The role of the principal as head teacher or administrator and implications on teaching and learning in a school
- Authors: Stockigt, Shona
- Date: 2012-06-11
- Subjects: Educational leadership , School administrators , School administration and organization
- Type: Mini-Dissertation
- Identifier: http://ujcontent.uj.ac.za8080/10210/385749 , uj:8761 , http://hdl.handle.net/10210/5112
- Description: M.Ed.
- Full Text: false
- Authors: Stockigt, Shona
- Date: 2012-06-11
- Subjects: Educational leadership , School administrators , School administration and organization
- Type: Mini-Dissertation
- Identifier: http://ujcontent.uj.ac.za8080/10210/385749 , uj:8761 , http://hdl.handle.net/10210/5112
- Description: M.Ed.
- Full Text: false
Exploring keystone characteristics of an institutional level support team in a school in Gauteng, South Africa
- Authors: Perumal, Jaganathan
- Date: 2012-09-10
- Subjects: Inclusive education , Mainstreaming in education , School administration and organization
- Type: Mini-Dissertation
- Identifier: uj:9867 , http://hdl.handle.net/10210/7268
- Description: M.Ed. , This study is a qualitative interpretive enquiry that explored the keystone characteristics of the Intuitional Level Support Team (ILST) in a primary school in Gauteng, South Africa. Education White Paper 6 proposed the ILST as one of the pivotal structures for the implementation of inclusive education. The critique on special education is founded on the psycho-medical paradigm. The lens of critical and social constructionist theory showed that 'special educational needs' is a social product. Political, structural, social and socio-economic processes disadvantage and marginalise some groups and label them into categories. Using the human rights and social rights discourse, I argue that the inclusion discourse should focus on the broader issues of diversity in the classroom rather than narrowly focusing on disability and 'special needs' issues. Hence, this study is located in the broader discourse of social inclusion and exclusion. The interpretative paradigm is the epistemological foundation of this study. Within this mode of enquiry I employed the case study as a research tool to explore the micro-world of the ILST. The instruments utilised were the semi-structured interviews and document analysis. The theoretical frameworks used to analyse the data emanated from two approaches: the bio-ecological model of Bronfenbrenner and the school effectiveness and the school improvement theoretical frameworks. The data analysis involved scanning, sorting, orgamzmg, synthesizing, pattern searching and categorizing. Bronfenbrenner's (Bronfenbrenner & Morris, 1998) bio-ecological model is a useful framework to study the ecology of the ILST. The research indicated that the ILST is a structure that is embedded within the broader school system and like keystone organisms can positively influence the eco-system of the school when certain keystone characteristics are present. The ILST as a micro-system does not operate in isolation but interacts with other systems inside and outside the school to harness the psycho-educational and psychosocial support for learners. A number ofkeystone characteristics of the ILST emanated from the research. The analysis suggest that using education in human values or value based support as the foundation in all aspects of the school plays a central role in providing psycho-educational support for the learners. Effective leadership of the ILST has been a driving force in making the ILST effective. Effective leadership at all levels of the eco-system of the school is a keystone characteristic that positively influences the functioning of the school. By building networks and partnerships the ILST can harness human and social capital from within the meso-system and exosystem to offer psycho-educational support to both learners and teachers. Continuous learning or lifelong learning seems to be a key element in equipping teachers to cope with the rapid changes in education. Reflection has played an important role in the process of learning and improving practice within the ILST. Having knowledge and skills, being imbued with passion, compassion and patience are keystone personal attributes that keep ILST members motivated to carry out its role and functions. Garnering parental involvement in providing psycho-educational support for learners is crucial in the intervention process.
