Dissipline as instaatstellende versus onderdrukkende instrument vanuit 'n gemeenskapsopvoedkundige perspektief
- Authors: Otto, Bernard
- Date: 2012-08-28
- Subjects: Discipline of children -- Educational aspects , School management and organization -- South Africa , Teaching -- South Africa -- Aims and objectives , Motivation in education
- Type: Thesis
- Identifier: uj:3309 , http://hdl.handle.net/10210/6712
- Description: M.Ed.
- Full Text:
- Authors: Otto, Bernard
- Date: 2012-08-28
- Subjects: Discipline of children -- Educational aspects , School management and organization -- South Africa , Teaching -- South Africa -- Aims and objectives , Motivation in education
- Type: Thesis
- Identifier: uj:3309 , http://hdl.handle.net/10210/6712
- Description: M.Ed.
- Full Text:
Learner involvement in school governance as an aspect of school management : implication for whole school development
- Authors: Mabena, Lizan Thabi
- Date: 2012-09-12
- Subjects: Student participation in administration -- South Africa , Student government -- South Africa , School management and organization -- South Africa
- Type: Mini-Dissertation
- Identifier: uj:10185 , http://hdl.handle.net/10210/7561
- Description: M.Ed. , Chapter one introduced the research topic and provided the background of the research. The research topic was introduced as learner involvement in school governance as an aspect of school management. Concepts were defined with reference to literature based on learner involvement, school management and whole school development. Chapter two presented the review of literature. In chapter two, the following received attention: The involvement of learners in school governance and management Legal status of learners in school governance Learner involvement in decision and policy-making. Chapter three explained the research methodology and how data was verified. A questionnaire was administered to elicit the opinion of educators on learner involvement in school governance as an aspect of school management and its implication for whole school development. A discussion of 10 items on learner involvement was presented. Chapter four analysed, interpreted and discussed the empirical data. The chapter explained the series of univariate and multivariate statistical tests that were done in responses from educators' perceptions about how learner involvement can develop schools wholly. The literature study indicated the following key points regarding learner involvement in education in South Africa. Some of the learners seem to be unable to define the scope of the role they have to play in the management and governance of the school. It is therefore, incumbent in terms of the democratic management of the school that learners in school governance have to be empowered. A literature study revealed that school governance should be inclusive of all stakeholders including learners. It has been discovered that learners involved in school governance do not continuously search for innovative ideas on how to govern schools. Instead, it appears from the data that some of the members of the educators unions have a hand in encouraging learners to participate in politics. Learner involvement in school governance is something new in the education system of South Africa Since learners are novice in the management of schools, they should receive proper guidance and directive from the principal and educators on how to manage schools effectively.
- Full Text:
- Authors: Mabena, Lizan Thabi
- Date: 2012-09-12
- Subjects: Student participation in administration -- South Africa , Student government -- South Africa , School management and organization -- South Africa
- Type: Mini-Dissertation
- Identifier: uj:10185 , http://hdl.handle.net/10210/7561
- Description: M.Ed. , Chapter one introduced the research topic and provided the background of the research. The research topic was introduced as learner involvement in school governance as an aspect of school management. Concepts were defined with reference to literature based on learner involvement, school management and whole school development. Chapter two presented the review of literature. In chapter two, the following received attention: The involvement of learners in school governance and management Legal status of learners in school governance Learner involvement in decision and policy-making. Chapter three explained the research methodology and how data was verified. A questionnaire was administered to elicit the opinion of educators on learner involvement in school governance as an aspect of school management and its implication for whole school development. A discussion of 10 items on learner involvement was presented. Chapter four analysed, interpreted and discussed the empirical data. The chapter explained the series of univariate and multivariate statistical tests that were done in responses from educators' perceptions about how learner involvement can develop schools wholly. The literature study indicated the following key points regarding learner involvement in education in South Africa. Some of the learners seem to be unable to define the scope of the role they have to play in the management and governance of the school. It is therefore, incumbent in terms of the democratic management of the school that learners in school governance have to be empowered. A literature study revealed that school governance should be inclusive of all stakeholders including learners. It has been discovered that learners involved in school governance do not continuously search for innovative ideas on how to govern schools. Instead, it appears from the data that some of the members of the educators unions have a hand in encouraging learners to participate in politics. Learner involvement in school governance is something new in the education system of South Africa Since learners are novice in the management of schools, they should receive proper guidance and directive from the principal and educators on how to manage schools effectively.
