Collegial leadership in schools in the Alberton/Heidelberg district
- Authors: Ngobese, Sicelo Samuel
- Date: 2012-09-12
- Subjects: School management and organization - South Africa - Gauteng , School personnel management , Educational leadership - South Africa - Gauteng
- Type: Mini-Dissertation
- Identifier: uj:10257 , http://hdl.handle.net/10210/7628
- Description: M.Ed. , Most Black schools are currently in a quagmire in terms of progress. With a laisez faire leadership seemingly being the order of the day. It is therefore, barely conceivable that this situation can improve in the short to medium term. The poor results in the Senior Certificate examinations nationally are possibly a manifestation of the absence of collegial management and leadership in the schools. True, the education system is undergoing radical changes. Are these changes bearing positive fruit? If the Senior Certificate results in Black schools are anything to go by, the answer is no. It is against this background that one realises that something must be amiss in the management and leadership in these schools. Could it not be time that principals of schools come of age and realise that they as individuals per se cannot salvage this situation? It is therefore imperative that they consider adopting a co-operative management and leadership style. This practice would engender a sense of collective responsibility and accountability.
- Full Text:
- Authors: Ngobese, Sicelo Samuel
- Date: 2012-09-12
- Subjects: School management and organization - South Africa - Gauteng , School personnel management , Educational leadership - South Africa - Gauteng
- Type: Mini-Dissertation
- Identifier: uj:10257 , http://hdl.handle.net/10210/7628
- Description: M.Ed. , Most Black schools are currently in a quagmire in terms of progress. With a laisez faire leadership seemingly being the order of the day. It is therefore, barely conceivable that this situation can improve in the short to medium term. The poor results in the Senior Certificate examinations nationally are possibly a manifestation of the absence of collegial management and leadership in the schools. True, the education system is undergoing radical changes. Are these changes bearing positive fruit? If the Senior Certificate results in Black schools are anything to go by, the answer is no. It is against this background that one realises that something must be amiss in the management and leadership in these schools. Could it not be time that principals of schools come of age and realise that they as individuals per se cannot salvage this situation? It is therefore imperative that they consider adopting a co-operative management and leadership style. This practice would engender a sense of collective responsibility and accountability.
- Full Text:
Knowledgeability as an aspect of credible feedback : implication for the management of teacher competence
- Authors: Ngubeni, Regina
- Date: 2012-08-22
- Subjects: Knowledge, Sociology of , Feedback (Psychology) , Teachers - Rating of - South Africa , School personnel management
- Type: Mini-Dissertation
- Identifier: uj:2986 , http://hdl.handle.net/10210/6410
- Description: M.Ed. , This study forms part of a larger ongoing research project with regard to teacher competence and teacher evaluation. By virtue of this, many of the issues raised could be contentious, debatable and exploratory but for the purpose of this study only one area will be examined. This particular project will attempt to focus on teacher competence and its concomitant, teacher evaluation. No claim is made for an all embracing study. However, a pilot study undertaken by Van der Merwe & Grobler 1995: (a) using a structured questionnaire can be regarded as a methodically sound data base to use as a spring board for analysing teacher competence and appraisal feedback in an attempt to provide educators with the necessary tools for developing their various fields of expertise. In order to draw certain conclusions about teacher competence and appraisal, it is, however necessary to give a brief resume of the data produced from the 1264 teacher respondents predominantly in the Gauteng area. Hence a short overview follows. An analysis of the data suggests that teacher competence can be divided into eight categories. These are by no means mutually exclusive and the boundaries between them are quite fluid. Nevertheless they are as follows: the learning environment; professional commitment; order and discipline; educational foundation; teacher reflection; cooperative ability; effectiveness; and leadership style. Having identified these, it then becomes necessary to add that feedback on the appraisal process can be divided into five categories: invitational feedback; transparent feedback; tactful feedback; credible feedback; and culturally sensitive feedback. The relevance of these two fields lies in its efficacy in providing the direction for this research paper, namely providing a new vision for teacher appraisal which, in turn, could lead to greater teacher competency. As credible feedback has been conceptualised as being a cornerstone in achieving this goal, perhaps an overview of what this entails is necessary. Duke & Stiggins, (1986: 83) suggest that knowledgeability and transparency are essential aspects of credible feedback, while objectivity and integrity are regarded by Davies & Davies, (1988: 12) to be vital aspects. This research essay will however, only place emphasis on the knowledgeability of the evaluator in the evaluation of teacher performance. Its main aim is to establish the extent to which the evaluator demonstrates knowledgeability when evaluating and advising teachers. In turn the issue of knowledgeability will determine the feedback provided to the educator concerned, and its efficacy. In examining the issue of knowledgeability, it, however, becomes necessary to give an historical overview of teacher assessment in South Africa. Without this, this project can be seen to be ahistorical in direction.
