A class act : impression management strategies employed by South African educators
- Authors: Samuel, Avinesh Norman
- Date: 2016
- Subjects: Psychology, Industrial , Educational leadership
- Language: English
- Type: Masters (Thesis)
- Identifier: http://hdl.handle.net/10210/124649 , uj:20942
- Description: Abstract: Orientation: Impression management (IM) is a pervasive social phenomenon whereby people manage and control their behaviour when engaging with others, in order to have these others form a particular impression of them. Research purpose: The broad aim of this study was to contribute to the IM debate, by focusing on, shedding light into, and ultimately building new knowledge on IM strategies employed by secondary school educators in South Africa. Motivation for this study: IM has increasingly garnered the attention of industrial and organisational psychology scholars, owing to the fact that it is acknowledged as a common social phenomenon that extends to organisational settings. However, it was discovered that IM studies in the South African work context are minimal and insubstantial, especially studies that are context specific. Moreover, IM studies within the education profession are rare. This constituted the rationale and impetus for the investigation. Research design, approach and method: The interpretive-constructivist paradigm was employed in conducting this study following a qualitative survey approach. The research participants comprised of ten professionally registered and actively employed educators, teaching at English medium high schools in the Gauteng area. Data was collected by means of direct participant observation as well as semi-structured interviews. Thematic analysis was used to analyse the data. Main findings: Findings of this study revealed that impression management strategies and tactics were employed by the high school educators, during interactions with multiple targets to achieve diverse goals. Eleven IM strategies were uncovered and divided into two categories namely, four pre-existing IM strategies (ingratiation; exemplification; self-promotion and accounts) and seven novel IM strategies (continuous improvement; professionalism; adaptability; inspiration; classroom management; recognition and openness). Practical/Managerial Implications: This study has implications for South African secondary education organisations and professionals that want to improve high school educator productivity through understanding educators’ usage of impression management. Contribution/value-add: This study contributes to the body of knowledge concerning impression management tactics employed by secondary school educators within the unique South African school education context. , M.Com. (Industrial Psychology)
- Full Text:
- Authors: Samuel, Avinesh Norman
- Date: 2016
- Subjects: Psychology, Industrial , Educational leadership
- Language: English
- Type: Masters (Thesis)
- Identifier: http://hdl.handle.net/10210/124649 , uj:20942
- Description: Abstract: Orientation: Impression management (IM) is a pervasive social phenomenon whereby people manage and control their behaviour when engaging with others, in order to have these others form a particular impression of them. Research purpose: The broad aim of this study was to contribute to the IM debate, by focusing on, shedding light into, and ultimately building new knowledge on IM strategies employed by secondary school educators in South Africa. Motivation for this study: IM has increasingly garnered the attention of industrial and organisational psychology scholars, owing to the fact that it is acknowledged as a common social phenomenon that extends to organisational settings. However, it was discovered that IM studies in the South African work context are minimal and insubstantial, especially studies that are context specific. Moreover, IM studies within the education profession are rare. This constituted the rationale and impetus for the investigation. Research design, approach and method: The interpretive-constructivist paradigm was employed in conducting this study following a qualitative survey approach. The research participants comprised of ten professionally registered and actively employed educators, teaching at English medium high schools in the Gauteng area. Data was collected by means of direct participant observation as well as semi-structured interviews. Thematic analysis was used to analyse the data. Main findings: Findings of this study revealed that impression management strategies and tactics were employed by the high school educators, during interactions with multiple targets to achieve diverse goals. Eleven IM strategies were uncovered and divided into two categories namely, four pre-existing IM strategies (ingratiation; exemplification; self-promotion and accounts) and seven novel IM strategies (continuous improvement; professionalism; adaptability; inspiration; classroom management; recognition and openness). Practical/Managerial Implications: This study has implications for South African secondary education organisations and professionals that want to improve high school educator productivity through understanding educators’ usage of impression management. Contribution/value-add: This study contributes to the body of knowledge concerning impression management tactics employed by secondary school educators within the unique South African school education context. , M.Com. (Industrial Psychology)
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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.