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Management of school fees exemptions : role of the principal
- Authors: Nsibande, Angel Hluphile
- Date: 2012-08-22
- Subjects: Education -- South Africa -- Finance. , School management and organization -- South Africa , School principals -- South Africa
- Type: Mini-Dissertation
- Identifier: uj:2938 , http://hdl.handle.net/10210/6366
- Description: M.Ed. , The purpose of this study is to investigate the management of school fees exemptions by school principals. Due to the current financial climate in South Africa, the responsibility for financing education is shifting increasingly from the government to the private sector and the parent community in particular. Consequently schools have to generate more funds to supplement state resources. These funds are administered and managed by school-based managers. Furthermore, this concept enhances the aspect of school fees management. The first chapter of this research provided a comprehensive orientation and background of the research problem. The aim of the research was presented and the method of research was discussed. In chapter two, the researcher concentrated on a focused literature study. The literature study explored the concept of the budget ; legislation and policy on school fees exemptions, accountability and transparency of principals. The research design and qualitative methodology was the subject of discussion in chapter three. An interview as a research instrument was explained. Therefore, various aspects of an interview as a research instrument were discussed. Findings of this research, which emanated both from the literature review on school fees exemptions and empirical research, revealed that poverty and unemployment are the main cause of non-payment of school fees. It was also revealed that parents are not aware of the school fees exemptions policy and that they do not apply for school fees exemptions. Another reason for non payment of school fees is the mismanagement of school fees. The recommendations regarding addressing problems of non-payment of school fees in our country were provided.
- Full Text:
- Authors: Nsibande, Angel Hluphile
- Date: 2012-08-22
- Subjects: Education -- South Africa -- Finance. , School management and organization -- South Africa , School principals -- South Africa
- Type: Mini-Dissertation
- Identifier: uj:2938 , http://hdl.handle.net/10210/6366
- Description: M.Ed. , The purpose of this study is to investigate the management of school fees exemptions by school principals. Due to the current financial climate in South Africa, the responsibility for financing education is shifting increasingly from the government to the private sector and the parent community in particular. Consequently schools have to generate more funds to supplement state resources. These funds are administered and managed by school-based managers. Furthermore, this concept enhances the aspect of school fees management. The first chapter of this research provided a comprehensive orientation and background of the research problem. The aim of the research was presented and the method of research was discussed. In chapter two, the researcher concentrated on a focused literature study. The literature study explored the concept of the budget ; legislation and policy on school fees exemptions, accountability and transparency of principals. The research design and qualitative methodology was the subject of discussion in chapter three. An interview as a research instrument was explained. Therefore, various aspects of an interview as a research instrument were discussed. Findings of this research, which emanated both from the literature review on school fees exemptions and empirical research, revealed that poverty and unemployment are the main cause of non-payment of school fees. It was also revealed that parents are not aware of the school fees exemptions policy and that they do not apply for school fees exemptions. Another reason for non payment of school fees is the mismanagement of school fees. The recommendations regarding addressing problems of non-payment of school fees in our country were provided.
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Empowering communication as an aspect of managerial communication in the training and development of principals
- Authors: Conley, Lloyd Nolan
- Date: 2012-08-22
- Subjects: School principals -- Training of -- South Africa , School management and organization -- South Africa , Communication in management -- South Africa
- Type: Thesis
- Identifier: uj:2987 , http://hdl.handle.net/10210/6411
- Description: D.Ed. , On surveying education in South Africa, it becomes clear that there is a vast and pervasive effort to reform schools. Criticism from several quarters regarding the lack of effective managerial skills of principals including empowering communication indicates the importance of research into the communicative competencies of educational managers. The development of training programmes in effective communication skills for principals is thus imperative. A group of M.Ed. students from the Rand Afrikaans University that investigated communicative competence discovered that three areas played an important role in the process of managerial communication (Phillips, 1996:100). The three areas that were exposed and needed further investigation were: Democratic managerial communication; Empowering managerial communication; Collegial managerial communication. This researcher will be concentrating on empowering communication as an aspect of managerial communication in the training and development of principals. Taking cognizance of the above, the research problem can be encapsulated by means of the following questions: Which aspects of managerial communication are essential for the training and development of effective principals? What are the essential aspects of empowering managerial communication? What is the perception of principals and educators regarding empowering managerial communication in the training and development of principals? Which aspects of empowering managerial communication are fundamental in a training program for principals? In the light of the problem questions formulated above, it is important to formulate the aims and objectives for this research.