- Full Text:
- Authors: Ngubeni, Regina
- Date: 2012-08-22
- Subjects: Knowledge, Sociology of , Feedback (Psychology) , Teachers - Rating of - South Africa , School personnel management
- Type: Mini-Dissertation
- Identifier: uj:2986 , http://hdl.handle.net/10210/6410
- Description: M.Ed. , This study forms part of a larger ongoing research project with regard to teacher competence and teacher evaluation. By virtue of this, many of the issues raised could be contentious, debatable and exploratory but for the purpose of this study only one area will be examined. This particular project will attempt to focus on teacher competence and its concomitant, teacher evaluation. No claim is made for an all embracing study. However, a pilot study undertaken by Van der Merwe & Grobler 1995: (a) using a structured questionnaire can be regarded as a methodically sound data base to use as a spring board for analysing teacher competence and appraisal feedback in an attempt to provide educators with the necessary tools for developing their various fields of expertise. In order to draw certain conclusions about teacher competence and appraisal, it is, however necessary to give a brief resume of the data produced from the 1264 teacher respondents predominantly in the Gauteng area. Hence a short overview follows. An analysis of the data suggests that teacher competence can be divided into eight categories. These are by no means mutually exclusive and the boundaries between them are quite fluid. Nevertheless they are as follows: the learning environment; professional commitment; order and discipline; educational foundation; teacher reflection; cooperative ability; effectiveness; and leadership style. Having identified these, it then becomes necessary to add that feedback on the appraisal process can be divided into five categories: invitational feedback; transparent feedback; tactful feedback; credible feedback; and culturally sensitive feedback. The relevance of these two fields lies in its efficacy in providing the direction for this research paper, namely providing a new vision for teacher appraisal which, in turn, could lead to greater teacher competency. As credible feedback has been conceptualised as being a cornerstone in achieving this goal, perhaps an overview of what this entails is necessary. Duke & Stiggins, (1986: 83) suggest that knowledgeability and transparency are essential aspects of credible feedback, while objectivity and integrity are regarded by Davies & Davies, (1988: 12) to be vital aspects. This research essay will however, only place emphasis on the knowledgeability of the evaluator in the evaluation of teacher performance. Its main aim is to establish the extent to which the evaluator demonstrates knowledgeability when evaluating and advising teachers. In turn the issue of knowledgeability will determine the feedback provided to the educator concerned, and its efficacy. In examining the issue of knowledgeability, it, however, becomes necessary to give an historical overview of teacher assessment in South Africa. Without this, this project can be seen to be ahistorical in direction.
- Full Text:
Bestuursriglyne vir selfevaluering deur die onderwyser
- Authors: Heyneke, Jan Christoffel
- Date: 2014-02-11
- Subjects: Teachers - Self-rating of , School personnel management
- Type: Thesis
- Identifier: uj:3835 , http://hdl.handle.net/10210/9205
- Description: M.Ed. , Since the inception of education, assessment has Formed an integral part of the education system. Assessment in education implies the standard of applicability of assignments. Educational assessment serves to assess, grade and group teachers into categories by means of standardized guidelines. Schools where educational assessment is implemented, show clearly the constructive effect on pupils of this policy. Furthermore, it is abundantly clear that in these schools positive behavioural patterns are noted with teachers. Being subjected to continual assessment should result in enhanced professionalism in teachers. By being stimulated to assess themselves professionally, teachers will be motivated towards improving their own achievement with regard to work performance, professional development and towards fostering meaningful personal relationships with other members of the staff. In the past decades headmasters have become increasingly involved in identifying and training prospective leaders with promotion in mind. Selfassessment is imperative to the teacher who seeks promotion. The motivation and support eminating from the headmaster with regard to professional excellence, creativity and innovation will decide the extend to which his staff will respond to the inservice training opportunities provided for them. The movement towards instituting selfassessment facilities for the teacher manifests a new approach whereby the teacher can meaningfully come to terms with his own aspirations and realize his aspirations. Furthermore, the real leaders on the staff will be identified and future promotions can be realistically made. The character of a school is defined by the integrity of its training staff. The professional development of a teacher is what the managerial leader in a school is concerned about. A headmaster should be sensitive to the need in his staff to develop professionally: effective, meaningful and objective assessment on the part of the headmaster can stimulate professional growth in his staff. It follows therefore that self assessment, viewed objectively and maturely by all parties concerned, plays an important role towards establishing an accepted and effective method of teacher assessment.
- Full Text:
- Authors: Heyneke, Jan Christoffel
- Date: 2014-02-11
- Subjects: Teachers - Self-rating of , School personnel management
- Type: Thesis
- Identifier: uj:3835 , http://hdl.handle.net/10210/9205
- Description: M.Ed. , Since the inception of education, assessment has Formed an integral part of the education system. Assessment in education implies the standard of applicability of assignments. Educational assessment serves to assess, grade and group teachers into categories by means of standardized guidelines. Schools where educational assessment is implemented, show clearly the constructive effect on pupils of this policy. Furthermore, it is abundantly clear that in these schools positive behavioural patterns are noted with teachers. Being subjected to continual assessment should result in enhanced professionalism in teachers. By being stimulated to assess themselves professionally, teachers will be motivated towards improving their own achievement with regard to work performance, professional development and towards fostering meaningful personal relationships with other members of the staff. In the past decades headmasters have become increasingly involved in identifying and training prospective leaders with promotion in mind. Selfassessment is imperative to the teacher who seeks promotion. The motivation and support eminating from the headmaster with regard to professional excellence, creativity and innovation will decide the extend to which his staff will respond to the inservice training opportunities provided for them. The movement towards instituting selfassessment facilities for the teacher manifests a new approach whereby the teacher can meaningfully come to terms with his own aspirations and realize his aspirations. Furthermore, the real leaders on the staff will be identified and future promotions can be realistically made. The character of a school is defined by the integrity of its training staff. The professional development of a teacher is what the managerial leader in a school is concerned about. A headmaster should be sensitive to the need in his staff to develop professionally: effective, meaningful and objective assessment on the part of the headmaster can stimulate professional growth in his staff. It follows therefore that self assessment, viewed objectively and maturely by all parties concerned, plays an important role towards establishing an accepted and effective method of teacher assessment.
