Die bestuur van die organisasieklimaat aan 'n tegniese kollege
- Authors: Gouws, Francois Morkel
- Date: 2014-11-20
- Subjects: Technical institutes - Administration , School management and organization - Planning , Educational change - South Africa
- Type: Thesis
- Identifier: uj:13049 , http://hdl.handle.net/10210/12930
- Description: M.Ed. (Educational Management) , Please refer to full text to view abstract
- Full Text:
- Authors: Gouws, Francois Morkel
- Date: 2014-11-20
- Subjects: Technical institutes - Administration , School management and organization - Planning , Educational change - South Africa
- Type: Thesis
- Identifier: uj:13049 , http://hdl.handle.net/10210/12930
- Description: M.Ed. (Educational Management) , Please refer to full text to view abstract
- Full Text:
Kriteria vir 'n skoolverbeteringsmodel
- Authors: Odendaal, R. M.
- Date: 2014-03-25
- Subjects: School management and organization - Planning , Educational change - South Africa , Educational innovations - South Africa , Education and state - South Africa - History - 20th century
- Type: Thesis
- Identifier: uj:4463 , http://hdl.handle.net/10210/9804
- Description: M.Ed. (Education Philosophy) , The purpose of this study is to indicate that school renewal and improvement is necessary. The researcher aims to describe the crisis in schools in South Africa and tries to give a practical solution to this crisis, by means of a literature study. The literature study describes the crisis in South African schools, as well as the role different agents play in the improvement of school practice. Finally, ten criteria for school improvement are identified and briefly described and a visual, practical model is developed to show how these criteria can be utilized in practice. The most important findings are: • that the school principal, teachers, parents and pupils have a definite role to play in school improvement; • that a change for the better can be brought about; • for improvement to the implemented in a successful mannerthe process of change and improvement involves certain criteria, which must be adhered to. Recommendations are: • school improvement in practice is possible, when crisis in the school situation is removed; • school improvement can only take place with the active participation of the agents or roleplayers of improvement such as the school principal, teachers, parents and pupils. • the practical implementation of such a process of improvement be applied through a practical process model taking the ten criteria of improvement into serious consideration.
- Full Text:
- Authors: Odendaal, R. M.
- Date: 2014-03-25
- Subjects: School management and organization - Planning , Educational change - South Africa , Educational innovations - South Africa , Education and state - South Africa - History - 20th century
- Type: Thesis
- Identifier: uj:4463 , http://hdl.handle.net/10210/9804
- Description: M.Ed. (Education Philosophy) , The purpose of this study is to indicate that school renewal and improvement is necessary. The researcher aims to describe the crisis in schools in South Africa and tries to give a practical solution to this crisis, by means of a literature study. The literature study describes the crisis in South African schools, as well as the role different agents play in the improvement of school practice. Finally, ten criteria for school improvement are identified and briefly described and a visual, practical model is developed to show how these criteria can be utilized in practice. The most important findings are: • that the school principal, teachers, parents and pupils have a definite role to play in school improvement; • that a change for the better can be brought about; • for improvement to the implemented in a successful mannerthe process of change and improvement involves certain criteria, which must be adhered to. Recommendations are: • school improvement in practice is possible, when crisis in the school situation is removed; • school improvement can only take place with the active participation of the agents or roleplayers of improvement such as the school principal, teachers, parents and pupils. • the practical implementation of such a process of improvement be applied through a practical process model taking the ten criteria of improvement into serious consideration.
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Financial accountability of secondary school principals towards parents
- Authors: Matamela, Maligana Sonnyboy
- Date: 2012-09-12
- Subjects: Training of school principals - South Africa , School management and organization - Planning , Parent-teacher relationships - Case studies , Schools - South Africa - Finance
- Type: Mini-Dissertation
- Identifier: uj:10120 , http://hdl.handle.net/10210/7502
- Description: M.Ed. , The researcher has been a teacher for the past seventeen years and has taught in five secondary schools. At none of these schools was a financial meeting ever arranged in order to inform parents as to the financial standing of the school. School committees, as they were previously known, consisted mostly of illiterate parents whose duties were mostly to "rubberstamp" the principal's decisions. Since holding our first democratic non-racial elections in this country, people, especially from rural black areas, are obsessed with the concepts of transparency and accountability. Most parents are now aware that principals are accountable towards them in respect of the utilisation of school funds. In view of the questions formulated above the aims of this research project are to: - investigate the perceptions of school principals regarding their accountability towards parents on financial matters; and - determine which components should be involved in the training of principals in school financial management; - devise a strategy to motivate parents to be financially supportive towards the school. in view of the preceding problem and aim statements, the method envisaged in order to research the problem of accountability of secondary school principals towards parents will now be discussed.