- Full Text:
- Authors: Conley, Lloyd Nolan
- Date: 2012-08-22
- Subjects: School principals -- Training of -- South Africa , School management and organization -- South Africa , Communication in management -- South Africa
- Type: Thesis
- Identifier: uj:2987 , http://hdl.handle.net/10210/6411
- Description: D.Ed. , On surveying education in South Africa, it becomes clear that there is a vast and pervasive effort to reform schools. Criticism from several quarters regarding the lack of effective managerial skills of principals including empowering communication indicates the importance of research into the communicative competencies of educational managers. The development of training programmes in effective communication skills for principals is thus imperative. A group of M.Ed. students from the Rand Afrikaans University that investigated communicative competence discovered that three areas played an important role in the process of managerial communication (Phillips, 1996:100). The three areas that were exposed and needed further investigation were: Democratic managerial communication; Empowering managerial communication; Collegial managerial communication. This researcher will be concentrating on empowering communication as an aspect of managerial communication in the training and development of principals. Taking cognizance of the above, the research problem can be encapsulated by means of the following questions: Which aspects of managerial communication are essential for the training and development of effective principals? What are the essential aspects of empowering managerial communication? What is the perception of principals and educators regarding empowering managerial communication in the training and development of principals? Which aspects of empowering managerial communication are fundamental in a training program for principals? In the light of the problem questions formulated above, it is important to formulate the aims and objectives for this research.
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Dimensions of culture and their implication for management in South African schools
- Authors: Sewlall, Kanakammah
- Date: 2012-09-12
- Subjects: School management and organization -- South Africa , Educational anthropology -- South Africa , Multicultural education -- South Africa
- Type: Mini-Dissertation
- Identifier: uj:10097 , http://hdl.handle.net/10210/7481
- Description: M.Ed. , This study, which locates itself within the context of educational transformation in South Africa, focuses on culture and its implication for school management in a multicultural environment. Hofstede's (1987:9) comments on how culture influences management are pertinent to this endeavour: "Management is something done by people to people. It is a human rather than a technical process. If the people in question differ, say, if they are Japanese instead of American, management will be done differently and this is unavoidable and natural. ...It is now customary to label these differences as cultural." Luthans (1989:50) also states that when people join an organization (which in this research will refer to the school), they bring with them thd values and beliefs they have been taught. Adler (1983:231) emphasizes the major impact of culture on the ways in which individuals and groups function within organizations. This considerable impact that culture has on individuals is also conceded by Silver (1983:249). Every aspect of people's lives, such as the food they eat, the clothes they wear and their patterns of thought are indicative of the culture to which they belong.
- Full Text:
- Authors: Sewlall, Kanakammah
- Date: 2012-09-12
- Subjects: School management and organization -- South Africa , Educational anthropology -- South Africa , Multicultural education -- South Africa
- Type: Mini-Dissertation
- Identifier: uj:10097 , http://hdl.handle.net/10210/7481
- Description: M.Ed. , This study, which locates itself within the context of educational transformation in South Africa, focuses on culture and its implication for school management in a multicultural environment. Hofstede's (1987:9) comments on how culture influences management are pertinent to this endeavour: "Management is something done by people to people. It is a human rather than a technical process. If the people in question differ, say, if they are Japanese instead of American, management will be done differently and this is unavoidable and natural. ...It is now customary to label these differences as cultural." Luthans (1989:50) also states that when people join an organization (which in this research will refer to the school), they bring with them thd values and beliefs they have been taught. Adler (1983:231) emphasizes the major impact of culture on the ways in which individuals and groups function within organizations. This considerable impact that culture has on individuals is also conceded by Silver (1983:249). Every aspect of people's lives, such as the food they eat, the clothes they wear and their patterns of thought are indicative of the culture to which they belong.