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Kommunikasieversperrings tussen personeel en bestuursleiers in die skool
- Authors: Wienand, Marie Elizabeth
- Date: 2014-07-28
- Subjects: Management - Communication systems , Communication in personnel management , Communication in education , School personnel management
- Type: Thesis
- Identifier: uj:11863 , http://hdl.handle.net/10210/11594
- Description: M.Ed. (Educational Management) , Please refer to full text to view abstract
- Full Text:
- Authors: Wienand, Marie Elizabeth
- Date: 2014-07-28
- Subjects: Management - Communication systems , Communication in personnel management , Communication in education , School personnel management
- Type: Thesis
- Identifier: uj:11863 , http://hdl.handle.net/10210/11594
- Description: M.Ed. (Educational Management) , Please refer to full text to view abstract
- Full Text:
Menseverhoudinge as bestuursopgawe op skoolvlak.
- Authors: Van der Merwe, David Frank
- Date: 2015-11-12
- Subjects: Teacher-principal relationships , School personnel management , School management and organization
- Type: Thesis
- Identifier: uj:14550 , http://hdl.handle.net/10210/15083
- Description: M.Ed. (Education Management) , Human relations as a management strategy considers the principal as a staff specialist charged with the caring for, and maintaining of, the human side of the school. The principal's aim as a human relations manager must be to get along with teachers, be sympathetic to their problems, and tend to their idiosyncrasies to gain their co-operation. The principal plays a vital role in the establishment of interpersonal relationships in the management of the school. The increasing requirements in respect of human relations responsibilities may result in greater pressures being placed on school principals. The principal should strive to execute his management of human relations in such a way that relationships of trust, understanding and authority will be established. Principals must go beyond merely speaking about what the school could be. They must establish relations that enable colleagues to experience some of those possibilities.
- Full Text:
- Authors: Van der Merwe, David Frank
- Date: 2015-11-12
- Subjects: Teacher-principal relationships , School personnel management , School management and organization
- Type: Thesis
- Identifier: uj:14550 , http://hdl.handle.net/10210/15083
- Description: M.Ed. (Education Management) , Human relations as a management strategy considers the principal as a staff specialist charged with the caring for, and maintaining of, the human side of the school. The principal's aim as a human relations manager must be to get along with teachers, be sympathetic to their problems, and tend to their idiosyncrasies to gain their co-operation. The principal plays a vital role in the establishment of interpersonal relationships in the management of the school. The increasing requirements in respect of human relations responsibilities may result in greater pressures being placed on school principals. The principal should strive to execute his management of human relations in such a way that relationships of trust, understanding and authority will be established. Principals must go beyond merely speaking about what the school could be. They must establish relations that enable colleagues to experience some of those possibilities.
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Performance management in education : optimisation of educator potential
- Authors: Mabale, Jacob Bonang
- Date: 2011-08-31T09:25:57Z
- Subjects: School personnel management , Total quality management in education
- Type: Thesis
- Identifier: uj:7184 , http://hdl.handle.net/10210/3805
- Description: D.Ed. , The re-admission of the Republic of South Africa to the global arena does not only imply that the education system be effectively managed and governed but also that the potential of all stakeholders in education be optimized. The rationale for performance is linked to investment in people to yield high returns in education in the form of qualified and skilled personnel, a productive and competitive workforce and an effective and efficient educational community. In the light of the preceding, the quest for quality education is interlinked with an integrated quality management system. The basic premise here is that through performance management the education system would ensure optimization of potential in order to unfold individual potential and release their latent energy and to promote economic growth and improve the quality of life for the South African citizen at large. Similarly, the optimization of the potential of educators and learners alike is seen as a necessity for ensuring provision of quality education in a high and productive education system. In chapter two, one of the most important aspects discussed is providing a broader knowledge on how human potential should be optimized and performance be managed in education institution. In the light of optimization of potential, various activities that make up human resource management and development process were discussed sequentially in this chapter. The components were interrelated and integrated So that they should not be seen as fragmented unrelated elements. For example, the beehive model of organizational development present seven workplace practices as a strategy in educational institutions to develop educators and managers to their institutional competitiveness. in addition, it was indicated that educational managers should incorporate new ways of working into every facet of their operation in order to excel in the implementation of planning and processes, and continuously evaluate resistance to change and awareness of the consequences of non- delivery, through these workplace strategies, educational managers may be in the position to synchronise all the resources for maximum work performance.
- Full Text:
- Authors: Mabale, Jacob Bonang
- Date: 2011-08-31T09:25:57Z
- Subjects: School personnel management , Total quality management in education
- Type: Thesis
- Identifier: uj:7184 , http://hdl.handle.net/10210/3805
- Description: D.Ed. , The re-admission of the Republic of South Africa to the global arena does not only imply that the education system be effectively managed and governed but also that the potential of all stakeholders in education be optimized. The rationale for performance is linked to investment in people to yield high returns in education in the form of qualified and skilled personnel, a productive and competitive workforce and an effective and efficient educational community. In the light of the preceding, the quest for quality education is interlinked with an integrated quality management system. The basic premise here is that through performance management the education system would ensure optimization of potential in order to unfold individual potential and release their latent energy and to promote economic growth and improve the quality of life for the South African citizen at large. Similarly, the optimization of the potential of educators and learners alike is seen as a necessity for ensuring provision of quality education in a high and productive education system. In chapter two, one of the most important aspects discussed is providing a broader knowledge on how human potential should be optimized and performance be managed in education institution. In the light of optimization of potential, various activities that make up human resource management and development process were discussed sequentially in this chapter. The components were interrelated and integrated So that they should not be seen as fragmented unrelated elements. For example, the beehive model of organizational development present seven workplace practices as a strategy in educational institutions to develop educators and managers to their institutional competitiveness. in addition, it was indicated that educational managers should incorporate new ways of working into every facet of their operation in order to excel in the implementation of planning and processes, and continuously evaluate resistance to change and awareness of the consequences of non- delivery, through these workplace strategies, educational managers may be in the position to synchronise all the resources for maximum work performance.
