Principals' vision of excellence as an aspect of strategic leadership
- Van Zyl, Maria Theodora Jacoba
- Authors: Van Zyl, Maria Theodora Jacoba
- Date: 2012-08-20
- Subjects: School principals. , Leadership. , School management and organization.
- Type: Mini-Dissertation
- Identifier: http://ujcontent.uj.ac.za8080/10210/381750 , uj:2832 , http://hdl.handle.net/10210/6268
- Description: M.Ed. , No job in schools is undergoing greater change than that of the principal. Increasingly research shows that educational leadership is a critical determinant of educational quality (Dekker and Lemmer, 1993:361). A major goal of restructuring the vision of excellence for an organisation is to enlist broader participation in school decision-making and operation. The decentralisation of authority within schools permits expanded roles for educators and all stakeholders in the processes of handling governance issues and planning a school's vision. As a holistic leader the principal should lead and guide his/her subordinates. Even the most effective leaders cannot succeed on their own. They need the support of all the team members. Leadership is not management. Management is to do things right, while leadership is to do the right things. Holistic leadership on the other hand includes components such as a professionally inviting culture, effective communication, ethical foundation, a vision of excellence, empowering followers, personal mastery, collaboration and open-handedness. A "SWOT"-analysis will determine the internal strengths and weaknesses of the school and point out the external opportunities and threats from the society or environment. Strategic choices should be identified to determine short, middle, and longterm influences on the school. The key issues of the vision will guide principals to the implementation process, where everybody should be involved to make changes or to replan. After implementation, controlling and supporting, teams should get feedback and be supported with financial resources. The influence of politics, the economy, society and technology should be taken into consideration to ensure that the values, beliefs, policies, culture and philosophy of the school will lead to a vision of excellence. This neverending process ensure that the vision, mission and goals will lead to real achievement. The vision of excellence will be the desired outcome and result of the shared vision and change. Without a vision the purpose and processes of any organisation or school are all useless.
- Full Text:
- Authors: Van Zyl, Maria Theodora Jacoba
- Date: 2012-08-20
- Subjects: School principals. , Leadership. , School management and organization.
- Type: Mini-Dissertation
- Identifier: http://ujcontent.uj.ac.za8080/10210/381750 , uj:2832 , http://hdl.handle.net/10210/6268
- Description: M.Ed. , No job in schools is undergoing greater change than that of the principal. Increasingly research shows that educational leadership is a critical determinant of educational quality (Dekker and Lemmer, 1993:361). A major goal of restructuring the vision of excellence for an organisation is to enlist broader participation in school decision-making and operation. The decentralisation of authority within schools permits expanded roles for educators and all stakeholders in the processes of handling governance issues and planning a school's vision. As a holistic leader the principal should lead and guide his/her subordinates. Even the most effective leaders cannot succeed on their own. They need the support of all the team members. Leadership is not management. Management is to do things right, while leadership is to do the right things. Holistic leadership on the other hand includes components such as a professionally inviting culture, effective communication, ethical foundation, a vision of excellence, empowering followers, personal mastery, collaboration and open-handedness. A "SWOT"-analysis will determine the internal strengths and weaknesses of the school and point out the external opportunities and threats from the society or environment. Strategic choices should be identified to determine short, middle, and longterm influences on the school. The key issues of the vision will guide principals to the implementation process, where everybody should be involved to make changes or to replan. After implementation, controlling and supporting, teams should get feedback and be supported with financial resources. The influence of politics, the economy, society and technology should be taken into consideration to ensure that the values, beliefs, policies, culture and philosophy of the school will lead to a vision of excellence. This neverending process ensure that the vision, mission and goals will lead to real achievement. The vision of excellence will be the desired outcome and result of the shared vision and change. Without a vision the purpose and processes of any organisation or school are all useless.
- Full Text:
School governance capacity building : implications for effective school management
- Mashile, Alexander Makadikwe.
- Authors: Mashile, Alexander Makadikwe.
- Date: 2012-08-15
- Subjects: School administrators. , School management and organization. , Educational planning.