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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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Continuing professional development for principals: a South African perspective
- Authors: Mestry, Raj , Singh, Prakash
- Date: 2011
- Subjects: Continuing professional development , Professionalisation , Advanced Certificate in Education , School principals , Educational leadership
- Type: Article
- Identifier: uj:5745 , ISSN 0256-0100 , http://hdl.handle.net/10210/7747
- Description: We explore the rationale for school managers in South Africa to enrol for a new practice-based qualification and determine the perceptions of principals on how the Advanced Certificate in Education (ACE) course influences their leadership style. The task of being a principal is demanding, requiring energy, drive, and many personal qualities and attributes. Principals, involved in the day-to-day management of their schools, need to take time to reflect on their personal growth as leaders and managers. The expectations of principals have moved from demands of management and control to the demands for an educational leader who can foster staff development, parent involvement, community support, and learner growth, and succeed with major changes and expectations. Developing principals and providing them with the necessary knowledge, skills, values and attitudes becomes increasingly important as the dynamic and changing educational culture becomes increasingly difficult. Using a qualitative paradigm, we investigated the perceptions of principals on how the ACE course influenced their leadership style. The ACE course was conceived as a form of continuing professional development which has the purpose of equipping principals for the positions they occupy, or enabling teachers to move into an education leadership and management career path.
- Full Text:
- Authors: Mestry, Raj , Singh, Prakash
- Date: 2011
- Subjects: Continuing professional development , Professionalisation , Advanced Certificate in Education , School principals , Educational leadership
- Type: Article
- Identifier: uj:5745 , ISSN 0256-0100 , http://hdl.handle.net/10210/7747
- Description: We explore the rationale for school managers in South Africa to enrol for a new practice-based qualification and determine the perceptions of principals on how the Advanced Certificate in Education (ACE) course influences their leadership style. The task of being a principal is demanding, requiring energy, drive, and many personal qualities and attributes. Principals, involved in the day-to-day management of their schools, need to take time to reflect on their personal growth as leaders and managers. The expectations of principals have moved from demands of management and control to the demands for an educational leader who can foster staff development, parent involvement, community support, and learner growth, and succeed with major changes and expectations. Developing principals and providing them with the necessary knowledge, skills, values and attitudes becomes increasingly important as the dynamic and changing educational culture becomes increasingly difficult. Using a qualitative paradigm, we investigated the perceptions of principals on how the ACE course influenced their leadership style. The ACE course was conceived as a form of continuing professional development which has the purpose of equipping principals for the positions they occupy, or enabling teachers to move into an education leadership and management career path.
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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.
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Die bestuursleier van 'n tegniese kollege as ondernemingsbestuurder
- Louwrens, Stefanus Daniel Coetzer
- Authors: Louwrens, Stefanus Daniel Coetzer
- Date: 2012-08-22
- Subjects: Educational leadership , School administrators - Management , Technical institutes - Administration , Industry and education - South Africa , Teacher participation in administration - South Africa
- Type: Mini-Dissertation
- Identifier: uj:3025 , http://hdl.handle.net/10210/6447
- Description: M.Ed. , The education management profession currently finds itself in a period of rapid changes and progress. This is particularly applicable to the management principles followed and required by educational leaders. Government funding has been reduced and competitors are increasing rapidly. Expenses are rising and the Government is busy reducing staff. It is therefore imperative for the manager(s) of technical colleges to keep up with the latest development in business management, not only to provide quality learning, but to provide the staff with job security by applying business management principles. Analysis of the environmental influences which play a role in the management of technical colleges compared to the influences which play a role in the management of a private business indicate similarities. It can therefore be assumed that a technical college could be managed like a private business. If the technical college manager is taught business management principles and he applies these principles, the technical college could be more efficient and show a growth in student enrolment. The trained technical college manager will also have the ability to identify new potential markets, influence his staff members to become entrepreneurs to help him diversify existing products and gain more students. The diversification will also serve the community's needs at its best. A special technical college manager programme has to be implemented to enable management staff to be trained in business management principles at different levels An acceptable standard will be maintained if managerial training is done by one or more institutions. It is therefore recommended that management staff attend these courses before being promoted to a higher management position.