- Full Text:
Die oriëntering van die beginner-onderwyser in die sekondêre skool : 'n bestuursopgaaf
- Authors: Keyter, Gerhard Konrad
- Date: 2014-07-29
- Subjects: First year teachers , High school teachers , School personnel management , Employee orientation
- Type: Thesis
- Identifier: uj:11930 , http://hdl.handle.net/10210/11657
- Description: M.Ed. (Educational Management) , The period immediately after entering the teaching profession is of the utmost importance to the newly qualified teacher. These first impressions experienced have implications for the quality of his teaching, his professional image and his future job satisfaction. At the moment the newcomer finds himself in the unenviable position of being expected to accept full responsibility in the teaching situation, without having undergone a formally structured orientation programme. The sudden change from training to practice can lead to practice shock, occupational stress and possibly an early resignation. Educational managers should do everything in their power to guide newcomers towards fulfilment and self-development by implementing an efficient orientation programme. Only through continual and differentiated monitoring of the integration of the newcomer can he be helped towards feeling secure. This should result in optimal efficiency in educating every pupil, which in turn would help towards the beginner's own development. Furthermore orientation of the newcomer should form an integral component of his continual professional development. Such a strategy implies effective education and top-rate teaching. It appears that little local research has been done on orientating newcomers to the teaching profession. This contrasts sharply with research done overseas. During the initial training period, the dynamic character of the teaching profession should be secured by identifying problem areas which occur in classroom management, general organization and administration or didactic matters. Prospective teachers should also during their teaching practice have the opportunity of exploring all the facets of the school programme.
- Full Text:
- Authors: Keyter, Gerhard Konrad
- Date: 2014-07-29
- Subjects: First year teachers , High school teachers , School personnel management , Employee orientation
- Type: Thesis
- Identifier: uj:11930 , http://hdl.handle.net/10210/11657
- Description: M.Ed. (Educational Management) , The period immediately after entering the teaching profession is of the utmost importance to the newly qualified teacher. These first impressions experienced have implications for the quality of his teaching, his professional image and his future job satisfaction. At the moment the newcomer finds himself in the unenviable position of being expected to accept full responsibility in the teaching situation, without having undergone a formally structured orientation programme. The sudden change from training to practice can lead to practice shock, occupational stress and possibly an early resignation. Educational managers should do everything in their power to guide newcomers towards fulfilment and self-development by implementing an efficient orientation programme. Only through continual and differentiated monitoring of the integration of the newcomer can he be helped towards feeling secure. This should result in optimal efficiency in educating every pupil, which in turn would help towards the beginner's own development. Furthermore orientation of the newcomer should form an integral component of his continual professional development. Such a strategy implies effective education and top-rate teaching. It appears that little local research has been done on orientating newcomers to the teaching profession. This contrasts sharply with research done overseas. During the initial training period, the dynamic character of the teaching profession should be secured by identifying problem areas which occur in classroom management, general organization and administration or didactic matters. Prospective teachers should also during their teaching practice have the opportunity of exploring all the facets of the school programme.
- Full Text:
Clinical supervision as an aspect of educator management : implication for whole school management
- Authors: Busakwe, Mildred Nomataru
- Date: 2011-11-10
- Subjects: School supervision , School personnel management , School management and organization
- Type: Thesis
- Identifier: uj:7277 , http://hdl.handle.net/10210/3951
- Description: M.Ed. , Over the years, and even now, the Department of Education is busy trying to find a better method of managing and empowering educators with the aim of attaining whole school development. By proposing educator developmental appraisal systems the department was intending to develop educator instructional performance. This study concentrates on educator's instructional development inside the classroom through clinical supervision and its contribution to whole school development. The literature indicated that educators are negative to the style of supervision currently in use. Information obtained from different books clearly states that clinical supervision is a process that directly involves both the educator and supervisor. It stresses mutual understanding and co-supervision between educator and the supervisor. This research used a structured questionnaire to collect data on the opinions of the respondents in seven of the nine provinces in South Africa. The questionnaire contained 79 items and ten of these items were relevant to clinical supervision. The structured questionnaires were distributed to a convenient stratified sample in seven of the nine provinces. Based on the information from the questionnaire, each item relevant to this particular research study was analyzed and discussed. After the factor analysis, the significance of the difference between the factor mean scores of various groups for each of the factors that make up whole school development were analysed and explained. The data obtained indicates that a pleasant classroom climate is an important need of each learning situation. An atmosphere of collegial relationships among staff and the principal is a pre-requisite for whole school development. It appears as if the instructional development of educators can be better achieved through the implementation of the process of clinical supervision.