- Type: Thesis
- Identifier: uj:9344 , http://hdl.handle.net/10210/5783
- Description: D.Ed. , The objective of this thesis was to investigate, both qualitatively and quantitatively the school governance capacity building of school governing bodies in the Witbank district, Mpumalanga province, for the effective management of schools. A literature survey was undertaken and it is evident that, against the background of effective school governance, there is a definite need for more specific and up to date capacity building for school governing bodies. Furthermore, the importance of capacity building as an aspect of school governance capacity building and its implications for effective school management as a process, is emphasized. An empirical study was undertaken. In this research a questionnaire and focus group interviews were used. The research design is discussed in chapter four. In chapter five the analysis and interpretation of both the questionnaire and the focus group interview has been discussed. The literature study undertaken in chapter two discusses the problems regarding school governance capacity building tried in other countries. The two instruments were used to gauge the opinions of the school governing bodies' capacity in respect of school governance. Their responses to the questionnaire were analysed by means of multivariate and univariate statistical tests. From the sixty two questions, twenty were selected for the purpose of further qualitative analysis. The sixty two questions were then reduced to three factors using two consecutive factor analytic procedures: Factor 1- competent school governance. Factor 2- accountable collaborative school governance; and Factor 3- selection criteria. The competent school governance factor consists of 39 questions with a Cronbach - Alpha reliability coefficient of 0,9412. The accountable collaborative school governance factor consists of 20 questions with a Cronbach-Alpha reliability coefficient of 0,8684. Selection criteria consist of three questions with a Cronbach-Alpha reliability coefficient of 0,559. Multivariate and univariate statistical analyses were used to test the various hypotheses regarding school governance capacity building. Significant statistical differences between the mean score of two independent groups were investigated using Hotelling's T2 test and the Student t-test. Three or more independent groups were first tested at the multivariate level using MANOVA (multivariate analysis of variance). Any differences found at this level were further investigated using the ANOVA (analysis of variance) test at the univariate level. Pair-wise differences were investigated using the Dunette T3 or Scheffe test. Focus group interviews were also conducted because of the poor response to the questionnaires. Ten questions were developed around school governance capacity building which were used during the focus group interviews. The analysis of the data obtained from the focus group interviews clearly indicated a lack of capacity on the part of the three main components of the school governing body namely - parents, non-educators and learners. The following important recommendations emanated from this research: School governance capacity building is a crucial necessity. According to the findings of the research, respondents exposed a lack of capacity in their governance. Respondents also believe that they would have been better SGB's if they had the necessary training workshops.
- Full Text:
- Authors: Mashile, Alexander Makadikwe.
- Date: 2012-08-15
- Subjects: School administrators. , School management and organization. , Educational planning.
- Type: Thesis
- Identifier: uj:9344 , http://hdl.handle.net/10210/5783
- Description: D.Ed. , The objective of this thesis was to investigate, both qualitatively and quantitatively the school governance capacity building of school governing bodies in the Witbank district, Mpumalanga province, for the effective management of schools. A literature survey was undertaken and it is evident that, against the background of effective school governance, there is a definite need for more specific and up to date capacity building for school governing bodies. Furthermore, the importance of capacity building as an aspect of school governance capacity building and its implications for effective school management as a process, is emphasized. An empirical study was undertaken. In this research a questionnaire and focus group interviews were used. The research design is discussed in chapter four. In chapter five the analysis and interpretation of both the questionnaire and the focus group interview has been discussed. The literature study undertaken in chapter two discusses the problems regarding school governance capacity building tried in other countries. The two instruments were used to gauge the opinions of the school governing bodies' capacity in respect of school governance. Their responses to the questionnaire were analysed by means of multivariate and univariate statistical tests. From the sixty two questions, twenty were selected for the purpose of further qualitative analysis. The sixty two questions were then reduced to three factors using two consecutive factor analytic procedures: Factor 1- competent school governance. Factor 2- accountable collaborative school governance; and Factor 3- selection criteria. The competent school governance factor consists of 39 questions with a Cronbach - Alpha reliability coefficient of 0,9412. The accountable collaborative school governance factor consists of 20 questions with a Cronbach-Alpha reliability coefficient of 0,8684. Selection criteria consist of three questions with a Cronbach-Alpha reliability coefficient of 0,559. Multivariate and univariate statistical analyses were used to test the various hypotheses regarding school governance capacity building. Significant statistical differences between the mean score of two independent groups were investigated using Hotelling's T2 test and the Student t-test. Three or more independent groups were first tested at the multivariate level using MANOVA (multivariate analysis of variance). Any differences found at this level were further investigated using the ANOVA (analysis of variance) test at the univariate level. Pair-wise differences were investigated using the Dunette T3 or Scheffe test. Focus group interviews were also conducted because of the poor response to the questionnaires. Ten questions were developed around school governance capacity building which were used during the focus group interviews. The analysis of the data obtained from the focus group interviews clearly indicated a lack of capacity on the part of the three main components of the school governing body namely - parents, non-educators and learners. The following important recommendations emanated from this research: School governance capacity building is a crucial necessity. According to the findings of the research, respondents exposed a lack of capacity in their governance. Respondents also believe that they would have been better SGB's if they had the necessary training workshops.