- Full Text:
- Authors: Louwrens, Stefanus Daniel Coetzer
- Date: 2012-08-22
- Subjects: Educational leadership , School administrators - Management , Technical institutes - Administration , Industry and education - South Africa , Teacher participation in administration - South Africa
- Type: Mini-Dissertation
- Identifier: uj:3025 , http://hdl.handle.net/10210/6447
- Description: M.Ed. , The education management profession currently finds itself in a period of rapid changes and progress. This is particularly applicable to the management principles followed and required by educational leaders. Government funding has been reduced and competitors are increasing rapidly. Expenses are rising and the Government is busy reducing staff. It is therefore imperative for the manager(s) of technical colleges to keep up with the latest development in business management, not only to provide quality learning, but to provide the staff with job security by applying business management principles. Analysis of the environmental influences which play a role in the management of technical colleges compared to the influences which play a role in the management of a private business indicate similarities. It can therefore be assumed that a technical college could be managed like a private business. If the technical college manager is taught business management principles and he applies these principles, the technical college could be more efficient and show a growth in student enrolment. The trained technical college manager will also have the ability to identify new potential markets, influence his staff members to become entrepreneurs to help him diversify existing products and gain more students. The diversification will also serve the community's needs at its best. A special technical college manager programme has to be implemented to enable management staff to be trained in business management principles at different levels An acceptable standard will be maintained if managerial training is done by one or more institutions. It is therefore recommended that management staff attend these courses before being promoted to a higher management position.
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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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Educational development as an aspect of the teacher's educational foundation : implication for the management of teacher competence
- Authors: Zitha, Thomas Mbuyiseni
- Date: 2012-09-12
- Subjects: Teachers -- Training of , Teachers -- Rating of -- South Africa , Teachers -- In-service training -- South Africa , Educational leadership
- Type: Mini-Dissertation
- Identifier: uj:10318 , http://hdl.handle.net/10210/7683
- Description: M.Ed. , In chapter one an exposition of the purpose of this study was given. The problem statement was presented and demarcated into the project problem, group research problem and specific research essay problem. The concomitant aims to the aforesaid problems were explained. The research methodology used in this study was also stated as a literature review and quantitative research. Concepts which were used in this study were clarified. Chapter two concentrated on the literature review to establish what other theorists say about educational development, educational foundation of the teacher and teacher competence. It emerged that educational development with a view to the enhancement of the management of teacher competence is inter-alia centred around educational leadership, instructional leadership, inservice training, teacher evaluation, clinical supervision and physical amenities. In chapter three the design of the research instrument was discussed. The questionnaire consisting of 108 open-ended items based on research done by Van der Merwe and Grobler (1995) was discussed. The theoretical constructs around which teacher competence revolves, were tabulated. Questions pertinent specifically to educational development were discussed. A wide range of post levels of teachers was sampled. Biographical data was requested from respondents since it was believed that the above aspects could be related to teacher competence and could influence teacher perceptions. The provinces to which questions were distributed and the return of questionnaires was explicated. An analysis and interpretation of some of the empirical data was undertaken in chapter four. The construct validity of the research instrument was investigated using two successive factor analyses. This produced two factors named as follows: • educative competence consisting of 81 items with a reliability coefficient of 0,978; and collaborative competence consisting of 27 items with a reliability coefficient of 0,918. Hypotheses were set and multivariate statistics were used to analyse and interpret the data. Important findings and their recommendations were explicated in chapter five. Literature findings revealed that teacher competence could be effectively managed only if there is educational development in respect of leadership, in-service training, teacher evaluation, clinical supervision and physical amenities. Empirical findings revealed that teacher competence consists of educative competence and collaborative competence. Topics for further research were highlighted.
- Full Text:
- Authors: Zitha, Thomas Mbuyiseni
- Date: 2012-09-12
- Subjects: Teachers -- Training of , Teachers -- Rating of -- South Africa , Teachers -- In-service training -- South Africa , Educational leadership
- Type: Mini-Dissertation
- Identifier: uj:10318 , http://hdl.handle.net/10210/7683
- Description: M.Ed. , In chapter one an exposition of the purpose of this study was given. The problem statement was presented and demarcated into the project problem, group research problem and specific research essay problem. The concomitant aims to the aforesaid problems were explained. The research methodology used in this study was also stated as a literature review and quantitative research. Concepts which were used in this study were clarified. Chapter two concentrated on the literature review to establish what other theorists say about educational development, educational foundation of the teacher and teacher competence. It emerged that educational development with a view to the enhancement of the management of teacher competence is inter-alia centred around educational leadership, instructional leadership, inservice training, teacher evaluation, clinical supervision and physical amenities. In chapter three the design of the research instrument was discussed. The questionnaire consisting of 108 open-ended items based on research done by Van der Merwe and Grobler (1995) was discussed. The theoretical constructs around which teacher competence revolves, were tabulated. Questions pertinent specifically to educational development were discussed. A wide range of post levels of teachers was sampled. Biographical data was requested from respondents since it was believed that the above aspects could be related to teacher competence and could influence teacher perceptions. The provinces to which questions were distributed and the return of questionnaires was explicated. An analysis and interpretation of some of the empirical data was undertaken in chapter four. The construct validity of the research instrument was investigated using two successive factor analyses. This produced two factors named as follows: • educative competence consisting of 81 items with a reliability coefficient of 0,978; and collaborative competence consisting of 27 items with a reliability coefficient of 0,918. Hypotheses were set and multivariate statistics were used to analyse and interpret the data. Important findings and their recommendations were explicated in chapter five. Literature findings revealed that teacher competence could be effectively managed only if there is educational development in respect of leadership, in-service training, teacher evaluation, clinical supervision and physical amenities. Empirical findings revealed that teacher competence consists of educative competence and collaborative competence. Topics for further research were highlighted.
