspective of the creation of opportunities for professional teacher development in Diepsloot Combined School
- Authors: Kgabo, Veronica
- Date: 2011-06-22T09:30:12Z
- Subjects: Black teachers' in-service training , Educational leadership , Maturation (Psychology)
- Type: Thesis
- Identifier: uj:7091 , http://hdl.handle.net/10210/3687
- Description: M. Ed. , Professional Teacher Development (PTD) is an ingredient essential to the creation of effective schools, positively impacting learners’ performance and enhancing teachers’ knowledge, skills and attitudes, which are imperative in improving leaner performance. Effective PTD requires considerable time, must be well organised, be carefully structured, purposefully directed and focused on both content and pedagogy. It should be cost effective, in terms of time and effort persistent to teachers’ needs, relevant, practical and educationally sound. It is not a single stroke; one must work hard so as to attain mastery. PTD is an effective transfer of knowledge-sharing from within the institution, supporting critical junctures in its networks, ensuring integration within the externally. When carried out correctly, it is the key to ‘recharging’ teaches, giving them the tool they need. Principals are being challenged about what constitutes quality in education, and are forced to make efforts to change the status quo – instead of cocooning themselves in isolation. They have to design coherent and purposeful programmes effecting learning which is accompanied by change in behaviour, perception, thinking, beliefs, values, and awareness. It also will alter insight, and involve new patterns of operation, new strategies and new procedures. A structural PTD is determined by the specific institution’s context, helping to overcome teachers’ negative reaction to school-based PTD. They will be changed in major ways, both in terms of their teaching practices and their personal behaviour as there is no substitute for on-the-job learning with opportunities to reflect on action. One potential way to enhance PTD is to utilise constructivist strategies with the teacher. For PTD to be effective and bring improvement within the institution, the teachers should meet regularly to explore common problems and seek solutions based on shared experiences and collective wisdom. School-based PTD will cause DCS teachers to shift cultural paradigms, instil new values and goals, and help shape their professional identity, taking the microenvironment of DCS into cognisance. A good PTD needs to be mindful of connecting good theory to classroom practices, as quality PTD is the vehicle for providing the knowledge needed to support effective teaching – an adult institution. No improvement efforts can succeed in the absence of thoughtfully planned and wellimplemented PTD.
- Full Text:
- Authors: Kgabo, Veronica
- Date: 2011-06-22T09:30:12Z
- Subjects: Black teachers' in-service training , Educational leadership , Maturation (Psychology)
- Type: Thesis
- Identifier: uj:7091 , http://hdl.handle.net/10210/3687
- Description: M. Ed. , Professional Teacher Development (PTD) is an ingredient essential to the creation of effective schools, positively impacting learners’ performance and enhancing teachers’ knowledge, skills and attitudes, which are imperative in improving leaner performance. Effective PTD requires considerable time, must be well organised, be carefully structured, purposefully directed and focused on both content and pedagogy. It should be cost effective, in terms of time and effort persistent to teachers’ needs, relevant, practical and educationally sound. It is not a single stroke; one must work hard so as to attain mastery. PTD is an effective transfer of knowledge-sharing from within the institution, supporting critical junctures in its networks, ensuring integration within the externally. When carried out correctly, it is the key to ‘recharging’ teaches, giving them the tool they need. Principals are being challenged about what constitutes quality in education, and are forced to make efforts to change the status quo – instead of cocooning themselves in isolation. They have to design coherent and purposeful programmes effecting learning which is accompanied by change in behaviour, perception, thinking, beliefs, values, and awareness. It also will alter insight, and involve new patterns of operation, new strategies and new procedures. A structural PTD is determined by the specific institution’s context, helping to overcome teachers’ negative reaction to school-based PTD. They will be changed in major ways, both in terms of their teaching practices and their personal behaviour as there is no substitute for on-the-job learning with opportunities to reflect on action. One potential way to enhance PTD is to utilise constructivist strategies with the teacher. For PTD to be effective and bring improvement within the institution, the teachers should meet regularly to explore common problems and seek solutions based on shared experiences and collective wisdom. School-based PTD will cause DCS teachers to shift cultural paradigms, instil new values and goals, and help shape their professional identity, taking the microenvironment of DCS into cognisance. A good PTD needs to be mindful of connecting good theory to classroom practices, as quality PTD is the vehicle for providing the knowledge needed to support effective teaching – an adult institution. No improvement efforts can succeed in the absence of thoughtfully planned and wellimplemented PTD.
- Full Text:
Creation of a culture of learning and teaching as an aspect of strategic leadership
- Authors: Khatle, Anthony Gladwin
- Date: 2012-02-06
- Subjects: Learning , Teaching , Educational leadership , School management and organization
- Type: Thesis
- Identifier: uj:2026 , http://hdl.handle.net/10210/4378
- Description: M.Ed.
- Full Text:
- Authors: Khatle, Anthony Gladwin
- Date: 2012-02-06
- Subjects: Learning , Teaching , Educational leadership , School management and organization
- Type: Thesis
- Identifier: uj:2026 , http://hdl.handle.net/10210/4378
- Description: M.Ed.
- Full Text:
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