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Educator development as an aspect of whole school evaluation
- Mathe, Khethiwe Sibongiseni Jabulisile
- Authors: Mathe, Khethiwe Sibongiseni Jabulisile
- Date: 2012-09-12
- Subjects: Schools -- Evaluation , Teachers -- Training of -- South Africa , School management and organization -- South Africa
- Type: Mini-Dissertation
- Identifier: uj:10118 , http://hdl.handle.net/10210/7500
- Description: M.Ed. , In chapter one the motivation of the study, the problem statement, aim of the research concept clarification and research methodology was provided. In chapter two the focus was on a literature review, getting other researchers views, theories and their findings on educator development. The literature study discussed the following aspects: whole school evaluation; educator development; essential aspects of educator development; educator development design; strategies; significance of educator development; and implications for school management. Nine areas for evaluation were mentioned and the one associated with this research, namely educator development was discussed in detail. The design of the research study was explained in chapter three. A brief discussion and a motivation of ten questions chosen by this researcher was given. Most of the questions resulted in high mean scores, which indicate that most of the respondents chose options and 6 on the equal interval scale. This is a reflection of the significance that respondents attach to these aspects as they mostly agreed to strongly agreed with most of the items. The analysis and interpretation of the empirical data was discussed in chapter four. The reliability ad validity of the structures questionnaire was provided. There were seven first order factors and two-second order factors. These factors were named "essential educator competencies" and "effective management skills" respectively. Appropriate hypotheses were stated together with the appropriate statistical tests. Finally, factor mean scores of the various independent groups were compared with one another and briefly discussion.
- Full Text:
- Authors: Mathe, Khethiwe Sibongiseni Jabulisile
- Date: 2012-09-12
- Subjects: Schools -- Evaluation , Teachers -- Training of -- South Africa , School management and organization -- South Africa
- Type: Mini-Dissertation
- Identifier: uj:10118 , http://hdl.handle.net/10210/7500
- Description: M.Ed. , In chapter one the motivation of the study, the problem statement, aim of the research concept clarification and research methodology was provided. In chapter two the focus was on a literature review, getting other researchers views, theories and their findings on educator development. The literature study discussed the following aspects: whole school evaluation; educator development; essential aspects of educator development; educator development design; strategies; significance of educator development; and implications for school management. Nine areas for evaluation were mentioned and the one associated with this research, namely educator development was discussed in detail. The design of the research study was explained in chapter three. A brief discussion and a motivation of ten questions chosen by this researcher was given. Most of the questions resulted in high mean scores, which indicate that most of the respondents chose options and 6 on the equal interval scale. This is a reflection of the significance that respondents attach to these aspects as they mostly agreed to strongly agreed with most of the items. The analysis and interpretation of the empirical data was discussed in chapter four. The reliability ad validity of the structures questionnaire was provided. There were seven first order factors and two-second order factors. These factors were named "essential educator competencies" and "effective management skills" respectively. Appropriate hypotheses were stated together with the appropriate statistical tests. Finally, factor mean scores of the various independent groups were compared with one another and briefly discussion.
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Implementing policies of employment equity and affirmative action in public schools : implications for the management of non-educators
- Authors: Motsisi, Antonia Tebogo
- Date: 2012-08-22
- Subjects: Blacks -- South Africa -- Employment , Discrimination in employment -- South Africa , Affirmative action programs -- South Africa , School principals -- South Africa , Personnel management -- South Africa , School management and organization -- South Africa
- Type: Mini-Dissertation
- Identifier: uj:2957 , http://hdl.handle.net/10210/6384
- Description: M.Ed. , The focus of this investigation is on the perceptions of non-educators and school principals with regard to the implementation of the policies of employment equity and affirmative action in public schools. There were gross inequalities that were perpetuated by a policy of employment segregation prior to the 1994 democratic government that skewed human and physical resources in favour of the white people. This adversely affected the employment status of non-educators in public schools. To this end, public schools lacked credibility and legitimacy and service delivery became inefficient on account of unfair employment policies and practices. Therefore, the promulgation of the policies of employment equity and affirmative action became a necessity through which equalisation of employment opportunities could be realised. The purpose of this study is to explore and understand the perceptions of non-educators and principals with regard to the implementation of the aforesaid policies and how they address their employment barriers that were legislated during the apartheid era in the South African public schools. The perceptions of non-educators and school principals with regard to the implementation of employment policies were investigated. Furthermore, an investigation on the implications for the management of non-educators in public schools were contextually explored, observed and described in a natural setting, via in-depth semi-structured interviews thus allowing an indepth and qualitative description of their views and beliefs. The raw data was transcribed verbatim from tape recorder and videotape. Data was analysed by margin coding and by clustering data into categories and sub-categories. Conclusions were drawn and recommendations made for further research. The research study revealed that there is a need for practical implementation of the policies of employment equity and affirmative action in public schools. In order to implement the policies appropriately, it was discovered that training and development should occur alongside monitoring and evaluation, and a participatory management style that encompasses noneducators in public schools.