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Empowerment as an aspect of leadership : implication for the management of teacher competence
- Authors: Naidoo, Dhana Latchmee
- Date: 2012-08-22
- Subjects: Educational leadership , Teachers -- Rating of , Competency based education -- South Africa , Leadership -- Psychological aspects
- Type: Mini-Dissertation
- Identifier: uj:2968 , http://hdl.handle.net/10210/6394
- Description: M.Ed. , Chapter one was concerned with defining the problem, setting out the general and specific aims of the research and research methodology implemented and the clarification of concepts used in the study, is explained. Chapter two focuses on the literature review of: The nature and essence of competence associated with empowerment; and Leadership of empowerment. According to the literature study a central component of teacher empowerment is knowledge and mastery of competence skills. These components empower teachers to pursue their profession with confidence and authority (see 2.2 p. 15). Research has shown that leadership is no longer centralized. it extends to and is shared by the staff. Good leaders will always stress the importance of collaboration, consultation and participation. According to the literature study the leadership which is appropriate to empower teachers are: Leadership empowerment (see 2.3 p. 18) Leadership of Chan& (see 2.4 p.19), and Collaborative and Team Leadership (see 2.5 p. 20) A design of the research project was explained in chapter three together with a discussion of the items involved with empowerment as an aspect of leadership. All the questions relevant to leadership of empowerment resulted in mean scores ranging from 2,88 to 4,05. The analysis, interpretation and discussion of the empirical data was discussed in chapter four. A set of biographical aspects which could possibly influence teacher competence were analysed. These aspects were taken up in a questionnaire in the form of questions, which attempted to gauge teacher perceptions as to their perceived level of competence. Finally the factor analyses were done and followed up by a series of univariate and multivariate statistical tests to test the various hypotheses regarding teachers' perceptions- in respect of the two factors: educative competence and collaborative competence. Hotteling's. T2 test was used to examine the difference in the vector mean scores of the two factors taken together. Where significant differences occurred at the multivariate level, the were further investigated by means of the student t-test. For three or more groups, the multivariate hypothesis in respect of educative competence for four different post levels were investigated using the Manova. Where significant difference occurred, further investigation took place by means of Anova an Sheffi tests. After this a brief summary of the aspects touched upon in this present research, and findings emanating from the research are made. These are briefly illuminated and recommendation for the management of teacher competence are made.
