The management of curriculum delivery as an aspect of learner performance in grade 12.
- Authors: Baloyi, Mbhazima Samuel
- Date: 2008-06-23T10:55:08Z
- Subjects: school management and organization , academic achievement , high school curricula , training of teachers , Gauteng (South Africa)
- Type: Thesis
- Identifier: uj:3349 , http://hdl.handle.net/10210/674
- Description: The subject of the investigation is the impact of management of curriculum delivery as an aspect of learner performance in Grade 12. The investigation is limited to public secondary and combined schools in District Six (D-6) of the Gauteng province. Over the years, and even now, the Department of Education in D-6 is busy trying to find better methods of managing and empowering educators with the sole aim of improving the performance of learners in their Senior Certificate (Grade 12) Examinations. Some of the attempts by the Gauteng Department of Education in D-6 are indicated by the implementation of various intervention programmes and strategies in the public secondary and combined schools. The developmental workshops are continuously organized in order to improve the performance of learners in public schools. The literature indicated that educators are not yet sufficiently empowered to manage curriculum delivery in the public secondary and combined schools. The research project used a structured questionnaire to collect data on the opinions of the respondents in the 19 sample schools of D-6 in the Gauteng province. The questionnaire contained 60 items. The structured questionnaires were distributed to a convenient stratified sample of educators in all the 19 secondary and combined schools. Based on the information from the questionnaire, each item relevant to this particular research was analysed and discussed. After the factor analysis, the significance of the difference between factors mean scores of various groups, for each of the factors that make up the extent of effective management strategies on the enhancement of curriculum delivery, and the extent of effective assessment strategies on the enhancement of curriculum delivery, were analysed and explained. The data obtained indicates that the manner in which curriculum delivery is managed in schools has an impact on the learners’ performance in their Senior Certificate (Grade 12) Examinations. For that reason, the performance of learners in secondary and combined schools can only be improved by implementing effective management strategies and effective assessment strategies that could enhance curriculum delivery in secondary and combined schools. In order to achieve the desired outcome, all the stakeholders, especially the Department of Education, the parents of learners and educators should be committed in improving the management of curriculum delivery in secondary (iv) schools. Managers in their schools should ensure that the management of curriculum delivery is not overlooked and improperly managed. The Department of Education should at all times empower educators in order to avoid continuous decline in learners` performance, including in the schools where intervention programmes and strategies are being implemented. The intervention programmes and strategies could be a success, provided they are coupled with proper management strategies for effective curriculum delivery. , Prof. B.R. Grobler
- Full Text:
- Authors: Baloyi, Mbhazima Samuel
- Date: 2008-06-23T10:55:08Z
- Subjects: school management and organization , academic achievement , high school curricula , training of teachers , Gauteng (South Africa)
- Type: Thesis
- Identifier: uj:3349 , http://hdl.handle.net/10210/674
- Description: The subject of the investigation is the impact of management of curriculum delivery as an aspect of learner performance in Grade 12. The investigation is limited to public secondary and combined schools in District Six (D-6) of the Gauteng province. Over the years, and even now, the Department of Education in D-6 is busy trying to find better methods of managing and empowering educators with the sole aim of improving the performance of learners in their Senior Certificate (Grade 12) Examinations. Some of the attempts by the Gauteng Department of Education in D-6 are indicated by the implementation of various intervention programmes and strategies in the public secondary and combined schools. The developmental workshops are continuously organized in order to improve the performance of learners in public schools. The literature indicated that educators are not yet sufficiently empowered to manage curriculum delivery in the public secondary and combined schools. The research project used a structured questionnaire to collect data on the opinions of the respondents in the 19 sample schools of D-6 in the Gauteng province. The questionnaire contained 60 items. The structured questionnaires were distributed to a convenient stratified sample of educators in all the 19 secondary and combined schools. Based on the information from the questionnaire, each item relevant to this particular research was analysed and discussed. After the factor analysis, the significance of the difference between factors mean scores of various groups, for each of the factors that make up the extent of effective management strategies on the enhancement of curriculum delivery, and the extent of effective assessment strategies on the enhancement of curriculum delivery, were analysed and explained. The data obtained indicates that the manner in which curriculum delivery is managed in schools has an impact on the learners’ performance in their Senior Certificate (Grade 12) Examinations. For that reason, the performance of learners in secondary and combined schools can only be improved by implementing effective management strategies and effective assessment strategies that could enhance curriculum delivery in secondary and combined schools. In order to achieve the desired outcome, all the stakeholders, especially the Department of Education, the parents of learners and educators should be committed in improving the management of curriculum delivery in secondary (iv) schools. Managers in their schools should ensure that the management of curriculum delivery is not overlooked and improperly managed. The Department of Education should at all times empower educators in order to avoid continuous decline in learners` performance, including in the schools where intervention programmes and strategies are being implemented. The intervention programmes and strategies could be a success, provided they are coupled with proper management strategies for effective curriculum delivery. , Prof. B.R. Grobler
- Full Text:
The leadership of a functional school in a disfunctional school area.