- Full Text:
- Authors: Perumal, Jaganathan
- Date: 2012-09-10
- Subjects: Inclusive education , Mainstreaming in education , School administration and organization
- Type: Mini-Dissertation
- Identifier: uj:9867 , http://hdl.handle.net/10210/7268
- Description: M.Ed. , This study is a qualitative interpretive enquiry that explored the keystone characteristics of the Intuitional Level Support Team (ILST) in a primary school in Gauteng, South Africa. Education White Paper 6 proposed the ILST as one of the pivotal structures for the implementation of inclusive education. The critique on special education is founded on the psycho-medical paradigm. The lens of critical and social constructionist theory showed that 'special educational needs' is a social product. Political, structural, social and socio-economic processes disadvantage and marginalise some groups and label them into categories. Using the human rights and social rights discourse, I argue that the inclusion discourse should focus on the broader issues of diversity in the classroom rather than narrowly focusing on disability and 'special needs' issues. Hence, this study is located in the broader discourse of social inclusion and exclusion. The interpretative paradigm is the epistemological foundation of this study. Within this mode of enquiry I employed the case study as a research tool to explore the micro-world of the ILST. The instruments utilised were the semi-structured interviews and document analysis. The theoretical frameworks used to analyse the data emanated from two approaches: the bio-ecological model of Bronfenbrenner and the school effectiveness and the school improvement theoretical frameworks. The data analysis involved scanning, sorting, orgamzmg, synthesizing, pattern searching and categorizing. Bronfenbrenner's (Bronfenbrenner & Morris, 1998) bio-ecological model is a useful framework to study the ecology of the ILST. The research indicated that the ILST is a structure that is embedded within the broader school system and like keystone organisms can positively influence the eco-system of the school when certain keystone characteristics are present. The ILST as a micro-system does not operate in isolation but interacts with other systems inside and outside the school to harness the psycho-educational and psychosocial support for learners. A number ofkeystone characteristics of the ILST emanated from the research. The analysis suggest that using education in human values or value based support as the foundation in all aspects of the school plays a central role in providing psycho-educational support for the learners. Effective leadership of the ILST has been a driving force in making the ILST effective. Effective leadership at all levels of the eco-system of the school is a keystone characteristic that positively influences the functioning of the school. By building networks and partnerships the ILST can harness human and social capital from within the meso-system and exosystem to offer psycho-educational support to both learners and teachers. Continuous learning or lifelong learning seems to be a key element in equipping teachers to cope with the rapid changes in education. Reflection has played an important role in the process of learning and improving practice within the ILST. Having knowledge and skills, being imbued with passion, compassion and patience are keystone personal attributes that keep ILST members motivated to carry out its role and functions. Garnering parental involvement in providing psycho-educational support for learners is crucial in the intervention process.
- Full Text:
The implementation of integrated quality management system challenges facing the development support grouping in the Vryheid District of Kwazulu-Natal
- Khumalo, Nomfundo Innocentia
- Authors: Khumalo, Nomfundo Innocentia
- Date: 2009-03-31T09:32:18Z
- Subjects: Teachers evaluation , School administration and organization , Vryheid (KwaZulu-Natal)
- Type: Thesis
- Identifier: uj:8255 , http://hdl.handle.net/10210/2366
- Description: M.Ed. , The purpose of this research was to investigate the challenges facing the Development Support Grouping (DSG) in the implementation of the Integrated Quality Management System (IQMS). Based on this, the researcher sought to present guidelines to improve the process of educator evaluation. The Integrated Quality Management System is a national policy aimed at increasing productivity among educators. IQMS comprises three programmes namely: Development Appraisal (DA), Performance Measurement (PM) and Whole school Evaluation (WSE). The three programmes ought to complement each other and run concurrently. The role of the Development Support Groups (DSG) is of cardinal importance in the implementation of IQMS. Because of the tremendous challenges inherent in IQMS and the fact that the DSG are responsible for baseline and summative evaluation, it is necessary to ascertain the challenges that the DSG are likely to encounter whilst exercising their roles and responsibilities during the implementation of IQMS. The research concentrated on schools in the Vryheid District of KwaZulu- Natal. The quantitative research methodology was employed to elicit the perception of educators with regard to the implementation of IQMS in schools as well as the challenges facing the DSGS. The findings of the research were clustered according to the four sections of the questionnaire. Some of these findings were: • A large majority of educators in Vryheid District seem not to understand the purpose of IQMS. • A higher percentage of respondents do not believe that the training they receive had prepared them for implementing IQMS. • Most respondents do not strongly agree that WSE evaluates the effectiveness of school in terms of national goals. • A smaller percentage of respondents agreed that WSE provides feedback as a means of achieving continuous improvement. • Most educators believe that lesson observation is necessary for educator development. • The contribution of the DSG towards educator development is of a limited extent. • Educators do not have sufficient time to serve on DSG.