- Full Text:
- Authors: Busakwe, Mildred Nomataru
- Date: 2011-11-10
- Subjects: School supervision , School personnel management , School management and organization
- Type: Thesis
- Identifier: uj:7277 , http://hdl.handle.net/10210/3951
- Description: M.Ed. , Over the years, and even now, the Department of Education is busy trying to find a better method of managing and empowering educators with the aim of attaining whole school development. By proposing educator developmental appraisal systems the department was intending to develop educator instructional performance. This study concentrates on educator's instructional development inside the classroom through clinical supervision and its contribution to whole school development. The literature indicated that educators are negative to the style of supervision currently in use. Information obtained from different books clearly states that clinical supervision is a process that directly involves both the educator and supervisor. It stresses mutual understanding and co-supervision between educator and the supervisor. This research used a structured questionnaire to collect data on the opinions of the respondents in seven of the nine provinces in South Africa. The questionnaire contained 79 items and ten of these items were relevant to clinical supervision. The structured questionnaires were distributed to a convenient stratified sample in seven of the nine provinces. Based on the information from the questionnaire, each item relevant to this particular research study was analyzed and discussed. After the factor analysis, the significance of the difference between the factor mean scores of various groups for each of the factors that make up whole school development were analysed and explained. The data obtained indicates that a pleasant classroom climate is an important need of each learning situation. An atmosphere of collegial relationships among staff and the principal is a pre-requisite for whole school development. It appears as if the instructional development of educators can be better achieved through the implementation of the process of clinical supervision.
- Full Text:
Uitnodigende onderwysbestuur as faset van professionele leierskap
- Authors: Opperman, D.R.
- Date: 2014-11-17
- Subjects: School management and organization , School personnel management , Teacher participation in administration
- Type: Thesis
- Identifier: uj:12875 , http://hdl.handle.net/10210/12765
- Description: M.Ed. (Educational Management) , Please refer to full text to view abstract
- Full Text:
- Authors: Opperman, D.R.
- Date: 2014-11-17
- Subjects: School management and organization , School personnel management , Teacher participation in administration
- Type: Thesis
- Identifier: uj:12875 , http://hdl.handle.net/10210/12765
- Description: M.Ed. (Educational Management) , Please refer to full text to view abstract
- Full Text:
Skoolbeleid as bestuursinstrument
- Authors: Van Zyl, Gert
- Date: 2015-10-22
- Subjects: Schools - Aims and objectives , School personnel management , School management and organization
- Type: Thesis
- Identifier: http://ujcontent.uj.ac.za8080/10210/382804 , uj:14434 , http://hdl.handle.net/10210/14915
- Description: M.Ed. (Education Management) , Please refer to full text to view abstract
- Full Text:
- Authors: Van Zyl, Gert
- Date: 2015-10-22
- Subjects: Schools - Aims and objectives , School personnel management , School management and organization
- Type: Thesis
- Identifier: http://ujcontent.uj.ac.za8080/10210/382804 , uj:14434 , http://hdl.handle.net/10210/14915
- Description: M.Ed. (Education Management) , Please refer to full text to view abstract
- Full Text:
Recommendation to the head of department regarding the appointment of educators as a function of the governing body.
- Authors: Petje, Mosebyadi Marry
- Date: 2012-08-27
- Subjects: Teachers - Selection and appointment , School personnel management
- Type: Mini-Dissertation
- Identifier: uj:3193 , http://hdl.handle.net/10210/6607
- Description: M.Ed. , In chapter one an exposition of the purpose of this study was given. The problem statement was presented and demarcated into the specific research problem and overall research problem. The aims and objectives of the aforesaid problems were explained. The research methodology used in this study was also stated as a literature review and quantitative research. Concepts, which were used in this study, were clarified. Chapter two concentrates on a literature review to establish what other theorists in three countries say about this specific function of governing bodies in South Africa namely: "make recommendations to the Head of Department regarding the appointment of educators". In chapter three the design of the research instrument was discussed. The questionnaire, consisting of 101 open-ended items based on research done by Bisschoff and students, was discussed. The theoretical construct, around which the function revolves, were tabulated. Questions pertinent specifically to the mentioned function of governing bodies were discussed. Members of school governing bodies were sampled. Of the 1000 questionnaires distributed, 888 were returned in a usable format with a return rate of 88,8%. An analysis and interpretation of the empirical data was undertaken in chapter four. The construct validity of the research instrument was investigated, using successive factor analyses. This produced six factors namely: co-operative governance which is composed of 33 items with a Chronbachalpha reliability coefficient of 0,899; governance of non-educators, made up from 11 items with a Chronbach-alpha reliability coefficient of 0,703; governance of educators composed of 19 items with a Chronbach-alpha reliability coefficient of 0,836; governance of the community which is made up from 15 items with a Chronbach-alpha reliability coefficient of 0,766; governance as policy which is composed of 18 items with a Chronbach-alpha reliability coefficient of 0,766; and governance of learners, made up from 5 items with a Chronbach-alpha reliability coefficient of 0,65. Hypotheses were set and multivariate statistics were used to analyse and interpret the data. Important findings and recommendations were explicated in chapter five. Literature findings revealed that it is only in South Africa where school-governing bodies should make recommendations to the Head of Department regarding the appointment of educators. These functions could be performed effectively if governing bodies can be workshopped, capacitated and empowered. Empirical findings revealed that all respondents which took part in this research are in favour of the six factors as incorporated in governing bodies. Topics for further research were highlighted.