- Full Text:
- Authors: Matamela, Maligana Sonnyboy
- Date: 2012-09-12
- Subjects: Training of school principals - South Africa , School management and organization - Planning , Parent-teacher relationships - Case studies , Schools - South Africa - Finance
- Type: Mini-Dissertation
- Identifier: uj:10120 , http://hdl.handle.net/10210/7502
- Description: M.Ed. , The researcher has been a teacher for the past seventeen years and has taught in five secondary schools. At none of these schools was a financial meeting ever arranged in order to inform parents as to the financial standing of the school. School committees, as they were previously known, consisted mostly of illiterate parents whose duties were mostly to "rubberstamp" the principal's decisions. Since holding our first democratic non-racial elections in this country, people, especially from rural black areas, are obsessed with the concepts of transparency and accountability. Most parents are now aware that principals are accountable towards them in respect of the utilisation of school funds. In view of the questions formulated above the aims of this research project are to: - investigate the perceptions of school principals regarding their accountability towards parents on financial matters; and - determine which components should be involved in the training of principals in school financial management; - devise a strategy to motivate parents to be financially supportive towards the school. in view of the preceding problem and aim statements, the method envisaged in order to research the problem of accountability of secondary school principals towards parents will now be discussed.
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Die bestuur van die skool as 'n leergemeenskap
- Authors: Koert, Leon Anthonio Sameul
- Date: 2014-04-23
- Subjects: School management and organization - Social aspects , School management and organization - Planning
- Type: Thesis
- Identifier: uj:10809 , http://hdl.handle.net/10210/10316
- Description: M.Ed. (Education Management) , Traditionally it has been accepted that if schools need to be improved, it has to be done within the metaphor of schools being organizations. The general belief was that within this framework schools can realize the full potential of the youth. History and reality has revealed to educational leaders and reseachers that schools have not really served the real purpose they were created for. This revelation entails that schools don't only fail to ensure optimal learning opportunities and facilities to all participants; they also fail to ensure a safe and natural environment. The support for this argument can be derived from the fact that during the last two to three decades education, and therefore educational management, has gone through numerous phases of change, restructuring and renewal. The fact of the matter is that mankind is not satisfied with the contribution that education and educational management has made to ensure the prosperous survival of humanity in an always changing world. This has become a tremendous headache for educational leaders. As if this is not enough, the number of interested parties in the provision and management of education is always increasing. The vociferous demands of these people with regard to educational matters is obviously something that educational managers must always bear in mind. The problems of educational leaders and managers are definitely not made easier by the fact that sUbordinates, especially teachers, are increasingly showing dissatisfaction with the manner in which teaching is being managed and supervised. Teachers are mostly heavily aggrieved by the fact that their true status as professionals and their sense of responsibilty as professional educators are undermined by current and prevailing bureaucratical supervisional practices and processes.
- Full Text:
- Authors: Koert, Leon Anthonio Sameul
- Date: 2014-04-23
- Subjects: School management and organization - Social aspects , School management and organization - Planning
- Type: Thesis
- Identifier: uj:10809 , http://hdl.handle.net/10210/10316
- Description: M.Ed. (Education Management) , Traditionally it has been accepted that if schools need to be improved, it has to be done within the metaphor of schools being organizations. The general belief was that within this framework schools can realize the full potential of the youth. History and reality has revealed to educational leaders and reseachers that schools have not really served the real purpose they were created for. This revelation entails that schools don't only fail to ensure optimal learning opportunities and facilities to all participants; they also fail to ensure a safe and natural environment. The support for this argument can be derived from the fact that during the last two to three decades education, and therefore educational management, has gone through numerous phases of change, restructuring and renewal. The fact of the matter is that mankind is not satisfied with the contribution that education and educational management has made to ensure the prosperous survival of humanity in an always changing world. This has become a tremendous headache for educational leaders. As if this is not enough, the number of interested parties in the provision and management of education is always increasing. The vociferous demands of these people with regard to educational matters is obviously something that educational managers must always bear in mind. The problems of educational leaders and managers are definitely not made easier by the fact that sUbordinates, especially teachers, are increasingly showing dissatisfaction with the manner in which teaching is being managed and supervised. Teachers are mostly heavily aggrieved by the fact that their true status as professionals and their sense of responsibilty as professional educators are undermined by current and prevailing bureaucratical supervisional practices and processes.