- Full Text:
- Authors: Motsisi, Antonia Tebogo
- Date: 2012-08-22
- Subjects: Blacks -- South Africa -- Employment , Discrimination in employment -- South Africa , Affirmative action programs -- South Africa , School principals -- South Africa , Personnel management -- South Africa , School management and organization -- South Africa
- Type: Mini-Dissertation
- Identifier: uj:2957 , http://hdl.handle.net/10210/6384
- Description: M.Ed. , The focus of this investigation is on the perceptions of non-educators and school principals with regard to the implementation of the policies of employment equity and affirmative action in public schools. There were gross inequalities that were perpetuated by a policy of employment segregation prior to the 1994 democratic government that skewed human and physical resources in favour of the white people. This adversely affected the employment status of non-educators in public schools. To this end, public schools lacked credibility and legitimacy and service delivery became inefficient on account of unfair employment policies and practices. Therefore, the promulgation of the policies of employment equity and affirmative action became a necessity through which equalisation of employment opportunities could be realised. The purpose of this study is to explore and understand the perceptions of non-educators and principals with regard to the implementation of the aforesaid policies and how they address their employment barriers that were legislated during the apartheid era in the South African public schools. The perceptions of non-educators and school principals with regard to the implementation of employment policies were investigated. Furthermore, an investigation on the implications for the management of non-educators in public schools were contextually explored, observed and described in a natural setting, via in-depth semi-structured interviews thus allowing an indepth and qualitative description of their views and beliefs. The raw data was transcribed verbatim from tape recorder and videotape. Data was analysed by margin coding and by clustering data into categories and sub-categories. Conclusions were drawn and recommendations made for further research. The research study revealed that there is a need for practical implementation of the policies of employment equity and affirmative action in public schools. In order to implement the policies appropriately, it was discovered that training and development should occur alongside monitoring and evaluation, and a participatory management style that encompasses noneducators in public schools.
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Strategiese bestuur as bestuursopgawe vir die topbestuur van die sekondêre skool
- Van Heerden, Martinus Phillippus
- Authors: Van Heerden, Martinus Phillippus
- Date: 2012-08-16
- Subjects: School management and organization -- South Africa , School administrators -- Management , Education, Secondary -- South Africa -- Management , Organizational effectiveness -- Evaluation
- Type: Thesis
- Identifier: http://ujcontent.uj.ac.za8080/10210/380661 , uj:2577 , http://hdl.handle.net/10210/6028
- Description: M.Ed. , High demands in education are set by a complicated and rapidly developing society. Due to better techniques and changing circumstances the task of the principal as well as his management team has become more complex. The management team no longer needs to be reactive to changing circumstances. A pro-active approach such as strategic management can be followed. Strategic management demands that the school management team develop a strategic plan. The mission must be formulated in conjunction with all interested parties. Once the main aim has been compiled, an analysis of the internal environment of the school should take place in order to determine strong and weak points. It now becomes the urgent task of the management team to pay attention to the following aspects, namely: structure, culture, climate, resources, manpower and marketing in order to determine the prevailing situation in the school. Analysis of the external environment should guide the management team to pinpoint the opportunities and threats present in the school environment. A clear mission and an awareness of the school's strong and weak points, as well as the opportunities and threats should lead to the development of aims and objectives. This in turn leads to establishing a common ground for meaningful functioning within the school. It becomes the task of the management team to consider alternative strategies for the execution of the school's aims/objectives. After careful consideration of alternative strategies a choice has to be made as to which strategy should be followed. This strategic plan must be changed into a practical plan. It is essential that the objectives of the strategies are carefully formulated. This in turn leads to the implementation of short term functional activities. A policy framework is developed wherein decisions must be taken and this becomes a barometer as to how all the set aims/objectives are to be achieved. The institutionalization of the policy demands a thorough reflection of organisation structure, leadership, culture and the various means of recognition. Strategy and structure should complement each other. Several structures and their suitability should be considered for strategy implementation. Successful strategy implementation demands strong leadership characterized by personal example. Strategic management is a participative management process. The value of visible management can never be overemphasized. Successful implementation demands that there be clarity of present and envisaged school culture. School culture and the chosen strategy must complement each other. Recognition is an important part of strategical implementation and will motivate staff, which will lead to success. The last part of the strategic management model is the evaluation of performance and the control of work activities. Control follows planning. It ensures that the school achieves what it set out to accomplish. Just as planning involves the setting of objectives along with the strategies and programs necessary to accomplish them, the control process compares performance with desired results and provides the feedback necessary for management to evaluate the results and take corrective action, as needed. This process consists of a four-step feedback model, but is not always easily distinguished. The identification of key success factor areas and strategical control points help to facilitate control. One should also consider.