- Full Text:
- Authors: Petje, Mosebyadi Marry
- Date: 2012-08-27
- Subjects: Teachers - Selection and appointment , School personnel management
- Type: Mini-Dissertation
- Identifier: uj:3193 , http://hdl.handle.net/10210/6607
- Description: M.Ed. , In chapter one an exposition of the purpose of this study was given. The problem statement was presented and demarcated into the specific research problem and overall research problem. The aims and objectives of the aforesaid problems were explained. The research methodology used in this study was also stated as a literature review and quantitative research. Concepts, which were used in this study, were clarified. Chapter two concentrates on a literature review to establish what other theorists in three countries say about this specific function of governing bodies in South Africa namely: "make recommendations to the Head of Department regarding the appointment of educators". In chapter three the design of the research instrument was discussed. The questionnaire, consisting of 101 open-ended items based on research done by Bisschoff and students, was discussed. The theoretical construct, around which the function revolves, were tabulated. Questions pertinent specifically to the mentioned function of governing bodies were discussed. Members of school governing bodies were sampled. Of the 1000 questionnaires distributed, 888 were returned in a usable format with a return rate of 88,8%. An analysis and interpretation of the empirical data was undertaken in chapter four. The construct validity of the research instrument was investigated, using successive factor analyses. This produced six factors namely: co-operative governance which is composed of 33 items with a Chronbachalpha reliability coefficient of 0,899; governance of non-educators, made up from 11 items with a Chronbach-alpha reliability coefficient of 0,703; governance of educators composed of 19 items with a Chronbach-alpha reliability coefficient of 0,836; governance of the community which is made up from 15 items with a Chronbach-alpha reliability coefficient of 0,766; governance as policy which is composed of 18 items with a Chronbach-alpha reliability coefficient of 0,766; and governance of learners, made up from 5 items with a Chronbach-alpha reliability coefficient of 0,65. Hypotheses were set and multivariate statistics were used to analyse and interpret the data. Important findings and recommendations were explicated in chapter five. Literature findings revealed that it is only in South Africa where school-governing bodies should make recommendations to the Head of Department regarding the appointment of educators. These functions could be performed effectively if governing bodies can be workshopped, capacitated and empowered. Empirical findings revealed that all respondents which took part in this research are in favour of the six factors as incorporated in governing bodies. Topics for further research were highlighted.
- Full Text:
Educator appraisal as an aspect of educator management : implication for whole school development
- Authors: Chauke, Robert
- Date: 2011-11-21
- Subjects: Teachers' attitudes , School management and organization , School personnel management
- Type: Thesis
- Identifier: uj:1709 , http://hdl.handle.net/10210/4052
- Description: M.Ed.
- Full Text:
- Authors: Chauke, Robert
- Date: 2011-11-21
- Subjects: Teachers' attitudes , School management and organization , School personnel management
- Type: Thesis
- Identifier: uj:1709 , http://hdl.handle.net/10210/4052
- Description: M.Ed.
- Full Text:
The management of educator misconduct in township schools
- Authors: Mbonambi, Thulani Stanley
- Date: 2011-11-30
- Subjects: School personnel management , School management and organization , Teachers' professional ethics , Teachers' attitudes
- Type: Thesis
- Identifier: uj:1765 , http://hdl.handle.net/10210/4119
- Description: M.Ed. , Many township schools are not effective in providing quality education. Managing educator misconduct in township schools is a research project which investigates the nature of educator misconduct in township schools and its impact on school management. It also investigates how educator misconduct is managed in these schools and provides guidelines to alleviate the problem of educator misconduct in township schools. Therefore, the research question was: "What are the nature and consequences of educator misconduct in township schools and how should educator misconduct be managed?" The aims were to identify, describe and discuss the nature and consequences of educator misconduct~ to understand the role of stakeholders in the management of educator misconduct~ and to discuss guidelines for managing educator misconduct. A qualitative research strategy was used in this research project. A literature study was conducted before and during this research project in order to provide a theoretical background to this research project. Data were collected through individual in-depth and focus group interviews with the principals and educators of three township secondary schools. Interview data were audio-taped and transcribed verbatim and analysed using the constant comparative method. Four themes emerged from data analysis. The first theme is common types of educator misconduct. This includes absenteeism and tardiness, where educators absent themselves from school without giving valid reasons and also go late to classes~ insubordination or a lack of respect for the principal's authority and using corporal punishment regardless of the fact that it has been legally banned. The second theme is the awareness of regulations regulating educator misconduct. In this theme it was revealed that educators and principals are aware of the Education Department policies on educator misconduct and the SACE code of ethics for educators, but disregard them nonetheless. The third theme viz. the effect of educator misconduct on schools, revealed that learners are adversely affected by educator misconduct since educators do not spend most of the time teaching them in classes. This theme also revealed that other educators are negatively affected by the prevalence of educator misconduct in their schools and that the whole school image is also tainted. The fourth theme discussed how educator misconduct is managed in township schools. This includes the procedures used by principals in dealing with cases of educator misconduct; the role played by the Department of Education in helping the principals deal with educator misconduct; the role of the school governing bodies and the role of the parents. Based on the literature and interview data, the research concludes by making a number of recommendations as to how principals can reduce the problem of educator misconduct in schools.