- Full Text:
- Authors: Naidoo, Dhana Latchmee
- Date: 2012-08-22
- Subjects: Educational leadership , Teachers -- Rating of , Competency based education -- South Africa , Leadership -- Psychological aspects
- Type: Mini-Dissertation
- Identifier: uj:2968 , http://hdl.handle.net/10210/6394
- Description: M.Ed. , Chapter one was concerned with defining the problem, setting out the general and specific aims of the research and research methodology implemented and the clarification of concepts used in the study, is explained. Chapter two focuses on the literature review of: The nature and essence of competence associated with empowerment; and Leadership of empowerment. According to the literature study a central component of teacher empowerment is knowledge and mastery of competence skills. These components empower teachers to pursue their profession with confidence and authority (see 2.2 p. 15). Research has shown that leadership is no longer centralized. it extends to and is shared by the staff. Good leaders will always stress the importance of collaboration, consultation and participation. According to the literature study the leadership which is appropriate to empower teachers are: Leadership empowerment (see 2.3 p. 18) Leadership of Chan& (see 2.4 p.19), and Collaborative and Team Leadership (see 2.5 p. 20) A design of the research project was explained in chapter three together with a discussion of the items involved with empowerment as an aspect of leadership. All the questions relevant to leadership of empowerment resulted in mean scores ranging from 2,88 to 4,05. The analysis, interpretation and discussion of the empirical data was discussed in chapter four. A set of biographical aspects which could possibly influence teacher competence were analysed. These aspects were taken up in a questionnaire in the form of questions, which attempted to gauge teacher perceptions as to their perceived level of competence. Finally the factor analyses were done and followed up by a series of univariate and multivariate statistical tests to test the various hypotheses regarding teachers' perceptions- in respect of the two factors: educative competence and collaborative competence. Hotteling's. T2 test was used to examine the difference in the vector mean scores of the two factors taken together. Where significant differences occurred at the multivariate level, the were further investigated by means of the student t-test. For three or more groups, the multivariate hypothesis in respect of educative competence for four different post levels were investigated using the Manova. Where significant difference occurred, further investigation took place by means of Anova an Sheffi tests. After this a brief summary of the aspects touched upon in this present research, and findings emanating from the research are made. These are briefly illuminated and recommendation for the management of teacher competence are made.
- Full Text:
Exploring how professional development capacitates SMT's as change agents
- Authors: Diale, Governor
- Date: 2012-08-06
- Subjects: Educational leadership , School management teams , Educational change , Transformation (Education)
- Type: Mini-Dissertation
- Identifier: uj:8930 , http://hdl.handle.net/10210/5402
- Description: M.Ed. , With the dismantling of the apartheid system in 1994, and the emergence of a new, majority government in South Africa, expectations of school leaders changed. They were suddenly expected to show initiative, plan and budget for the future, and act as leaders to improve schools. School leaders were also perplexed because they had not been given sufficient preparation or training to do the new job expected of them. The vital element that underpins this study is how professional development of SMTs enables them as change agents. SMTs play a vital role in the smooth running of schools. Therefore, it is imperative for SMTs to engage in professional development activities so that they can assist educators to deliver good quality education. SMTs interviewed regard professional development as a self initiated step towards honing personal skills and capacitation in accordance with their profession. Most schools are faced with a multiplicity of problems. Therefore, the following workshops/courses were recommended to can benefit SMTs namely, Conflict resolution, Human relations, School Management and Leadership, Labour Relations, Management of finances and resources and Classroom management. Another aspect is lack of parental involvement in the education of their children and this causes frustrations for teachers. The content of workshops needs to be relevant to the teachers' needs. The timing and duration of workshops is also a matter of concern because very often time allocated for workshops is not enough. Participants also raised the issue that there are still principals who are under qualified and this raises issues about their capability to iun schools professionally.
- Full Text:
- Authors: Diale, Governor
- Date: 2012-08-06
- Subjects: Educational leadership , School management teams , Educational change , Transformation (Education)
- Type: Mini-Dissertation
- Identifier: uj:8930 , http://hdl.handle.net/10210/5402
- Description: M.Ed. , With the dismantling of the apartheid system in 1994, and the emergence of a new, majority government in South Africa, expectations of school leaders changed. They were suddenly expected to show initiative, plan and budget for the future, and act as leaders to improve schools. School leaders were also perplexed because they had not been given sufficient preparation or training to do the new job expected of them. The vital element that underpins this study is how professional development of SMTs enables them as change agents. SMTs play a vital role in the smooth running of schools. Therefore, it is imperative for SMTs to engage in professional development activities so that they can assist educators to deliver good quality education. SMTs interviewed regard professional development as a self initiated step towards honing personal skills and capacitation in accordance with their profession. Most schools are faced with a multiplicity of problems. Therefore, the following workshops/courses were recommended to can benefit SMTs namely, Conflict resolution, Human relations, School Management and Leadership, Labour Relations, Management of finances and resources and Classroom management. Another aspect is lack of parental involvement in the education of their children and this causes frustrations for teachers. The content of workshops needs to be relevant to the teachers' needs. The timing and duration of workshops is also a matter of concern because very often time allocated for workshops is not enough. Participants also raised the issue that there are still principals who are under qualified and this raises issues about their capability to iun schools professionally.
