Indiensopleiding in die bestuur van verandering : 'n onderwysbestuursopgaaf
- Authors: Burger, Heidi Martha
- Date: 2012-09-04
- Subjects: Teacher participation in administration - South Africa , Teachers - In-service training - South Africa - Case studies , Educational change - South Africa , School management and organization , School principals - South Africa
- Type: Mini-Dissertation
- Identifier: uj:3514 , http://hdl.handle.net/10210/6902
- Description: M.Ed. , This study was undertaken with the purpose of directing the attention of the manager (headmaster) on in-service training as a support function to manage change. It is important to note that this study is motivated within the private sector, but there is no reason why it cannot be applicable and useful to the headmaster of a school. Firstly an overview is given of the research and method of research, followed by a discussion of a few concepts such as school (training) management and in-service training. A brief outline is given of change as part of life, and therefore as part of any organisation and its structure. Thereafter motivation as a key function of the manager (headmaster) is discussed. Managing change is essential for organisations in order to be successful in the world today. There is no single answer to managing change in our diverse society. An organisational stucture that accommodates change however, is important. Motivation, commitment, communication and participation are key words in the management of chYnge. It is shown that in-service training can be the manager's (headmaster's) right hand when it comes to managing change. To see change as a crisis is more a perception of our inability to handle it and is not the character of change itself. Reasons for resistance are many, but lack of information, knowledge and skill are the core reasons. Change can be seen to be threatening to people's opportunities, to disturb the way things are normally done and leave one with a feeling of loss or anxiety. This perception causes the resistance to change. It cannot be ignored and should rather be shown in a positive light. In-service training is therefore needed to change the anxiety caused by threat into a positive feeling through new skills training. The success of implementing change is, to a great extent, determined by the involvement of all concerned. In-service training can be seen as a practical method for managers (headmasters) to support and motivate employees (teachers) in a world characterised by change. Follow-up action and evaluation, control the success of in-service training which must be practical, relevant and credible. The first training session must have positive results. Therefore the role of in-service training has to be planned carefully and systematically according to the employees' individual needs, desires, skills and capabilities, as well as the needs of the organisation. It is shown that change does not have to be a threat, but can be an opportunity to develop both the quality of individual performance as well as improving the functioning of the organisation. In-service training can and must support the manager (headmaster) in his task. Co-operation between the manager and training personnel can cause change to be seen as an opportunity and not as a threat. As the world changes, people change, society changes and demands for education and training also change.
- Full Text:
- Authors: Burger, Heidi Martha
- Date: 2012-09-04
- Subjects: Teacher participation in administration - South Africa , Teachers - In-service training - South Africa - Case studies , Educational change - South Africa , School management and organization , School principals - South Africa
- Type: Mini-Dissertation
- Identifier: uj:3514 , http://hdl.handle.net/10210/6902
- Description: M.Ed. , This study was undertaken with the purpose of directing the attention of the manager (headmaster) on in-service training as a support function to manage change. It is important to note that this study is motivated within the private sector, but there is no reason why it cannot be applicable and useful to the headmaster of a school. Firstly an overview is given of the research and method of research, followed by a discussion of a few concepts such as school (training) management and in-service training. A brief outline is given of change as part of life, and therefore as part of any organisation and its structure. Thereafter motivation as a key function of the manager (headmaster) is discussed. Managing change is essential for organisations in order to be successful in the world today. There is no single answer to managing change in our diverse society. An organisational stucture that accommodates change however, is important. Motivation, commitment, communication and participation are key words in the management of chYnge. It is shown that in-service training can be the manager's (headmaster's) right hand when it comes to managing change. To see change as a crisis is more a perception of our inability to handle it and is not the character of change itself. Reasons for resistance are many, but lack of information, knowledge and skill are the core reasons. Change can be seen to be threatening to people's opportunities, to disturb the way things are normally done and leave one with a feeling of loss or anxiety. This perception causes the resistance to change. It cannot be ignored and should rather be shown in a positive light. In-service training is therefore needed to change the anxiety caused by threat into a positive feeling through new skills training. The success of implementing change is, to a great extent, determined by the involvement of all concerned. In-service training can be seen as a practical method for managers (headmasters) to support and motivate employees (teachers) in a world characterised by change. Follow-up action and evaluation, control the success of in-service training which must be practical, relevant and credible. The first training session must have positive results. Therefore the role of in-service training has to be planned carefully and systematically according to the employees' individual needs, desires, skills and capabilities, as well as the needs of the organisation. It is shown that change does not have to be a threat, but can be an opportunity to develop both the quality of individual performance as well as improving the functioning of the organisation. In-service training can and must support the manager (headmaster) in his task. Co-operation between the manager and training personnel can cause change to be seen as an opportunity and not as a threat. As the world changes, people change, society changes and demands for education and training also change.