- Authors: Bipath, Keshni
- Date: 2008-06-24T07:49:20Z
- Subjects: educational leadership , high school principals , school management and organization , Gauteng (South Africa)
- Type: Thesis
- Identifier: uj:9620 , http://hdl.handle.net/10210/703
- Description: The aim of this thesis is to investigate the role of the principal in a functional school situated in a dysfunctional environment in the Gauteng province of South Africa and to make recommendations to assist schools in dysfunctional or disadvantaged areas to achieve school functionality. Functional schools were classified as those obtaining pass rates of between 80 – 100% (coded 0) in the Senior Certificate Examination (SCE) whilst schools obtaining less than 40% were classified as dysfunctional (coded 1). The SCE is the final examination written by learners in South Africa after twelve years of schooling. The dependent variable was thus categorical and dichotomous. It was postulated that the functionality of a school would be related to facts involved with a school’s background, principal’s background, staffing issues, school facilities, school finance, school governance, school inspection and supervision, attendance rates and school management. The stepwise logistic regression models showed inter alia, that the younger a principal, the fewer the teacher posts funded by the School Governing Body, the more a school relies on Government grants: the larger is the probability of the school being dysfunctional. The major characteristic of dysfunctional schools was “low socio-economic background” or dysfunctional areas. Further research was carried out to investigate the emotional intelligence and culture creation in two schools, a dysfunctional and a functional school, in the same socio-economic area. Hence, socio-economic background was kept constant for both schools and as such was removed from the investigation. A literature study was undertaken to gather background and explore various aspects linked to what makes a school functional in a dysfunctional area. Schein’s (2004) qualitative contributions argue that leadership and culture are two sides of the same coin. However, Kets De Vries (1993) argued that leadership styles are largely inconclusive. Goleman (1996), on the other hand, argues that while style may be inconclusive, the leader’s emotional intelligence is common to all styles. Therefore, the researcher argues that emotional intelligence (rather than leadership) and culture are two sides of the same coin. Observations, semi-structured interviews and document analysis were used to gauge the emotional competencies of the principals in the two schools. Furthermore, an Organisational Culture Profile (OCP), adapted by O’Reilly and Chapman (1996), was completed by the principal and educators in both the schools. The dimensions of the OCP were used to determine the difference in the strength of the school culture in the dysfunctional and functional schools. The findings of this thesis displayed that leaders must have most of the competencies in emotional intelligence in order to be able to embed a strong culture in his/her school. The role of the principal in creating a strong culture in his/her school is essential in achieving a functional school in a dysfunctional area. , Prof. B.R. Grobler
- Full Text:
- Authors: Bipath, Keshni
- Date: 2008-06-24T07:49:20Z
- Subjects: educational leadership , high school principals , school management and organization , Gauteng (South Africa)
- Type: Thesis
- Identifier: uj:9620 , http://hdl.handle.net/10210/703