- Full Text:
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.
- Full Text:
- 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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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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Fostering effective leadership and management with special reference to rural schools
- Authors: Captain, Busisiwe Glory
- Date: 2013-05-06
- Subjects: School management and organization , Educational leadership , Rural schools , School principals - Training of
- Type: Mini-Dissertation
- Identifier: uj:7527 , http://hdl.handle.net/10210/8383
- Description: M.Ed. (Educational Leadership and Management) , There is considerable and growing evidence that principals can play a pivotal role in initiating school effectiveness particularly as it pertains to student academic performance. To be successful in such initiatives principals must motivate and encourage teachers, students, parents and other community members to join their effort in creating positive engaging school climate that increase the likelihood of student good performance. Educational changes in rural schools have an impact on managers and leaders in various ways. Principals are expected to lead and manage aspects such as curriculum, organizational change, resources and human resources. These challenges stem from a number of sources from within the school resources, from a community perspective and from the school setting itself. Today the administrative role and tasks of school principal are becoming increasingly complex and diverse. There is a need for principals to develop appropriate leadership skills to enable them to carry their tasks effectively. However, not all principals and teachers received proper training to execute their jobs effectively. Many rural school principals are in such unviable positions where they lack preparation programme in their leadership and management position. The researcher used a digital voice recorder and field notes to capture the data from all participants. An Individual participant interview was conducted from all participants. Raw material was sifted and the researcher managed to come out with themes and categories related to fostering effective management leadership in rural schools. The findings from this study are that being a school principal is not an easy job. The job is demanding and full of tension. More is expected of principals yet the principals yet the principals have not received much more in the way of help and support preparatory programmes in a form of training.
- Full Text:
- Authors: Captain, Busisiwe Glory
- Date: 2013-05-06
- Subjects: School management and organization , Educational leadership , Rural schools , School principals - Training of
- Type: Mini-Dissertation
- Identifier: uj:7527 , http://hdl.handle.net/10210/8383
- Description: M.Ed. (Educational Leadership and Management) , There is considerable and growing evidence that principals can play a pivotal role in initiating school effectiveness particularly as it pertains to student academic performance. To be successful in such initiatives principals must motivate and encourage teachers, students, parents and other community members to join their effort in creating positive engaging school climate that increase the likelihood of student good performance. Educational changes in rural schools have an impact on managers and leaders in various ways. Principals are expected to lead and manage aspects such as curriculum, organizational change, resources and human resources. These challenges stem from a number of sources from within the school resources, from a community perspective and from the school setting itself. Today the administrative role and tasks of school principal are becoming increasingly complex and diverse. There is a need for principals to develop appropriate leadership skills to enable them to carry their tasks effectively. However, not all principals and teachers received proper training to execute their jobs effectively. Many rural school principals are in such unviable positions where they lack preparation programme in their leadership and management position. The researcher used a digital voice recorder and field notes to capture the data from all participants. An Individual participant interview was conducted from all participants. Raw material was sifted and the researcher managed to come out with themes and categories related to fostering effective management leadership in rural schools. The findings from this study are that being a school principal is not an easy job. The job is demanding and full of tension. More is expected of principals yet the principals yet the principals have not received much more in the way of help and support preparatory programmes in a form of training.
- Full Text:
Gendered leadership stereotypes in disadvantaged rural school communities
- Edwards, Graeme, Perumal, Juliet Christine
- Authors: Edwards, Graeme , Perumal, Juliet Christine
- Date: 2014
- Subjects: Gender stereotyping , Educational leadership , Disadvantaged school communities
- Type: Article
- Identifier: uj:6140 , ISBN 978-84-617-2484-0 , http://hdl.handle.net/10210/13183
- Description: Within rural contexts where patriarchal traditions and perspectives of leadership exist, the role of the school principal is typically associated with stereotypical male leadership traits. This study investigated traditional stereotypical views of leadership and how these might manifest in the leadership of schools in disadvantaged rural communities. The aim of this qualitative study was to determine if the gender specific stereotypical view of leadership existed in the Historical Schools which formed part of this study. Whilst there were some stereotypical leadership practices, the study found notable exceptions. The exceptions were specifically found with respect to a gender stereotypical view of spiritual and servant leadership.