- Full Text:
- Authors: Khumalo, Nomfundo Innocentia
- Date: 2009-03-31T09:32:18Z
- Subjects: Teachers evaluation , School administration and organization , Vryheid (KwaZulu-Natal)
- Type: Thesis
- Identifier: uj:8255 , http://hdl.handle.net/10210/2366
- Description: M.Ed. , The purpose of this research was to investigate the challenges facing the Development Support Grouping (DSG) in the implementation of the Integrated Quality Management System (IQMS). Based on this, the researcher sought to present guidelines to improve the process of educator evaluation. The Integrated Quality Management System is a national policy aimed at increasing productivity among educators. IQMS comprises three programmes namely: Development Appraisal (DA), Performance Measurement (PM) and Whole school Evaluation (WSE). The three programmes ought to complement each other and run concurrently. The role of the Development Support Groups (DSG) is of cardinal importance in the implementation of IQMS. Because of the tremendous challenges inherent in IQMS and the fact that the DSG are responsible for baseline and summative evaluation, it is necessary to ascertain the challenges that the DSG are likely to encounter whilst exercising their roles and responsibilities during the implementation of IQMS. The research concentrated on schools in the Vryheid District of KwaZulu- Natal. The quantitative research methodology was employed to elicit the perception of educators with regard to the implementation of IQMS in schools as well as the challenges facing the DSGS. The findings of the research were clustered according to the four sections of the questionnaire. Some of these findings were: • A large majority of educators in Vryheid District seem not to understand the purpose of IQMS. • A higher percentage of respondents do not believe that the training they receive had prepared them for implementing IQMS. • Most respondents do not strongly agree that WSE evaluates the effectiveness of school in terms of national goals. • A smaller percentage of respondents agreed that WSE provides feedback as a means of achieving continuous improvement. • Most educators believe that lesson observation is necessary for educator development. • The contribution of the DSG towards educator development is of a limited extent. • Educators do not have sufficient time to serve on DSG.
- Full Text:
Die rol van beheerliggame in skoolbegrotings
- Authors: Bam, Andrias Jacobus
- Date: 2010-11-22T07:55:45Z
- Subjects: School boards , School boards finance , School administration and organization
- Type: Thesis
- Identifier: uj:7008 , http://hdl.handle.net/10210/3516
- Description: D.Ed. , The individual's right to basic education is entrenched by Section 29 of the Constitution of the Republic of South Africa. Section 12 of the 1996 Schools' Act compels the state and each of the nine provinces to provide public schools out of funds provided for that purpose by the provincial legislature. Education is therefore a right and the state is compelled to provide the education. The constant growth in the demand for education and the amending of educational problems inherited from the apartheid era, have a substantial impact on available state and provincial financial resources. Education is expensive and the state contribution to education is dwindling, due to the enormous demands made by other state responsibilities. The Legislator has, through founding and implementing the system of governing bodies (Sections 20 and 21 of the SASA of 1996), handed the responsibility of education in the community, and the governance of and control over such education, to the parents. In the school the principal is the professional manager of education and is accountable to the local education authority. Individuals from the community, possessing certain skills and competencies, are needed to make the system of governing bodies work. The skills and competencies needed from the community, are those the schools lack, such as business experience, and financial expertise. The necessary personal experience and qualities are easy to come by in the more advanced middle class and upper class communities. The poor and less advanced communities suffer from a lack of higher order skills and competencies. These communities are not -iionly poor in materiality, but also poor with regard to skills, competencies and business experience. The control over the school's finances is one of the more sensitive areas when discussing the control responsibility to be exercised by the governing body. The principal, as professional manager of the school, is also the administrative manager. His duties include the managing of the school fund. The responsibility of the governing body is to make sure that the school fund is managed optimally so that learners, parents and community benefit.
- Full Text:
- Authors: Bam, Andrias Jacobus
- Date: 2010-11-22T07:55:45Z
- Subjects: School boards , School boards finance , School administration and organization
- Type: Thesis
- Identifier: uj:7008 , http://hdl.handle.net/10210/3516
- Description: D.Ed. , The individual's right to basic education is entrenched by Section 29 of the Constitution of the Republic of South Africa. Section 12 of the 1996 Schools' Act compels the state and each of the nine provinces to provide public schools out of funds provided for that purpose by the provincial legislature. Education is therefore a right and the state is compelled to provide the education. The constant growth in the demand for education and the amending of educational problems inherited from the apartheid era, have a substantial impact on available state and provincial financial resources. Education is expensive and the state contribution to education is dwindling, due to the enormous demands made by other state responsibilities. The Legislator has, through founding and implementing the system of governing bodies (Sections 20 and 21 of the SASA of 1996), handed the responsibility of education in the community, and the governance of and control over such education, to the parents. In the school the principal is the professional manager of education and is accountable to the local education authority. Individuals from the community, possessing certain skills and competencies, are needed to make the system of governing bodies work. The skills and competencies needed from the community, are those the schools lack, such as business experience, and financial expertise. The necessary personal experience and qualities are easy to come by in the more advanced middle class and upper class communities. The poor and less advanced communities suffer from a lack of higher order skills and competencies. These communities are not -iionly poor in materiality, but also poor with regard to skills, competencies and business experience. The control over the school's finances is one of the more sensitive areas when discussing the control responsibility to be exercised by the governing body. The principal, as professional manager of the school, is also the administrative manager. His duties include the managing of the school fund. The responsibility of the governing body is to make sure that the school fund is managed optimally so that learners, parents and community benefit.