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Community involvement as an aspect of school management : implication for whole school development
- Tshikororo, Munyadziwa Constance
- Authors: Tshikororo, Munyadziwa Constance
- Date: 2012-08-20
- Subjects: Community and school. , School management and organization. , Educational planning.
- Type: Mini-Dissertation
- Identifier: uj:2771 , http://hdl.handle.net/10210/6211
- Description: M.Ed. , Although the premise exists that the community and schools are indispensable partners in the development of the school, practice remains far behind. The involvement of the community in schools is still very unsatisfactory. In the light of the preceding discussion the research problem is formulated as follows: • What is the nature of community involvement as an aspect of school management for whole school development? • What are the causes of lack of community involvement in schools? • How do educators perceive the involvement of community in schools? • What strategies can be employed to improve the community involvement in schools? The general aim is to investigate the role of the school management in whole school development. In order to achieve the above general aim, the specific aims of this study are to: discuss the importance of community involvement as an aspect of school management in relation to whole school development; examine the causes of passive community involvement in schools; investigate the perception of educators in respect of community involvement as an aspect of school management; and examine the strategies that can be utilised to improve community involvement.
- Full Text:
- Authors: Tshikororo, Munyadziwa Constance
- Date: 2012-08-20
- Subjects: Community and school. , School management and organization. , Educational planning.
- Type: Mini-Dissertation
- Identifier: uj:2771 , http://hdl.handle.net/10210/6211
- Description: M.Ed. , Although the premise exists that the community and schools are indispensable partners in the development of the school, practice remains far behind. The involvement of the community in schools is still very unsatisfactory. In the light of the preceding discussion the research problem is formulated as follows: • What is the nature of community involvement as an aspect of school management for whole school development? • What are the causes of lack of community involvement in schools? • How do educators perceive the involvement of community in schools? • What strategies can be employed to improve the community involvement in schools? The general aim is to investigate the role of the school management in whole school development. In order to achieve the above general aim, the specific aims of this study are to: discuss the importance of community involvement as an aspect of school management in relation to whole school development; examine the causes of passive community involvement in schools; investigate the perception of educators in respect of community involvement as an aspect of school management; and examine the strategies that can be utilised to improve community involvement.
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Strategic planning as an aspect of school management: implication for whole school
- Authors: Manganyi, Musa Michael
- Date: 2012-08-15
- Subjects: School management and organization. , Educational planning.