- Full Text:
- Authors: Edwards, Graeme , Perumal, Juliet Christine
- Date: 2014
- Subjects: Gender stereotyping , Educational leadership , Disadvantaged school communities
- Type: Article
- Identifier: uj:6140 , ISBN 978-84-617-2484-0 , http://hdl.handle.net/10210/13183
- Description: Within rural contexts where patriarchal traditions and perspectives of leadership exist, the role of the school principal is typically associated with stereotypical male leadership traits. This study investigated traditional stereotypical views of leadership and how these might manifest in the leadership of schools in disadvantaged rural communities. The aim of this qualitative study was to determine if the gender specific stereotypical view of leadership existed in the Historical Schools which formed part of this study. Whilst there were some stereotypical leadership practices, the study found notable exceptions. The exceptions were specifically found with respect to a gender stereotypical view of spiritual and servant leadership.
- Full Text:
Importance of emotional intelligence in conceptualizing collegial leadership in education
- Singh, P., Manser, P., Mestry, R.
- Authors: Singh, P. , Manser, P. , Mestry, R.
- Date: 2007
- Subjects: Collegial leadership , Emotional intelligence , Emotionally intelligent behaviours , Triumvirate Leadership grid , Collegiality , Educational leadership
- Type: Article
- Identifier: uj:5747 , ISSN 2076-3433 , http://hdl.handle.net/10210/7749
- Description: We focus on the importance of emotional intelligence (EI) in conceptualizing collegial leadership in education. Research findings, both nationally and internationally, strongly suggest that a technocratic (managerial) approach to leadership is in conflict with the visionary, people-centred approach of modern organisations, including educational institution s at school level. Research on leadership over the past two decades indicates that the emotional intelligence of leaders matters twice as much as cognitive abilities such as IQ or technical expertise. EIis not in opposition to IQ bu t it is an extension of the human’s potential to succeed in a people-orientated environment. Traditional cognitive intelligence (IQ) is combined with no n-cognitive intelligence (EI) to help leaders perform at their best and inspire their followers to be successful and happy. Although the principal’s leadership is an essential element in the success of a school, current research indicates that the complexities o f schools require a new focus on collaborative (collegial) leadership. This research on EI, collegial leadership, and job satisfaction is illustrated in the Triumvirate Leadership Grid. It strongly suggests th at a personal and emotional accountability system is essential for positive human development within the learning environment.
- Full Text:
- Authors: Singh, P. , Manser, P. , Mestry, R.
- Date: 2007
- Subjects: Collegial leadership , Emotional intelligence , Emotionally intelligent behaviours , Triumvirate Leadership grid , Collegiality , Educational leadership
- Type: Article
- Identifier: uj:5747 , ISSN 2076-3433 , http://hdl.handle.net/10210/7749
- Description: We focus on the importance of emotional intelligence (EI) in conceptualizing collegial leadership in education. Research findings, both nationally and internationally, strongly suggest that a technocratic (managerial) approach to leadership is in conflict with the visionary, people-centred approach of modern organisations, including educational institution s at school level. Research on leadership over the past two decades indicates that the emotional intelligence of leaders matters twice as much as cognitive abilities such as IQ or technical expertise. EIis not in opposition to IQ bu t it is an extension of the human’s potential to succeed in a people-orientated environment. Traditional cognitive intelligence (IQ) is combined with no n-cognitive intelligence (EI) to help leaders perform at their best and inspire their followers to be successful and happy. Although the principal’s leadership is an essential element in the success of a school, current research indicates that the complexities o f schools require a new focus on collaborative (collegial) leadership. This research on EI, collegial leadership, and job satisfaction is illustrated in the Triumvirate Leadership Grid. It strongly suggests th at a personal and emotional accountability system is essential for positive human development within the learning environment.
- Full Text:
Instructional leadership and the academic achievement of matriculants
- Mchunu, Mandlenkosi Emmanuel
- Authors: Mchunu, Mandlenkosi Emmanuel
- Date: 2011-12-06
- Subjects: Educational leadership , High school students , Academic achievement
- Type: Mini-Dissertation
- Identifier: uj:1776 , http://hdl.handle.net/10210/4141
- Description: M.Ed.
- Full Text:
- Authors: Mchunu, Mandlenkosi Emmanuel
- Date: 2011-12-06
- Subjects: Educational leadership , High school students , Academic achievement
- Type: Mini-Dissertation
- Identifier: uj:1776 , http://hdl.handle.net/10210/4141
- Description: M.Ed.