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- Authors: Mbonambi, Thulani Stanley
- Date: 2011-11-30
- Subjects: School personnel management , School management and organization , Teachers' professional ethics , Teachers' attitudes
- Type: Thesis
- Identifier: uj:1765 , http://hdl.handle.net/10210/4119
- Description: M.Ed. , Many township schools are not effective in providing quality education. Managing educator misconduct in township schools is a research project which investigates the nature of educator misconduct in township schools and its impact on school management. It also investigates how educator misconduct is managed in these schools and provides guidelines to alleviate the problem of educator misconduct in township schools. Therefore, the research question was: "What are the nature and consequences of educator misconduct in township schools and how should educator misconduct be managed?" The aims were to identify, describe and discuss the nature and consequences of educator misconduct~ to understand the role of stakeholders in the management of educator misconduct~ and to discuss guidelines for managing educator misconduct. A qualitative research strategy was used in this research project. A literature study was conducted before and during this research project in order to provide a theoretical background to this research project. Data were collected through individual in-depth and focus group interviews with the principals and educators of three township secondary schools. Interview data were audio-taped and transcribed verbatim and analysed using the constant comparative method. Four themes emerged from data analysis. The first theme is common types of educator misconduct. This includes absenteeism and tardiness, where educators absent themselves from school without giving valid reasons and also go late to classes~ insubordination or a lack of respect for the principal's authority and using corporal punishment regardless of the fact that it has been legally banned. The second theme is the awareness of regulations regulating educator misconduct. In this theme it was revealed that educators and principals are aware of the Education Department policies on educator misconduct and the SACE code of ethics for educators, but disregard them nonetheless. The third theme viz. the effect of educator misconduct on schools, revealed that learners are adversely affected by educator misconduct since educators do not spend most of the time teaching them in classes. This theme also revealed that other educators are negatively affected by the prevalence of educator misconduct in their schools and that the whole school image is also tainted. The fourth theme discussed how educator misconduct is managed in township schools. This includes the procedures used by principals in dealing with cases of educator misconduct; the role played by the Department of Education in helping the principals deal with educator misconduct; the role of the school governing bodies and the role of the parents. Based on the literature and interview data, the research concludes by making a number of recommendations as to how principals can reduce the problem of educator misconduct in schools.
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Motivation and incentives as an aspect of educator management : implication for the whole school development
- Mokhele, Moeketsi Simon Lucky
- Authors: Mokhele, Moeketsi Simon Lucky
- Date: 2012-08-22
- Subjects: Motivation (Psychology) , Incentive (Psychology) , School personnel management , Teachers -- Attitudes , School management and organization
- Type: Mini-Dissertation
- Identifier: uj:3021 , http://hdl.handle.net/10210/6443
- Description: M.Ed. , The administrative and instructional leader of the school is the principal. The principal's role as administrative leader is not only limited to the routine clerical and administrative tasks. His or her task goes beyond that as it encompasses the coordination of tasks performed by the educators attached to the school. As the leader — manager, the principal faces a mammoth task of influencing both educators and learners to be willing and enthusiastic in the attainment of the organizational and group goals (Schofield, 1988: 1). For principals to succeed in their task of influencing educators, such principals need to possess the skills of doing so. One skill that is needed to make educators more willing to perform their duty, is motivation. In the field of human resources for instance, research indicates that motivation is a key factor in increasing productivity and that most managers believe that "the more motivated the workers are, the more they enjoy their work and they work harder and better" (Puth, 1994: 81). Such willingness combined with commitment from the educators will enable the school as a whole to achieve its objectives.
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- Authors: Mokhele, Moeketsi Simon Lucky
- Date: 2012-08-22
- Subjects: Motivation (Psychology) , Incentive (Psychology) , School personnel management , Teachers -- Attitudes , School management and organization
- Type: Mini-Dissertation
- Identifier: uj:3021 , http://hdl.handle.net/10210/6443
- Description: M.Ed. , The administrative and instructional leader of the school is the principal. The principal's role as administrative leader is not only limited to the routine clerical and administrative tasks. His or her task goes beyond that as it encompasses the coordination of tasks performed by the educators attached to the school. As the leader — manager, the principal faces a mammoth task of influencing both educators and learners to be willing and enthusiastic in the attainment of the organizational and group goals (Schofield, 1988: 1). For principals to succeed in their task of influencing educators, such principals need to possess the skills of doing so. One skill that is needed to make educators more willing to perform their duty, is motivation. In the field of human resources for instance, research indicates that motivation is a key factor in increasing productivity and that most managers believe that "the more motivated the workers are, the more they enjoy their work and they work harder and better" (Puth, 1994: 81). Such willingness combined with commitment from the educators will enable the school as a whole to achieve its objectives.
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The role of the school governing body in the management of educators
- Authors: Nkoe, Manape Nelson
- Date: 2012-09-05
- Subjects: School boards , School personnel management
- Type: Mini-Dissertation
- Identifier: uj:3593 , http://hdl.handle.net/10210/6974
- Description: M.Ed. , This research provides an analysis and critique of the roles of school governing bodies in the management of educators as elucidated in the literature and also prescribed by the South African Schools Act 84 of 1996. The aim of this research is to explore the perceptions of both the governing bodies and the educators on the roles of governing bodies in the management of the educators and hence the implications of these perceptions on the professionalism of educators. The literature survey revealed that there is no clear demarcation line between governors and professional management, which results in power struggles between governors and principals. These give rise to personal and organisational conflicts. In order to gain a comprehensive understanding of the perceptions of the aforementioned stakeholders on the roles of governors, the research design is qualitative, exploratory, descriptive and contextual (Mouton and Marais, 1991:43-44, 51). The literature study, focus group interviews and site analysis were employed as research methods. From the analysis of data, five major groups of categories emerged, namely, representation and facilitation; policy matters and suggestions; provision of support and advice; motivation and encouragement; and intervention and interference. The abovementioned categories are seen as roles of school governors. The important findings were discussed at length and thereafter, conclusions and recommendations were made on the findings. The limitations set on the research warrant the conclusion of this research.