- Description: The aim of this thesis is to investigate the role of the principal in a functional school situated in a dysfunctional environment in the Gauteng province of South Africa and to make recommendations to assist schools in dysfunctional or disadvantaged areas to achieve school functionality. Functional schools were classified as those obtaining pass rates of between 80 – 100% (coded 0) in the Senior Certificate Examination (SCE) whilst schools obtaining less than 40% were classified as dysfunctional (coded 1). The SCE is the final examination written by learners in South Africa after twelve years of schooling. The dependent variable was thus categorical and dichotomous. It was postulated that the functionality of a school would be related to facts involved with a school’s background, principal’s background, staffing issues, school facilities, school finance, school governance, school inspection and supervision, attendance rates and school management. The stepwise logistic regression models showed inter alia, that the younger a principal, the fewer the teacher posts funded by the School Governing Body, the more a school relies on Government grants: the larger is the probability of the school being dysfunctional. The major characteristic of dysfunctional schools was “low socio-economic background” or dysfunctional areas. Further research was carried out to investigate the emotional intelligence and culture creation in two schools, a dysfunctional and a functional school, in the same socio-economic area. Hence, socio-economic background was kept constant for both schools and as such was removed from the investigation. A literature study was undertaken to gather background and explore various aspects linked to what makes a school functional in a dysfunctional area. Schein’s (2004) qualitative contributions argue that leadership and culture are two sides of the same coin. However, Kets De Vries (1993) argued that leadership styles are largely inconclusive. Goleman (1996), on the other hand, argues that while style may be inconclusive, the leader’s emotional intelligence is common to all styles. Therefore, the researcher argues that emotional intelligence (rather than leadership) and culture are two sides of the same coin. Observations, semi-structured interviews and document analysis were used to gauge the emotional competencies of the principals in the two schools. Furthermore, an Organisational Culture Profile (OCP), adapted by O’Reilly and Chapman (1996), was completed by the principal and educators in both the schools. The dimensions of the OCP were used to determine the difference in the strength of the school culture in the dysfunctional and functional schools. The findings of this thesis displayed that leaders must have most of the competencies in emotional intelligence in order to be able to embed a strong culture in his/her school. The role of the principal in creating a strong culture in his/her school is essential in achieving a functional school in a dysfunctional area. , Prof. B.R. Grobler
- Full Text:
Educator morale in Gauteng public schools: an education management perspective.
- Authors: Dladla, Khosi Maureen
- Date: 2008-08-15T07:53:45Z
- Subjects: school management and organization , public schools , education and state , Gauteng (South Africa) , teachers' job satisfaction
- Type: Thesis
- Identifier: uj:7815 , http://hdl.handle.net/10210/870
- Description: ‘n Algemene inleiding en motivering vir die studie, asook die faktore wat onder¬wysermoraal belemmer word in Hoofstuk Een aangestip. ‘n Algemene agtergrond tot onderwysermoraal word gegee. ‘n Verslag oor die transformasie van die Suid-Afrikaanse onderwysstelsel en die afname in onderwysermoraal in Suid-Afrika en oorsee word in hierdie hoofstuk gereflekteer. Die navorsingspro¬bleem en doel¬stellings word geformuleer en die navorsingsmetodologie bespreek. Die fokus van die navorsing is duidelik afgebaken. Hierdie hoofstuk word afgesluit deur konsep¬te wat met die navorsingsonderwerp verband hou, te verhelder en die hoofstuk indeling te bespreek. Hoofstuk Twee is ‘n literatuuroorsig waarin gepoog word om die essensie van onderwysermoraal vas te stel. Faktore wat ‘n bydrae tot onderwysermoraal maak, naamlik die samelewing, politiek, media en onderwysveranderings, en die rol wat deur onderwysbestuurders gespeel word in die aanspreek van onderwysermoraal word bespreek, asook die implikasie hiervan vir die praktyk. Hoofstuk Drie gee ‘n oorsig oor die navorsingsmetodologie waardeur data inge¬samel is. Daar is ‘n beskrywing van die aard en doel van kwantitatiewe navorsing, gevolg deur ‘n bespreking van die verhouding tussen die