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The role of women in educational management : a case study of two female principals in Atteridgeville
- Malematsa, Mamaumo Maria Judith
- Authors: Malematsa, Mamaumo Maria Judith
- Date: 2012-09-12
- Subjects: Teacher participation in administration - South Africa. , Women teachers - South Africa , School principals - South Africa , Women in education - South Africa
- Type: Mini-Dissertation
- Identifier: uj:10273 , http://hdl.handle.net/10210/7642
- Description: M.Ed. , The central objective of this study is to investigate the role of women in education management. The following specific aim and objectives will guide the study ; Identification of barriers which prevent women from achieving fully on a professional level in the context of educational management. The ' life - world of women ' in education management. Examination and assessment of the difference between women and male leadership skills and styles. An investigation of discriminatory practices in the hiring and promotion of women in education management. It must, however, be stated that the aim of this study is not to propagate equality of males and females, but to investigate gender disparities in education management, so that men and women may be afforded equitable opportunities to make their respective and unique contributions within the hierarchy of education management, as noted by Sadie and Van Aardt (1995: 80-89 ).
- Full Text:
- Authors: Malematsa, Mamaumo Maria Judith
- Date: 2012-09-12
- Subjects: Teacher participation in administration - South Africa. , Women teachers - South Africa , School principals - South Africa , Women in education - South Africa
- Type: Mini-Dissertation
- Identifier: uj:10273 , http://hdl.handle.net/10210/7642
- Description: M.Ed. , The central objective of this study is to investigate the role of women in education management. The following specific aim and objectives will guide the study ; Identification of barriers which prevent women from achieving fully on a professional level in the context of educational management. The ' life - world of women ' in education management. Examination and assessment of the difference between women and male leadership skills and styles. An investigation of discriminatory practices in the hiring and promotion of women in education management. It must, however, be stated that the aim of this study is not to propagate equality of males and females, but to investigate gender disparities in education management, so that men and women may be afforded equitable opportunities to make their respective and unique contributions within the hierarchy of education management, as noted by Sadie and Van Aardt (1995: 80-89 ).
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Die invloed van die christelike geloof op die skoolhoof se bestuurstyl
- Viljoen, Joseph Cornelius Herculus
- Authors: Viljoen, Joseph Cornelius Herculus
- Date: 2014-07-23
- Subjects: School principals - South Africa , Christian education - South Africa , School administrators - Management , School management and organization - South Africa|xReligious aspects
- Type: Thesis
- Identifier: uj:11788 , http://hdl.handle.net/10210/11512
- Description: D.Ed. (Educational Management) , Please refer to full text to view abstract
- Full Text:
- Authors: Viljoen, Joseph Cornelius Herculus
- Date: 2014-07-23
- Subjects: School principals - South Africa , Christian education - South Africa , School administrators - Management , School management and organization - South Africa|xReligious aspects
- Type: Thesis
- Identifier: uj:11788 , http://hdl.handle.net/10210/11512
- Description: D.Ed. (Educational Management) , Please refer to full text to view abstract
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Die onderwyskundige opleidingsverantwoordelikhede van die hoof en departementshoof aan sekondêre skole
- Authors: Botha, Marta Mariana
- Date: 2014-07-23
- Subjects: High schools - South Africa - Administration , School principals - South Africa , High school department heads - South Africa , Teachers - In-service training - South Africa
- Type: Thesis
- Identifier: uj:11773 , http://hdl.handle.net/10210/11499
- Description: M.Ed. (Education) , Learning can be described as an infinite action which also implies training. There is no limit. no end to it. It is a continual process. These actions of learning and training can be applied to the teaching profession. No university or teachers' training college can fully train the prospective teacher during the pre-service training period. There is always new knowledge to be mastered. Theoretical knowledge and institute and school practice may prepare the student for his future career, but there is no guarantee for success. Having mastered the required skills at one of the above mentioned institutions, they must be put to practice in a real school or class situation. This is done during the school practice component of in-service training and once the student has started his career. Many kinds of problems may then be experienced by the student or recently qualified teacher. There may be problems in connection with matters such as adaption, administration, teaching methods or discipline. With the necessary guidance these problems may successfully be overcome. The person who is in the best position to provide this guidance is the head of the department. He may then act as a tutor or a mentor. Even experienced teachers who have been teaching at the same school for some time, newly appointed but experienced teachers and teachers returning to the profession, may encounter similar problems and may need guidance or in-service training. The headmaster is responsible for initiating an in-service training programme at the school. The different heads of department are to assist him in this, especially as far as subject matters are concerned. The ability to provide in-service training, to gain knowledge, to learn something new, however, also implies training. The headmaster and the heads of department should, therefore, receive the necessary training and guidance to enable them to successfully execute an in-service training programme. This training can be best provided by a training institution, such as a university or college. There should be a close link between these institutions and the different schools; between pre-service and in-service training. These two components of training should be presented as a continual process. The purpose of this study is to investigate the responsibilities of the head of department under the guidance of the headmaster, as far as the in-service training of the teachers in his department is concerned. This will provide the teachers with the oppurtunity of gaining knowledge and obtaining the required didactical skills. The possibilities of pre-service training are investigated with, among others, reference to content and modi, the link between these two kinds of training and between schools and training institutions. Recommendations are made in connection with the implementation of in-service training of didactical skills and the responsibilities of the head of department as far as in-service training of students and teachers at secondary schools is concerned. It is evident that the head of department, together with the headmaster, can play a very important part in the in-service training of teachers.