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- Authors: Nkoe, Manape Nelson
- Date: 2012-09-05
- Subjects: School boards , School personnel management
- Type: Mini-Dissertation
- Identifier: uj:3593 , http://hdl.handle.net/10210/6974
- Description: M.Ed. , This research provides an analysis and critique of the roles of school governing bodies in the management of educators as elucidated in the literature and also prescribed by the South African Schools Act 84 of 1996. The aim of this research is to explore the perceptions of both the governing bodies and the educators on the roles of governing bodies in the management of the educators and hence the implications of these perceptions on the professionalism of educators. The literature survey revealed that there is no clear demarcation line between governors and professional management, which results in power struggles between governors and principals. These give rise to personal and organisational conflicts. In order to gain a comprehensive understanding of the perceptions of the aforementioned stakeholders on the roles of governors, the research design is qualitative, exploratory, descriptive and contextual (Mouton and Marais, 1991:43-44, 51). The literature study, focus group interviews and site analysis were employed as research methods. From the analysis of data, five major groups of categories emerged, namely, representation and facilitation; policy matters and suggestions; provision of support and advice; motivation and encouragement; and intervention and interference. The abovementioned categories are seen as roles of school governors. The important findings were discussed at length and thereafter, conclusions and recommendations were made on the findings. The limitations set on the research warrant the conclusion of this research.
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Bestuurstyl as determinant van personeelontwikkeling op skool
- Venter, Pieter Andries Johannes
- Authors: Venter, Pieter Andries Johannes
- Date: 2014-11-05
- Subjects: Career development , School personnel management , School management and organization
- Type: Thesis
- Identifier: uj:12793 , http://hdl.handle.net/10210/12684
- Description: M.Ed. (Educational Management) , Please refer to full text to view abstract
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- Authors: Venter, Pieter Andries Johannes
- Date: 2014-11-05
- Subjects: Career development , School personnel management , School management and organization
- Type: Thesis
- Identifier: uj:12793 , http://hdl.handle.net/10210/12684
- Description: M.Ed. (Educational Management) , Please refer to full text to view abstract
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Personeelontwikkeling as bestuurstaak van die skoolhoof
- Van Niekerk, Johannes Hermanes Sagaria
- Authors: Van Niekerk, Johannes Hermanes Sagaria
- Date: 2015-08-19
- Subjects: School principals , School personnel management , School management and organization
- Type: Thesis
- Identifier: uj:13914 , http://hdl.handle.net/10210/14264
- Description: M.Ed. , Please refer to full text to view abstract
- Full Text:
- Authors: Van Niekerk, Johannes Hermanes Sagaria
- Date: 2015-08-19
- Subjects: School principals , School personnel management , School management and organization
- Type: Thesis
- Identifier: uj:13914 , http://hdl.handle.net/10210/14264
- Description: M.Ed. , Please refer to full text to view abstract
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Menseverhoudinge as bestuursessensie vir personeelontwikkeling
- Fourie, Jacob Andries Cornelis
- Authors: Fourie, Jacob Andries Cornelis
- Date: 2014-07-28
- Subjects: School personnel management , Teacher-principal relationships , Interpersonal relations
- Type: Thesis
- Identifier: uj:11860 , http://hdl.handle.net/10210/11591
- Description: M.Ed. , Please refer to full text to view abstract
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- Authors: Fourie, Jacob Andries Cornelis
- Date: 2014-07-28
- Subjects: School personnel management , Teacher-principal relationships , Interpersonal relations
- Type: Thesis
- Identifier: uj:11860 , http://hdl.handle.net/10210/11591
- Description: M.Ed. , Please refer to full text to view abstract
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Staff recruitment as an aspect of school marketing
- Joseph, Stanley Benjamin Desmond
- Authors: Joseph, Stanley Benjamin Desmond
- Date: 2012-09-13
- Subjects: Teachers - Selection and appointment , Teachers - Rating of , School personnel management
- Type: Mini-Dissertation
- Identifier: uj:10359 , http://hdl.handle.net/10210/7721
- Description: M.Ed. , The general aim of this study is to: Investigate staff recruitment as an aspect of school marketing in public schools. In order to achieve the general aim, the specific aim of this mini-dissertation is to: Determine what staff recruitment involves with regard to developing this policy in public schools. How principals, management and governing council members perceive staff recruitment as an aspect of school marketing at: Public Schools Independent Schools Investigate one public and one independent school with regard to staff recruitment. Education is regarded by most countries and governments throughout the world, including South Africa, as one of the major priorities that requires State funding to a large extent. However, because the South African Schools Act 84 of 1996 states that two types of schools, namely public and independent schools should now be the norm, open to all the cultural groups in our land, an equalisation policy would now be operational in both these schools in future. A good education system is an important step towards economic success. To achieve this goal it is necessary that public schools, through well established governing bodies, embark upon a sound staff recruitment policy, in order to improve the human resource capital, which is aimed at retaining a good staff compliment as well as learners and drawing potential and future clients.
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- Authors: Joseph, Stanley Benjamin Desmond
- Date: 2012-09-13
- Subjects: Teachers - Selection and appointment , Teachers - Rating of , School personnel management
- Type: Mini-Dissertation
- Identifier: uj:10359 , http://hdl.handle.net/10210/7721
- Description: M.Ed. , The general aim of this study is to: Investigate staff recruitment as an aspect of school marketing in public schools. In order to achieve the general aim, the specific aim of this mini-dissertation is to: Determine what staff recruitment involves with regard to developing this policy in public schools. How principals, management and governing council members perceive staff recruitment as an aspect of school marketing at: Public Schools Independent Schools Investigate one public and one independent school with regard to staff recruitment. Education is regarded by most countries and governments throughout the world, including South Africa, as one of the major priorities that requires State funding to a large extent. However, because the South African Schools Act 84 of 1996 states that two types of schools, namely public and independent schools should now be the norm, open to all the cultural groups in our land, an equalisation policy would now be operational in both these schools in future. A good education system is an important step towards economic success. To achieve this goal it is necessary that public schools, through well established governing bodies, embark upon a sound staff recruitment policy, in order to improve the human resource capital, which is aimed at retaining a good staff compliment as well as learners and drawing potential and future clients.
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