navorser en die onderwerp. Die gestruktureerde vraelys wat gebruik is om data in te samel, word bespreek. Die data is onderwerp aan die Kaiser-Meyer-Olkin-meting om te bepaal of die steekproef voldoende was. Verder is 37 items deur middel van twee opeen¬volgende faktor-analitiese prosedures gereduseer tot twee faktore. Hierdie twee fakatore is genoem “sosio-politieke aspekte wat onderwysermoraal belem¬mer” en “skoolgebaseerde aspekte wat onderwysermoraal belemmer”. Items wat met elkeen van die faktore verband hou, word getabelleer, in rangorde gerangskik en bespreek. Die empiriese ondersoek word ook bespreek. Dit sluit ‘n bespreking van die steekproef, biografiese besonderhede en die terugstuur van die vraelys in. Hoofstuk Vier voorsien ‘n ontleding en interpretasie van die empiriese data. Die geldigheid en betroubaarheid van die gestruktureerde vraelys as navorsings¬instrument word kortliks bespreek. Hipoteses word geformuleer. ‘n Vergelyking van twee onafhanklike groepe en drie of meer onafhanklike groepe word gedoen. Die statistiese beduidenheid van verskille tussen alle onafhanklike groepe word in tabelvorm weergegee en daarna bespreek ten opsigte van die twee faktore by onderwysermoraal betrokke. Levene se toets vir die gelykheid van afwykings word gebruik om die gemiddelde tellings van die twee faktore ten opsigte van onderwysermoraal te vergelyk. Die faktor-gemiddelde tellings van die verskeie onaf¬hanklike groepe word in tabelle gegee en die ANOVA vir die ontleding van afwykings bereken en kortliks bespreek. Hoofstuk Vyf gee ‘n oorsig oor die navorsing. Belangrike bevindings uit die literatuuroorsig en die empiriese navorsing word bespreek. Aanbevelings word op grond van die literatuur- en empiriese bevindings gemaak vir die verbetering van onderwysermoraal. , Prof. B.R. Grobler
- Full Text:
- Authors: Dladla, Khosi Maureen
- Date: 2008-08-15T07:53:45Z
- Subjects: school management and organization , public schools , education and state , Gauteng (South Africa) , teachers' job satisfaction
- Type: Thesis
- Identifier: uj:7815 , http://hdl.handle.net/10210/870
- Description: ‘n Algemene inleiding en motivering vir die studie, asook die faktore wat onder¬wysermoraal belemmer word in Hoofstuk Een aangestip. ‘n Algemene agtergrond tot onderwysermoraal word gegee. ‘n Verslag oor die transformasie van die Suid-Afrikaanse onderwysstelsel en die afname in onderwysermoraal in Suid-Afrika en oorsee word in hierdie hoofstuk gereflekteer. Die navorsingspro¬bleem en doel¬stellings word geformuleer en die navorsingsmetodologie bespreek. Die fokus van die navorsing is duidelik afgebaken. Hierdie hoofstuk word afgesluit deur konsep¬te wat met die navorsingsonderwerp verband hou, te verhelder en die hoofstuk indeling te bespreek. Hoofstuk Twee is ‘n literatuuroorsig waarin gepoog word om die essensie van onderwysermoraal vas te stel. Faktore wat ‘n bydrae tot onderwysermoraal maak, naamlik die samelewing, politiek, media en onderwysveranderings, en die rol wat deur onderwysbestuurders gespeel word in die aanspreek van onderwysermoraal word bespreek, asook die implikasie hiervan vir die praktyk. Hoofstuk Drie gee ‘n oorsig oor die navorsingsmetodologie waardeur data inge¬samel is. Daar is ‘n beskrywing van die aard en doel van kwantitatiewe navorsing, gevolg deur ‘n bespreking van die verhouding tussen die navorser en die onderwerp. Die gestruktureerde vraelys wat gebruik is om data in te samel, word bespreek. Die data is onderwerp aan die Kaiser-Meyer-Olkin-meting om te bepaal of die steekproef voldoende was. Verder is 37 items deur middel van twee opeen¬volgende faktor-analitiese prosedures gereduseer tot twee faktore. Hierdie twee fakatore is genoem “sosio-politieke aspekte wat onderwysermoraal belem¬mer” en “skoolgebaseerde aspekte wat onderwysermoraal belemmer”. Items wat met elkeen van die faktore verband hou, word getabelleer, in rangorde gerangskik en bespreek. Die empiriese ondersoek word ook bespreek. Dit sluit ‘n bespreking van die steekproef, biografiese besonderhede en die terugstuur van die vraelys in. Hoofstuk Vier voorsien ‘n ontleding en