- Full Text:
Die persepsies van opvoeders oor normatiewe bestuur in skole met uiteenlopende akademiese prestasies in die senior sertifikaat eksamen
- Authors: Bisschoff, Sarita
- Date: 2011-12-06
- Subjects: School administration and organization , Academic achievement , Examinations , Senior certificate examinations , High school teachers' attitudes
- Type: Thesis
- Identifier: uj:1804 , http://hdl.handle.net/10210/4167
- Description: M.Ed. , This research project forms part of a group project that involves three factors of effective management: • normative management; • open democratic management; and • accountable co-operative management. This mini-dissertation deals with normative management as a factor of effective school management. Chapter one explains the aims and objective of the research. The main objective is to determine the role normative management plays in the effective management of schools with diverse academic results in the 1999 senior certificate exam. This chapter further explains the research method, quantitative research, used for this research. Finally the researcher makes important assumptions in this chapter that should be taken into consideration for the mini- dissertation. Chapter two is in the form of a detailed literature study of the topic. The concepts, effective management and normative management as a factor of effective management, are explained in full. This chapter also deals with concepts from the questionnaire. Chapter three discusses the research instrument, the questionnaire. This chapter also explains the items of the questionnaire that forms part of normative management and the research group. Chapter four deals with the empirical study of the data from the questionnaires. In chapter five the researcher comes to certain conclusions from the study. Firstly the moral of educators influences school effectiveness. Secondly a common vision and mission will improve school effectiveness. The importance of the role of the principal is thirdly explained. Fourthly it is stated that parents should be involve to improve school effectiveness. Fifthly the curriculum in schools is dealt with. Curriculum 2005 is also discussed. Finally the importance of providing in the basic needs of children to improve school effectiveness is explained. In conclusion the researcher states that the educator should ask him/herself the following question when doing or saying something involving the learners: "Will this benefit the learner?" If the answer to this question is 'yes', the action will improve school effectiveness.
- Full Text:
- Authors: Bisschoff, Sarita
- Date: 2011-12-06
- Subjects: School administration and organization , Academic achievement , Examinations , Senior certificate examinations , High school teachers' attitudes
- Type: Thesis
- Identifier: uj:1804 , http://hdl.handle.net/10210/4167
- Description: M.Ed. , This research project forms part of a group project that involves three factors of effective management: • normative management; • open democratic management; and • accountable co-operative management. This mini-dissertation deals with normative management as a factor of effective school management. Chapter one explains the aims and objective of the research. The main objective is to determine the role normative management plays in the effective management of schools with diverse academic results in the 1999 senior certificate exam. This chapter further explains the research method, quantitative research, used for this research. Finally the researcher makes important assumptions in this chapter that should be taken into consideration for the mini- dissertation. Chapter two is in the form of a detailed literature study of the topic. The concepts, effective management and normative management as a factor of effective management, are explained in full. This chapter also deals with concepts from the questionnaire. Chapter three discusses the research instrument, the questionnaire. This chapter also explains the items of the questionnaire that forms part of normative management and the research group. Chapter four deals with the empirical study of the data from the questionnaires. In chapter five the researcher comes to certain conclusions from the study. Firstly the moral of educators influences school effectiveness. Secondly a common vision and mission will improve school effectiveness. The importance of the role of the principal is thirdly explained. Fourthly it is stated that parents should be involve to improve school effectiveness. Fifthly the curriculum in schools is dealt with. Curriculum 2005 is also discussed. Finally the importance of providing in the basic needs of children to improve school effectiveness is explained. In conclusion the researcher states that the educator should ask him/herself the following question when doing or saying something involving the learners: "Will this benefit the learner?" If the answer to this question is 'yes', the action will improve school effectiveness.
- Full Text:
The nature of internal co-operative governance in public schools in the Pongola school district
- Authors: Dlamini, Philip Mandlenkosi
- Date: 2011-12-06
- Subjects: School administration and organization , Public schools , School boards , School management teams
- Type: Mini-Dissertation
- Identifier: uj:1789 , http://hdl.handle.net/10210/4153
- Description: M.Sc.
- Full Text:
- Authors: Dlamini, Philip Mandlenkosi
- Date: 2011-12-06
- Subjects: School administration and organization , Public schools , School boards , School management teams
- Type: Mini-Dissertation
- Identifier: uj:1789 , http://hdl.handle.net/10210/4153
- Description: M.Sc.
- Full Text:
- «
- ‹
- 1
- ›
- »