- Full Text:
- Authors: Botha, Marta Mariana
- Date: 2014-07-23
- Subjects: High schools - South Africa - Administration , School principals - South Africa , High school department heads - South Africa , Teachers - In-service training - South Africa
- Type: Thesis
- Identifier: uj:11773 , http://hdl.handle.net/10210/11499
- Description: M.Ed. (Education) , Learning can be described as an infinite action which also implies training. There is no limit. no end to it. It is a continual process. These actions of learning and training can be applied to the teaching profession. No university or teachers' training college can fully train the prospective teacher during the pre-service training period. There is always new knowledge to be mastered. Theoretical knowledge and institute and school practice may prepare the student for his future career, but there is no guarantee for success. Having mastered the required skills at one of the above mentioned institutions, they must be put to practice in a real school or class situation. This is done during the school practice component of in-service training and once the student has started his career. Many kinds of problems may then be experienced by the student or recently qualified teacher. There may be problems in connection with matters such as adaption, administration, teaching methods or discipline. With the necessary guidance these problems may successfully be overcome. The person who is in the best position to provide this guidance is the head of the department. He may then act as a tutor or a mentor. Even experienced teachers who have been teaching at the same school for some time, newly appointed but experienced teachers and teachers returning to the profession, may encounter similar problems and may need guidance or in-service training. The headmaster is responsible for initiating an in-service training programme at the school. The different heads of department are to assist him in this, especially as far as subject matters are concerned. The ability to provide in-service training, to gain knowledge, to learn something new, however, also implies training. The headmaster and the heads of department should, therefore, receive the necessary training and guidance to enable them to successfully execute an in-service training programme. This training can be best provided by a training institution, such as a university or college. There should be a close link between these institutions and the different schools; between pre-service and in-service training. These two components of training should be presented as a continual process. The purpose of this study is to investigate the responsibilities of the head of department under the guidance of the headmaster, as far as the in-service training of the teachers in his department is concerned. This will provide the teachers with the oppurtunity of gaining knowledge and obtaining the required didactical skills. The possibilities of pre-service training are investigated with, among others, reference to content and modi, the link between these two kinds of training and between schools and training institutions. Recommendations are made in connection with the implementation of in-service training of didactical skills and the responsibilities of the head of department as far as in-service training of students and teachers at secondary schools is concerned. It is evident that the head of department, together with the headmaster, can play a very important part in the in-service training of teachers.
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Eksterne kommunikasie : 'n bestuurstaak van die skoolhoof
- Authors: Peach, Fredrick G.
- Date: 2014-07-23
- Subjects: School management and organization , Communication in education , School principals - South Africa
- Type: Thesis
- Identifier: uj:11780 , http://hdl.handle.net/10210/11504
- Description: M.Ed. (Education Leadership and Management) , Part of a headmaster1s managerial task is communication with society. Research regarding a scientifically organised communication programme between headmaster and community is imperative. Such research involves analysis of relevant literature, the need of external bodies to communicate, and the creation of an effective communication programme. This necessitates research into communication media and communication disturbances. The term communication needs scientific definition. This depends on the context. Basically there are the linear-, the inter-action- and the transactional principles. The latter viewpoint is prevalent in this short dissertation. Clarifying communication models are used in conjunction with definitions. These are the Laswell-, Shannon and Weaver-, Berlo and Mc Croskey models. Headmasters communicate internally and externally. The latter task is analysed in this dissertation, and involves preservation of a continual and successful mutual understanding between school and external groups. Successful exploitation of available external resources is the result of resourceful management, of which the four basic elements are planning, organisation, command and control. School-community communication is essential. Theories regarding satisfaction of needs will reveal principles in practice plus relevant communication media at the headmaster's disposal. Theories dealing with satisfaction of needs are founded upon the humanistic philosophy: human needs explain desires to communicate with schools. Maslow's hierarchy of needs, Mc Clelland's social motives theory, and Ardrey's territorial theory will be considered. These theories agree in principle: satisfaction of needs seems to be the main incentive behind communication from outside. The headmasters' communication aims at creating a positive image of the school and at influencing external bodies. Creation of an eventual external contact structure, implies an effective internal communication network. The latter climate depends upon a motivated staff who is effectively involved with external bodies.