interpretasie van die empiriese data. Die geldigheid en betroubaarheid van die gestruktureerde vraelys as navorsings¬instrument word kortliks bespreek. Hipoteses word geformuleer. ‘n Vergelyking van twee onafhanklike groepe en drie of meer onafhanklike groepe word gedoen. Die statistiese beduidenheid van verskille tussen alle onafhanklike groepe word in tabelvorm weergegee en daarna bespreek ten opsigte van die twee faktore by onderwysermoraal betrokke. Levene se toets vir die gelykheid van afwykings word gebruik om die gemiddelde tellings van die twee faktore ten opsigte van onderwysermoraal te vergelyk. Die faktor-gemiddelde tellings van die verskeie onaf¬hanklike groepe word in tabelle gegee en die ANOVA vir die ontleding van afwykings bereken en kortliks bespreek. Hoofstuk Vyf gee ‘n oorsig oor die navorsing. Belangrike bevindings uit die literatuuroorsig en die empiriese navorsing word bespreek. Aanbevelings word op grond van die literatuur- en empiriese bevindings gemaak vir die verbetering van onderwysermoraal. , Prof. B.R. Grobler
- Full Text:
The principal's role in implementing the EAZ as an intervention strategy.
- Authors: Hlatywayo, Mmapula Abea
- Date: 2008-08-21T12:49:25Z
- Subjects: school management and organization , academic achievement , effective teaching , high school administration , high school principals , secondary education , Gauteng (South Africa)
- Type: Thesis
- Identifier: uj:8069 , http://hdl.handle.net/10210/899
- Description: Principals in schools that are failing to meet the expected standard in terms of Grade 12 performance have a role to play in order to change the situation in their schools around. Although there are various factors contributing to the decline in Grade 12 performance in their schools, principals are still seen to be the key figures in determining quality education in their respective schools. They should, therefore, become active change agents in the transformation process in education. Their cooperation with the EAZ teams introduced by Kader Asmal in 1999 is therefore necessary for their schools to improve. By the way, a leader does not tell subordinates “what to do” but rather shows them “how to do things”. However, a qualitative research design was employed to establish the role of the principals in the Gauteng Province in implementing the EAZ as an intervention strategy. Barriers to the success were identified. Strategies to assist principals in overcoming barriers are also recommended. Ultimately, all schools have an obligation to produce good results. , Prof. K.C. Moloi
- Full Text:
- Authors: Hlatywayo, Mmapula Abea
- Date: 2008-08-21T12:49:25Z
- Subjects: school management and organization , academic achievement , effective teaching , high school administration , high school principals , secondary education , Gauteng (South Africa)
- Type: Thesis
- Identifier: uj:8069 , http://hdl.handle.net/10210/899
- Description: Principals in schools that are failing to meet the expected standard in terms of Grade 12 performance have a role to play in order to change the situation in their schools around. Although there are various factors contributing to the decline in Grade 12 performance in their schools, principals are still seen to be the key figures in determining quality education in their respective schools. They should, therefore, become active change agents in the transformation process in education. Their cooperation with the EAZ teams introduced by Kader Asmal in 1999 is therefore necessary for their schools to improve. By the way, a leader does not tell subordinates “what to do” but rather shows them “how to do things”. However, a qualitative research design was employed to establish the role of the principals in the Gauteng Province in implementing the EAZ as an intervention strategy. Barriers to the success were identified. Strategies to assist principals in overcoming barriers are also recommended. Ultimately, all schools have an obligation to produce good results. , Prof. K.C. Moloi
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Co-operative governance in schools in Gauteng district 11.