- Full Text:
- Authors: Van Heerden, Martinus Phillippus
- Date: 2012-08-16
- Subjects: School management and organization -- South Africa , School administrators -- Management , Education, Secondary -- South Africa -- Management , Organizational effectiveness -- Evaluation
- Type: Thesis
- Identifier: http://ujcontent.uj.ac.za8080/10210/380661 , uj:2577 , http://hdl.handle.net/10210/6028
- Description: M.Ed. , High demands in education are set by a complicated and rapidly developing society. Due to better techniques and changing circumstances the task of the principal as well as his management team has become more complex. The management team no longer needs to be reactive to changing circumstances. A pro-active approach such as strategic management can be followed. Strategic management demands that the school management team develop a strategic plan. The mission must be formulated in conjunction with all interested parties. Once the main aim has been compiled, an analysis of the internal environment of the school should take place in order to determine strong and weak points. It now becomes the urgent task of the management team to pay attention to the following aspects, namely: structure, culture, climate, resources, manpower and marketing in order to determine the prevailing situation in the school. Analysis of the external environment should guide the management team to pinpoint the opportunities and threats present in the school environment. A clear mission and an awareness of the school's strong and weak points, as well as the opportunities and threats should lead to the development of aims and objectives. This in turn leads to establishing a common ground for meaningful functioning within the school. It becomes the task of the management team to consider alternative strategies for the execution of the school's aims/objectives. After careful consideration of alternative strategies a choice has to be made as to which strategy should be followed. This strategic plan must be changed into a practical plan. It is essential that the objectives of the strategies are carefully formulated. This in turn leads to the implementation of short term functional activities. A policy framework is developed wherein decisions must be taken and this becomes a barometer as to how all the set aims/objectives are to be achieved. The institutionalization of the policy demands a thorough reflection of organisation structure, leadership, culture and the various means of recognition. Strategy and structure should complement each other. Several structures and their suitability should be considered for strategy implementation. Successful strategy implementation demands strong leadership characterized by personal example. Strategic management is a participative management process. The value of visible management can never be overemphasized. Successful implementation demands that there be clarity of present and envisaged school culture. School culture and the chosen strategy must complement each other. Recognition is an important part of strategical implementation and will motivate staff, which will lead to success. The last part of the strategic management model is the evaluation of performance and the control of work activities. Control follows planning. It ensures that the school achieves what it set out to accomplish. Just as planning involves the setting of objectives along with the strategies and programs necessary to accomplish them, the control process compares performance with desired results and provides the feedback necessary for management to evaluate the results and take corrective action, as needed. This process consists of a four-step feedback model, but is not always easily distinguished. The identification of key success factor areas and strategical control points help to facilitate control. One should also consider.
- Full Text:
Financial management as an aspect of school management : implication for whole school development
- Authors: Mochatsi, Moferefere
- Date: 2012-09-05
- Subjects: Education -- Finance , School management and organization -- South Africa , School budgets -- South Africa
- Type: Mini-Dissertation
- Identifier: uj:3619 , http://hdl.handle.net/10210/6998
- Description: M.Ed. , School-based self-management schools, has become the main concern for the provision of quality education, especially during this transitional period. This has prompted emphasis on whole school development. This minidissertation thus is mainly focused on financial management as an aspect of school management. Since the concept of financial management is broad there has been a need to focus on its components, which would help reveal its importance. Budget, which forms the main core of this investigation, has been identified as one of the components of financial management. Due to the current financial climate in South Africa, the responsibility for financing education is shifting increasingly to the private sector and business and parent communities in particular. Consequently, schools have to generate more funds to supplement state resources. These funds are administered and managed by school-based managers. Furthermore this concept enhances the two aspects of financial management identified in this regards school fees and co-operative school governance. A legislative perspective of school fees was intensively investigated. Also a legislative and literature view of co-operative school governance was intensively investigated. Findings of this mini-dissertation, which emanate both from the literature review and empirical analysis of this mini-dissertation revealed the importance of financial management as an aspect of whole school development. This study has further proved that co-operative school governance enhances transformation, partnership, accountability and ownership of schools by communities. Also, the investigation of financial management as an aspect of school management has revealed its impact on whole school development. The recommendations, which were based on the findings of the study, emphasise the importance of budget, budget control, accurate system for recording financial transactions, financial information and audited financial statement. Also the recommendation to pay school fees by parents who are liable to supplement the resources provided by the state was made. The study therefore, serves as an indication of the importance of budget in financial management, especially in our present day. Summarily, this implies that this research work, based on a pertinent issue such as financial management has proved to be of significance, not only to the researchers, but also to stakeholders. It is evident therefore that, this study will not only be beneficial to a small area, but to quite a wide area. It's value lies in it's intention, which is whole school development.