- Full Text:
- Authors: Peach, Fredrick G.
- Date: 2014-07-23
- Subjects: School management and organization , Communication in education , School principals - South Africa
- Type: Thesis
- Identifier: uj:11780 , http://hdl.handle.net/10210/11504
- Description: M.Ed. (Education Leadership and Management) , Part of a headmaster1s managerial task is communication with society. Research regarding a scientifically organised communication programme between headmaster and community is imperative. Such research involves analysis of relevant literature, the need of external bodies to communicate, and the creation of an effective communication programme. This necessitates research into communication media and communication disturbances. The term communication needs scientific definition. This depends on the context. Basically there are the linear-, the inter-action- and the transactional principles. The latter viewpoint is prevalent in this short dissertation. Clarifying communication models are used in conjunction with definitions. These are the Laswell-, Shannon and Weaver-, Berlo and Mc Croskey models. Headmasters communicate internally and externally. The latter task is analysed in this dissertation, and involves preservation of a continual and successful mutual understanding between school and external groups. Successful exploitation of available external resources is the result of resourceful management, of which the four basic elements are planning, organisation, command and control. School-community communication is essential. Theories regarding satisfaction of needs will reveal principles in practice plus relevant communication media at the headmaster's disposal. Theories dealing with satisfaction of needs are founded upon the humanistic philosophy: human needs explain desires to communicate with schools. Maslow's hierarchy of needs, Mc Clelland's social motives theory, and Ardrey's territorial theory will be considered. These theories agree in principle: satisfaction of needs seems to be the main incentive behind communication from outside. The headmasters' communication aims at creating a positive image of the school and at influencing external bodies. Creation of an eventual external contact structure, implies an effective internal communication network. The latter climate depends upon a motivated staff who is effectively involved with external bodies.
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Vereistes vir suksesvolle skoolhoofskap in sekondêre skole van die Departement Onderwys en Opleiding
- Authors: Gouws, Clarence Green
- Date: 2015-10-15
- Subjects: School principals - South Africa , Blacks - Education (Secondary) - South Africa - Administration , High schools - South Africa - Administration
- Type: Thesis
- Identifier: uj:14379 , http://hdl.handle.net/10210/14850
- Description: M.Ed. (Education Management) , The effectiveness of proper educational teaching can be ascribed to a great extent to the efficacy of principals. Consequently, this paper attempts to determine the requirements for successful principal ship in secondary schools of the Department Education and Training. On the basis of the annual reports of the Department Education and Training there seem to be certain striking problem areas which can be identified and with which the principals of this department have to cope ...
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Vereistes vir suksesvolle skoolhoofskap in sekondêre skole van die Departement Onderwys en Opleiding
- Authors: Gouws, Clarence Green
- Date: 2015-10-15
- Subjects: School principals - South Africa , Blacks - Education (Secondary) - South Africa - Administration , High schools - South Africa - Administration
- Type: Thesis
- Identifier: uj:14379 , http://hdl.handle.net/10210/14850
- Description: M.Ed. (Education Management) , The effectiveness of proper educational teaching can be ascribed to a great extent to the efficacy of principals. Consequently, this paper attempts to determine the requirements for successful principal ship in secondary schools of the Department Education and Training. On the basis of the annual reports of the Department Education and Training there seem to be certain striking problem areas which can be identified and with which the principals of this department have to cope ...