- Type: Mini-Dissertation
- Identifier: uj:9432 , http://hdl.handle.net/10210/5865
- Description: M.Ed. , According to 'Croon (1995:136) strategic planning is directed at determining the mission of a school. The mission takes into account the external environment and capabilities of organisations such as schools. The external environment embraces both the opportunities as well as the threats. An investigation into the strengths and weaknesses of a school could enable them to develop a strategy that could lead to their success. They will be in a position to better market themselves in order to get more learners. Although Keller (1983:13) emphasizes the need for improved services to come to the fore, there is also a need for schools to market themselves. This can be best done through strategic planning. However, Mondy, Sharplin, Holmes and Flippo (1986:105-107) believe that as a result of democratization and the devolution of authority to ground level, the time has come for schools to market themselves. Coker, Donovan, Gaskill, Watkins and Webb (1985:10) are of the opinion that school managers should take the lead in strategic planning. It is necessary for school managers to develop an effective strategy for their distinctive and different characters in order to work effectively and productively (Nicol, 1995:2). A lack of strategic planning in schools has been exacerbated by the announcement of the new education authorities that school governing bodies will in future be compulsory. The authority of principals has been devolved to the micro level for the schools to acquire both greater decision-making and executive functions (Nicol, 1995:2). Levitz (1984:34) emphasizes that the greater autonomy in decision-making implies greater responsibilities for top managers of schools. The society in which the schools are located have high expectations and needs regarding education. Society is demanding a greater say in the management of education. The state today is unable to fund schools adequately and the community is bearing much of the financial burden. According to Davis and Ellison (1991:9) the main reason that the school should be marketing itself is a desire to improve its services and relationship with its clients.Even financial resources need to be marketed strategically.The question that now arises is : What role can strategic planning play in the radical changes that are already occurring in education and in those that schools in the Republic of South Africa face? (Nicol, 1995:2). Greene, Adam and Erbert (1985:533-534) define strategic planning as leading to faster and better adaptation to changing circumstances. It is through strategic planning that organisations, such as schools, can adapt effectively to the large number of changes occurring.Having been an educator for ten years the researcher observed that strategic planning is a problem in many schools. Schools are often managed without planning hence many schools are ineffective and unproductive. The top management of many schools lead as they like. They do not have the directives and guidelines of how their work should be done.
- Full Text:
- Authors: Manganyi, Musa Michael
- Date: 2012-08-15
- Subjects: School management and organization. , Educational planning.
- Type: Mini-Dissertation
- Identifier: uj:9432 , http://hdl.handle.net/10210/5865
- Description: M.Ed. , According to 'Croon (1995:136) strategic planning is directed at determining the mission of a school. The mission takes into account the external environment and capabilities of organisations such as schools. The external environment embraces both the opportunities as well as the threats. An investigation into the strengths and weaknesses of a school could enable them to develop a strategy that could lead to their success. They will be in a position to better market themselves in order to get more learners. Although Keller (1983:13) emphasizes the need for improved services to come to the fore, there is also a need for schools to market themselves. This can be best done through strategic planning. However, Mondy, Sharplin, Holmes and Flippo (1986:105-107) believe that as a result of democratization and the devolution of authority to ground level, the time has come for schools to market themselves. Coker, Donovan, Gaskill, Watkins and Webb (1985:10) are of the opinion that school managers should take the lead in strategic planning. It is necessary for school managers to develop an effective strategy for their distinctive and different characters in order to work effectively and productively (Nicol, 1995:2). A lack of strategic planning in schools has been exacerbated by the announcement of the new education authorities that school governing bodies will in future be compulsory. The authority of principals has been devolved to the micro level for the schools to acquire both greater decision-making and executive functions (Nicol, 1995:2). Levitz (1984:34) emphasizes that the greater autonomy in decision-making implies greater responsibilities for top managers of schools. The society in which the schools are located have high expectations and needs regarding education. Society is demanding a greater say in the management of education. The state today is unable to fund schools adequately and the community is bearing much of the financial burden. According to Davis and Ellison (1991:9) the main reason that the school should be marketing itself is a desire to improve its services and relationship with its clients.Even financial resources need to be marketed strategically.The question that now arises is : What role can strategic planning play in the radical changes that are already occurring in education and in those that schools in the Republic of South Africa face? (Nicol, 1995:2). Greene, Adam and Erbert (1985:533-534) define strategic planning as leading to faster and better adaptation to changing circumstances. It is through strategic planning that organisations, such as schools, can adapt effectively to the large number of changes occurring.Having been an educator for ten years the researcher observed that strategic planning is a problem in many schools. Schools are often managed without planning hence many schools are ineffective and unproductive. The top management of many schools lead as they like. They do not have the directives and guidelines of how their work should be done.
- Full Text:
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