- Full Text:
- Authors: Mochatsi, Moferefere
- Date: 2012-09-05
- Subjects: Education -- Finance , School management and organization -- South Africa , School budgets -- South Africa
- Type: Mini-Dissertation
- Identifier: uj:3619 , http://hdl.handle.net/10210/6998
- Description: M.Ed. , School-based self-management schools, has become the main concern for the provision of quality education, especially during this transitional period. This has prompted emphasis on whole school development. This minidissertation thus is mainly focused on financial management as an aspect of school management. Since the concept of financial management is broad there has been a need to focus on its components, which would help reveal its importance. Budget, which forms the main core of this investigation, has been identified as one of the components of financial management. Due to the current financial climate in South Africa, the responsibility for financing education is shifting increasingly to the private sector and business and parent communities in particular. Consequently, schools have to generate more funds to supplement state resources. These funds are administered and managed by school-based managers. Furthermore this concept enhances the two aspects of financial management identified in this regards school fees and co-operative school governance. A legislative perspective of school fees was intensively investigated. Also a legislative and literature view of co-operative school governance was intensively investigated. Findings of this mini-dissertation, which emanate both from the literature review and empirical analysis of this mini-dissertation revealed the importance of financial management as an aspect of whole school development. This study has further proved that co-operative school governance enhances transformation, partnership, accountability and ownership of schools by communities. Also, the investigation of financial management as an aspect of school management has revealed its impact on whole school development. The recommendations, which were based on the findings of the study, emphasise the importance of budget, budget control, accurate system for recording financial transactions, financial information and audited financial statement. Also the recommendation to pay school fees by parents who are liable to supplement the resources provided by the state was made. The study therefore, serves as an indication of the importance of budget in financial management, especially in our present day. Summarily, this implies that this research work, based on a pertinent issue such as financial management has proved to be of significance, not only to the researchers, but also to stakeholders. It is evident therefore that, this study will not only be beneficial to a small area, but to quite a wide area. It's value lies in it's intention, which is whole school development.
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Personal mastery as an aspect of leadership : implication for the management of teacher competence
- Authors: Govender, Premapragasan
- Date: 2012-09-12
- Subjects: Teachers -- Rating of , Teachers -- Training of -- South Africa -- Evaluation , Competency based education -- South Africa , Leadership -- Evaluation , School management and organization -- South Africa
- Type: Mini-Dissertation
- Identifier: uj:10266 , http://hdl.handle.net/10210/7636
- Description: M.Ed. , Chapter one provides the motivation for the study and a description of the problems. It outlines the aim of the research, the methodology used and clarifies certai ►,concepts that will be used in this study. Chapter two focussed on the exposition of the topic of the research project, that is PERSONAL MASTERY AS AN ASPECT OF LEADERSHIP : IMPLICATION FOR THE MANAGEMENT OF TEACHER COMPETENCE. The main aim of the research project was to determine whether personal mastery, as an aspect of leadership, can serve to enhance teacher competence. In order to realise this aim a literature survey was undertaken and this served as a foundation upon which the empirical research could be based. The discussion in Chapter two centres around teacher competence, leadership and personal mastery. The study supports the view that throughout a teacher's career, teachers will be changing the scope of their competence, through becoming more specialist, through moving into newly developing areas of professional work or through taking on management or leadership roles, and they will also be continuously developing the quality of their work in a number of areas, beyond the level of competence to one of proficiency, expertise or personal mastery. The design of the research project was explained in Chapter three. A description of the empirical investigation was provided. The questionnaire was discussed and the course of the research was briefly indicated. All the questions relevant to leadership resulted in high mean scores that is between 3,64 to 4,35. The analysis and interpretation of the empirical data was discussed in Chapter four. The construct validity of the research instrument was investigated by means of two successive factor analyses which reduced the 108 items to just two factors namely : Educative competence consisting of 81 items with a reliability co-efficient of 0,978; and Collaborative competence consisting of 27 items with a reliability coefficient of 0, 918.