- Mulibana, Ndivhudzannyi Lancelort
- Authors: Mulibana, Ndivhudzannyi Lancelort
- Date: 2008-10-14T11:26:10Z
- Subjects: school boards , school management teams , school management and organization , Gauteng (South Africa)
- Type: Thesis
- Identifier: uj:12116 , http://hdl.handle.net/10210/1185
- Description: M.Ed. , The need for co-operative governance in schools is reflected in the Constitution of the Republic of South Africa and also in the South African Schools Act 84 of 1996. Although the need for co-operative governance is highlighted in the legislation, it does not mean it is taking place in our schools as advocated. This research provides an analysis and critique of the roles of the stakeholders represented in the SGB in co-operative school governance as elucidated in the literature and also advocated by the legislation. The aim of this research is to probe the perceptions of various members of the SGB’s regarding co-operative school governance as mandated by the legislation, that is the Constitution of the Republic of South Africa and the South African Schools Act 84 of 1996. This research starts with the introduction and contextualisation of the problem. The literature study undertaken in chapter two revealed the importance of working together. It was discovered that co-operative governance is important to establish and maintain partnerships and teamwork between the school governors and other stakeholders. Subsequent to the literature review was the method and design of the study. These were undertaken using the qualitative research through the focus group interviews. The study drew responses from respondents who were organised according to categories of parents, principals, educators, learners and non-educator staff members. The interviews were tape-recorded. Transcriptions of tape-recorded interviews are included in this research as appendices. The qualitative data was analysed. The results of the data obtained clearly reflect that there are still many problems that need to be addressed. The important findings were discussed at length and thereafter conclusions and recommendations were made based on the findings. Recommendations and topics of further research were finally given. , Prof. T.C. Bischoff
- Full Text:
- Authors: Mulibana, Ndivhudzannyi Lancelort
- Date: 2008-10-14T11:26:10Z
- Subjects: school boards , school management teams , school management and organization , Gauteng (South Africa)
- Type: Thesis
- Identifier: uj:12116 , http://hdl.handle.net/10210/1185
- Description: M.Ed. , The need for co-operative governance in schools is reflected in the Constitution of the Republic of South Africa and also in the South African Schools Act 84 of 1996. Although the need for co-operative governance is highlighted in the legislation, it does not mean it is taking place in our schools as advocated. This research provides an analysis and critique of the roles of the stakeholders represented in the SGB in co-operative school governance as elucidated in the literature and also advocated by the legislation. The aim of this research is to probe the perceptions of various members of the SGB’s regarding co-operative school governance as mandated by the legislation, that is the Constitution of the Republic of South Africa and the South African Schools Act 84 of 1996. This research starts with the introduction and contextualisation of the problem. The literature study undertaken in chapter two revealed the importance of working together. It was discovered that co-operative governance is important to establish and maintain partnerships and teamwork between the school governors and other stakeholders. Subsequent to the literature review was the method and design of the study. These were undertaken using the qualitative research through the focus group interviews. The study drew responses from respondents who were organised according to categories of parents, principals, educators, learners and non-educator staff members. The interviews were tape-recorded. Transcriptions of tape-recorded interviews are included in this research as appendices. The qualitative data was analysed. The results of the data obtained clearly reflect that there are still many problems that need to be addressed. The important findings were discussed at length and thereafter conclusions and recommendations were made based on the findings. Recommendations and topics of further research were finally given. , Prof. T.C. Bischoff
- Full Text:
Management of cultural diversity as an aspect of school effectiveness.