- Full Text:
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.
- Full Text:
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.
- Full Text:
Principals’ experiences and expectations of the role of the institutional development and support official (IDSO) in supporting Gauteng schools
- Authors: Raath, Elsie Leonie Satie
- Date: 2013-05-06
- Subjects: School management and organization , Educational leadership , School principals , Gauteng (South Africa). Department of Education
- Type: Mini-Dissertation
- Identifier: uj:7519 , http://hdl.handle.net/10210/8376
- Description: M.Ed. (Educational Leadership and Management) , There is widespread belief that the quality of leadership makes a significant difference to school and student outcomes. In many parts of the world, including South Africa, there is recognition that schools require effective leaders and managers if they are to provide the best possible education for their learners. Many schools have difficulty in managing education change and thus depend on districts for support. In the education hierarchy, districts are closest to schools and can potentially influence school development. They have an important role to play in driving systemic reforms and in establishing the conditions for continuous and long-term improvement in schools. In South Africa the school district and, in particular, the role of the IDSO has not been researched much. However, there is a growing interest in understanding the important role the IDSO could play in supporting schools. The aim of the research was to gain a clearer understanding from school principals in the Johannesburg West District in Gauteng as to how they think the IDSO can best support them. In order to realise the aim of the study, the following objectives were set, namely to: find out from participants what they understand the IDSO’s role to be; find out from participants how they experience the current role of the IDSO; and explore what role participants would like the IDSO to play in supporting schools. The research was located within the interpretative paradigm, using a case study method. Open-ended interviews allowed for a variety of rich narrative data which contributed to the findings in this research project. Despite the importance attached to school districts, internationally as well as in South Africa, there is a tendency to ignore districts in school reform. Furthermore, there is little published research on school districts in South Africa. This research study is intended to make a contribution to the research on school districts in South Africa.
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- Authors: Raath, Elsie Leonie Satie
- Date: 2013-05-06
- Subjects: School management and organization , Educational leadership , School principals , Gauteng (South Africa). Department of Education
- Type: Mini-Dissertation
- Identifier: uj:7519 , http://hdl.handle.net/10210/8376
- Description: M.Ed. (Educational Leadership and Management) , There is widespread belief that the quality of leadership makes a significant difference to school and student outcomes. In many parts of the world, including South Africa, there is recognition that schools require effective leaders and managers if they are to provide the best possible education for their learners. Many schools have difficulty in managing education change and thus depend on districts for support. In the education hierarchy, districts are closest to schools and can potentially influence school development. They have an important role to play in driving systemic reforms and in establishing the conditions for continuous and long-term improvement in schools. In South Africa the school district and, in particular, the role of the IDSO has not been researched much. However, there is a growing interest in understanding the important role the IDSO could play in supporting schools. The aim of the research was to gain a clearer understanding from school principals in the Johannesburg West District in Gauteng as to how they think the IDSO can best support them. In order to realise the aim of the study, the following objectives were set, namely to: find out from participants what they understand the IDSO’s role to be; find out from participants how they experience the current role of the IDSO; and explore what role participants would like the IDSO to play in supporting schools. The research was located within the interpretative paradigm, using a case study method. Open-ended interviews allowed for a variety of rich narrative data which contributed to the findings in this research project. Despite the importance attached to school districts, internationally as well as in South Africa, there is a tendency to ignore districts in school reform. Furthermore, there is little published research on school districts in South Africa. This research study is intended to make a contribution to the research on school districts in South Africa.
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Professional learning communities as a strategy for advancing teacher leadership
- Authors: Ebrahim, Sumayah
- Date: 2018
- Subjects: Educational leadership , Teacher effectiveness , Teachers - Professional relationships , Professional learning communities
- Language: English
- Type: Masters (Thesis)
- Identifier: http://hdl.handle.net/10210/401983 , uj:33620
- Description: Abstract : , M.Ed. (Educational Leadership and Management)
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- Authors: Ebrahim, Sumayah
- Date: 2018
- Subjects: Educational leadership , Teacher effectiveness , Teachers - Professional relationships , Professional learning communities
- Language: English
- Type: Masters (Thesis)
- Identifier: http://hdl.handle.net/10210/401983 , uj:33620
- Description: Abstract : , M.Ed. (Educational Leadership and Management)
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