- Full Text:
- Authors: Govender, Premapragasan
- Date: 2012-09-12
- Subjects: Teachers -- Rating of , Teachers -- Training of -- South Africa -- Evaluation , Competency based education -- South Africa , Leadership -- Evaluation , School management and organization -- South Africa
- Type: Mini-Dissertation
- Identifier: uj:10266 , http://hdl.handle.net/10210/7636
- Description: M.Ed. , Chapter one provides the motivation for the study and a description of the problems. It outlines the aim of the research, the methodology used and clarifies certai ►,concepts that will be used in this study. Chapter two focussed on the exposition of the topic of the research project, that is PERSONAL MASTERY AS AN ASPECT OF LEADERSHIP : IMPLICATION FOR THE MANAGEMENT OF TEACHER COMPETENCE. The main aim of the research project was to determine whether personal mastery, as an aspect of leadership, can serve to enhance teacher competence. In order to realise this aim a literature survey was undertaken and this served as a foundation upon which the empirical research could be based. The discussion in Chapter two centres around teacher competence, leadership and personal mastery. The study supports the view that throughout a teacher's career, teachers will be changing the scope of their competence, through becoming more specialist, through moving into newly developing areas of professional work or through taking on management or leadership roles, and they will also be continuously developing the quality of their work in a number of areas, beyond the level of competence to one of proficiency, expertise or personal mastery. The design of the research project was explained in Chapter three. A description of the empirical investigation was provided. The questionnaire was discussed and the course of the research was briefly indicated. All the questions relevant to leadership resulted in high mean scores that is between 3,64 to 4,35. The analysis and interpretation of the empirical data was discussed in Chapter four. The construct validity of the research instrument was investigated by means of two successive factor analyses which reduced the 108 items to just two factors namely : Educative competence consisting of 81 items with a reliability co-efficient of 0,978; and Collaborative competence consisting of 27 items with a reliability coefficient of 0, 918.
- Full Text:
Discipline as an aspect of learner development : implication for whole school development
- Authors: Matodzi, Mutshutshu Erick
- Date: 2012-09-07
- Subjects: School discipline -- South Africa , School management and organization -- South Africa , Developmental psychology
- Type: Mini-Dissertation
- Identifier: uj:9741 , http://hdl.handle.net/10210/7150
- Description: M.Ed. , Chapter one was mostly concerned with the introduction of the problems, the statement to the problem, aim of the research, research methodology and concepts clarification. In chapter two, a review of the relevant literature was presented by means of discussing the nature of whole school development, importance of discipline as an aspects of learner development, causes of disciplinary problems, strategies whereby discipline may be maintained and the implication of the Bill of Rights on discipline as an aspect of learner development. Chapter three provided a description of empirical design. The research methodology and the items in the questionnaire associated with discipline as an aspect of learner development were discussed. In chapter four, the analysis and interpretation of the empirical data was presented. The service of univariate and multivariate statistical tests were done in order to test the various hypothesis regarding the responses from educators' opinions about discipline as an aspect of learner development. After the evident analysis of the statistical tests dealt within this research was conducted, some important findings emanate which result in illuminating recommendations. These findings are discussed below.
- Full Text:
- Authors: Matodzi, Mutshutshu Erick
- Date: 2012-09-07
- Subjects: School discipline -- South Africa , School management and organization -- South Africa , Developmental psychology
- Type: Mini-Dissertation
- Identifier: uj:9741 , http://hdl.handle.net/10210/7150
- Description: M.Ed. , Chapter one was mostly concerned with the introduction of the problems, the statement to the problem, aim of the research, research methodology and concepts clarification. In chapter two, a review of the relevant literature was presented by means of discussing the nature of whole school development, importance of discipline as an aspects of learner development, causes of disciplinary problems, strategies whereby discipline may be maintained and the implication of the Bill of Rights on discipline as an aspect of learner development. Chapter three provided a description of empirical design. The research methodology and the items in the questionnaire associated with discipline as an aspect of learner development were discussed. In chapter four, the analysis and interpretation of the empirical data was presented. The service of univariate and multivariate statistical tests were done in order to test the various hypothesis regarding the responses from educators' opinions about discipline as an aspect of learner development. After the evident analysis of the statistical tests dealt within this research was conducted, some important findings emanate which result in illuminating recommendations. These findings are discussed below.
- Full Text:
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