- Authors: Ngobese, Sicelo Samuel
- Date: 2008-10-27T06:31:42Z
- Subjects: Gauteng (South Africa) , conflict management , school management and organization , multicultural education , multiculturalism
- Type: Thesis
- Identifier: uj:13103 , http://hdl.handle.net/10210/1303
- Description: D.Ed. , The advent of democracy in South Africa, accompanied by the deracialisation, not only of the South African society but of schools as well, has had an impact on the demographics of suburbs in all kinds of ways: racial backgrounds, cultural backgrounds, educational backgrounds and so on (Kogod,1991:8). As the South African population is diverse, so are the schools in the suburbs in terms of learner population (Du Pont, 1997:6). The fact that the learner population is increasingly becoming diverse in the entire former Model C schools creates an increasing need for school principals to be equipped with the skills appropriate to the management of cultural diversity at schools. The fact that learners are drawn from diverse cultural backgrounds means that culture, not mandates or structure, is the telling component in educational organisations, such as schools (Cunningham & Gresso, 1993:43). This change from homogeneity to heterogeneity in terms of learner composition at schools compels principals of schools and their staff members to be sensitive as learners need to be served without prejudice. School personnel equipped with the appropriate diversity management skills would understand diversity sensitivity, acknowledges cultural differences and sensitise individuals about stereotyped differences. It places a premium on the promotion of communication and understanding and build relationships among members of the school community from different cultural backgrounds (Kossek & Lobel, 1996:4). Principals as heads of schools have to sensitise their staff members about the dangers of cultural stereotypes and should demonstrate skills by focusing on reconciling interests of diverse learners rather than developing compromises among the learners, as it has been proven that common interests serve to motivate and give people a common direction (Cunningham & Gresso, 1993:45). The notion of common interests is supported by Armstrong (1996:842) as he argues that these common interests could be harnessed by the school management by ensuring that each learner commits himself or herself to the vision and mission of the school. This should be done on the premise that harnessing these differences will create an environment that is conducive to every learner and in which he would feel valued and would use their individual talents towards the realisation of the school vision and mission. , Prof. B.R. Grobler
- Full Text:
- Authors: Ngobese, Sicelo Samuel
- Date: 2008-10-27T06:31:42Z
- Subjects: Gauteng (South Africa) , conflict management , school management and organization , multicultural education , multiculturalism
- Type: Thesis
- Identifier: uj:13103 , http://hdl.handle.net/10210/1303
- Description: D.Ed. , The advent of democracy in South Africa, accompanied by the deracialisation, not only of the South African society but of schools as well, has had an impact on the demographics of suburbs in all kinds of ways: racial backgrounds, cultural backgrounds, educational backgrounds and so on (Kogod,1991:8). As the South African population is diverse, so are the schools in the suburbs in terms of learner population (Du Pont, 1997:6). The fact that the learner population is increasingly becoming diverse in the entire former Model C schools creates an increasing need for school principals to be equipped with the skills appropriate to the management of cultural diversity at schools. The fact that learners are drawn from diverse cultural backgrounds means that culture, not mandates or structure, is the telling component in educational organisations, such as schools (Cunningham & Gresso, 1993:43). This change from homogeneity to heterogeneity in terms of learner composition at schools compels principals of schools and their staff members to be sensitive as learners need to be served without prejudice. School personnel equipped with the appropriate diversity management skills would understand diversity sensitivity, acknowledges cultural differences and sensitise individuals about stereotyped differences. It places a premium on the promotion of communication and understanding and build relationships among members of the school community from different cultural backgrounds (Kossek & Lobel, 1996:4). Principals as heads of schools have to sensitise their staff members about the dangers of cultural stereotypes and should demonstrate skills by focusing on reconciling interests of diverse learners rather than developing compromises among the learners, as it has been proven that common interests serve to motivate and give people a common direction (Cunningham & Gresso, 1993:45). The notion of common interests is supported by Armstrong (1996:842) as he argues that these common interests could be harnessed by the school management by ensuring that each learner commits himself or herself to the vision and mission of the school. This should be done on the premise that harnessing these differences will create an environment that is conducive to every learner and in which he would feel valued and would use their individual talents towards the realisation of the school vision and mission. , Prof. B.R. Grobler
- Full Text:
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