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The changing role of the principal of a public primary school : a financial school management perspective
- Authors: Sayed, Mohammed-Kamil
- Date: 2012-08-15
- Subjects: School principals - South Africa , School principals - In-service training - South Africa , School management and organization - Planning , Educational change - South Africa
- Type: Mini-Dissertation
- Identifier: uj:9383 , http://hdl.handle.net/10210/5820
- Description: M.Ed. , Section 34(1) of the South African Schools Act No. 84 of 1996 (Government Gazette No. 17579, 1996:24) states that "the State must fund public schools from public revenue on an equitable basis in order to ensure the proper exercise of the rights of learners to education and the redress of past inequalities in education provision". Although the State has legislated its intentions of funding public schools, financial and budgetary constraints prevent it from meeting all the financial requirements of schools. Bearing this in mind, Section 36 of the same Act states that "a governing body of a public school must take all reasonable measures within its means to supplement the resources supplied by the State in order to improve the quality of education provided by the school to all learners at the school". Thus, schools - through their governing bodies, of which the principal is a member - are being encouraged to raise funds to supplement that which the State can provide. The State has qualified in terms of section 34(2) of the same Act that "the State must, on an annual basis, provide sufficient information to public schools regarding the funding referred to in subsection (1) to enable public schools to prepare their budgets for the next financial year". In addition to this subsection which requires schools to draw up a budget, Section 38(1) of the same Act stipulates that "a governing body of a public school must prepare a budget each year, according to guidelines determined by the Minister of the Executive Council, which shows the estimated income and expenditure of the school for the following financial year". Thus, budgets have become compulsory activities in the financial management functions of schools.
- Full Text:
- Authors: Sayed, Mohammed-Kamil
- Date: 2012-08-15
- Subjects: School principals - South Africa , School principals - In-service training - South Africa , School management and organization - Planning , Educational change - South Africa
- Type: Mini-Dissertation
- Identifier: uj:9383 , http://hdl.handle.net/10210/5820
- Description: M.Ed. , Section 34(1) of the South African Schools Act No. 84 of 1996 (Government Gazette No. 17579, 1996:24) states that "the State must fund public schools from public revenue on an equitable basis in order to ensure the proper exercise of the rights of learners to education and the redress of past inequalities in education provision". Although the State has legislated its intentions of funding public schools, financial and budgetary constraints prevent it from meeting all the financial requirements of schools. Bearing this in mind, Section 36 of the same Act states that "a governing body of a public school must take all reasonable measures within its means to supplement the resources supplied by the State in order to improve the quality of education provided by the school to all learners at the school". Thus, schools - through their governing bodies, of which the principal is a member - are being encouraged to raise funds to supplement that which the State can provide. The State has qualified in terms of section 34(2) of the same Act that "the State must, on an annual basis, provide sufficient information to public schools regarding the funding referred to in subsection (1) to enable public schools to prepare their budgets for the next financial year". In addition to this subsection which requires schools to draw up a budget, Section 38(1) of the same Act stipulates that "a governing body of a public school must prepare a budget each year, according to guidelines determined by the Minister of the Executive Council, which shows the estimated income and expenditure of the school for the following financial year". Thus, budgets have become compulsory activities in the financial management functions of schools.
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The female principal and the acceptance of her authority
- Authors: Gassiep, Gawa
- Date: 2014-04-02
- Subjects: School principals - Training of - South Africa , Women school administrators - South Africa , Authority - Educational aspects , School management and organization - Planning
- Type: Thesis
- Identifier: uj:4607 , http://hdl.handle.net/10210/9951
- Description: M.Ed. (Educational Management) , Women and authority therefore form the central theme of this research. The problematic nature of authority as experienced by female principals has led to the researcher addressing this issue and thereby establish guidelines to improve this problem. The value and uniqueness of this study lies in the empirical investigation which will use focus group interviews to identify the essential characteristics of the female principal's authority as experienced by her colleagues. 2 In the ensuing paragraphs, a concise statement of the research problem is given, facilitating the formulation of two queries, which in turn, underscore the specification of the central and specific aims of this research. Further explication of the research design follows, with reference to the nature of the literature and empirical studies conducted and finally to the sequence of this project.
- Full Text:
- Authors: Gassiep, Gawa
- Date: 2014-04-02
- Subjects: School principals - Training of - South Africa , Women school administrators - South Africa , Authority - Educational aspects , School management and organization - Planning
- Type: Thesis
- Identifier: uj:4607 , http://hdl.handle.net/10210/9951
- Description: M.Ed. (Educational Management) , Women and authority therefore form the central theme of this research. The problematic nature of authority as experienced by female principals has led to the researcher addressing this issue and thereby establish guidelines to improve this problem. The value and uniqueness of this study lies in the empirical investigation which will use focus group interviews to identify the essential characteristics of the female principal's authority as experienced by her colleagues. 2 In the ensuing paragraphs, a concise statement of the research problem is given, facilitating the formulation of two queries, which in turn, underscore the specification of the central and specific aims of this research. Further explication of the research design follows, with reference to the nature of the literature and empirical studies conducted and finally to the sequence of this project.
- Full Text:
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