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The school principal and parental involvement according to section 19 (2) of the Schools Act 84/1996
- Authors: Gololo, Tlelele Jacob
- Date: 2012-09-12
- Subjects: Home and school - South Africa , School principals - South Africa , Education - Parent participation , Educational law and legislation - South Africa
- Type: Mini-Dissertation
- Identifier: uj:10156 , http://hdl.handle.net/10210/7535
- Description: M.Ed. , It becomes evident that principals are faced with a mammoth task of managing parental involvement and also of rendering all the necessary assistance to the governing body in the performance of their functions as the Schools Act suggests. The problem, therefore, is how parental involvement in historically Black secondary schools can be managed in order to ensure viable participation of parents in general, and of the SGB in particular in the implementation of the functions of the governing bodies as set out in the Schools Act 8411996. For this research project the following will therefore be the formulated research questions: How can the principal render assistance to the parents in the performance of their functions? What strategies can be used as guidelines for principals to manage parental involvement in secondary schools? THE AIM OF THE STUDY In view of the above problem the general aim of this research project is to investigate how the principal can render all the necessary assistance to the governing body in particular, to enable them to perform all their functions in terms of the Schools Act 84/1996.
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The school principal and parental involvement according to section 19 (2) of the Schools Act 84/1996
- Authors: Gololo, Tlelele Jacob
- Date: 2012-09-12
- Subjects: Home and school - South Africa , School principals - South Africa , Education - Parent participation , Educational law and legislation - South Africa
- Type: Mini-Dissertation
- Identifier: uj:10156 , http://hdl.handle.net/10210/7535
- Description: M.Ed. , It becomes evident that principals are faced with a mammoth task of managing parental involvement and also of rendering all the necessary assistance to the governing body in the performance of their functions as the Schools Act suggests. The problem, therefore, is how parental involvement in historically Black secondary schools can be managed in order to ensure viable participation of parents in general, and of the SGB in particular in the implementation of the functions of the governing bodies as set out in the Schools Act 8411996. For this research project the following will therefore be the formulated research questions: How can the principal render assistance to the parents in the performance of their functions? What strategies can be used as guidelines for principals to manage parental involvement in secondary schools? THE AIM OF THE STUDY In view of the above problem the general aim of this research project is to investigate how the principal can render all the necessary assistance to the governing body in particular, to enable them to perform all their functions in terms of the Schools Act 84/1996.
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The perception of principals on group decision-making within school management teams
- Authors: Mmako, Anna Mmapitse
- Date: 2014-10-07
- Subjects: School management teams - South Africa , School principals - South Africa , School management and organization - South Africa , School management teams - South Africa - Decision making , Group decision making - South Africa
- Type: Thesis
- Identifier: uj:12515 , http://hdl.handle.net/10210/12309
- Description: M.Ed. (Educational Management) , This research was conducted in an effort to investigate the perception of principals on group decision-making within the School Management Teams (SMT's). This study was prompted by the changes taking place within the department of education, which are in line with the political changes that have taken place in South Africa. The dawn of democracy in South Africa paved a way for the democratisation of all government structures. According to the South African School's Act (SASA) of 1996 (b) participative management should be practised at all levels of education, in this instance at school level. The SMT's who are comprised of managers, must make joint informed decisions at the school level. From the literature review it is evident that principals should be competent in group decision making so that they can make rational decisions and to assist the management team to reach the desired common goal. The involvement of the SMT in decision-making develops a sense of ownership for the institution and this sense of ownership can lead to co-operation amongst the members, which could cascade to the rest of the staff members. The co-operation could promote effectiveness in the management of the school. An empirical study was conducted based on group decision-making. A comparison was made concerning the factor mean scores of the following independent groups: gender, age, mother tongue, commitment to group decision-making, teaching experience, qualifications of respondents, medium of instruction, districts and workshops attended relative to group decision-making. Generally, there seemed to be no statistically significant differences between these categories as they mainly agreed with the factor named group decision-making. The respondents belonged to schools in the three districts namely D1, D3 and D4 of the Gauteng Department of Education. Chapter four depicts the results of the research. Based on the results of the research, guidelines were drafted to assist principals in group decision making. Finally, this research recommends further research on this topic on a wider context such as: Research be conducted in other parts of Gauteng and other provinces. The perception of other SMT members to group decision-making should be investigated.
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- Authors: Mmako, Anna Mmapitse
- Date: 2014-10-07
- Subjects: School management teams - South Africa , School principals - South Africa , School management and organization - South Africa , School management teams - South Africa - Decision making , Group decision making - South Africa
- Type: Thesis
- Identifier: uj:12515 , http://hdl.handle.net/10210/12309
- Description: M.Ed. (Educational Management) , This research was conducted in an effort to investigate the perception of principals on group decision-making within the School Management Teams (SMT's). This study was prompted by the changes taking place within the department of education, which are in line with the political changes that have taken place in South Africa. The dawn of democracy in South Africa paved a way for the democratisation of all government structures. According to the South African School's Act (SASA) of 1996 (b) participative management should be practised at all levels of education, in this instance at school level. The SMT's who are comprised of managers, must make joint informed decisions at the school level. From the literature review it is evident that principals should be competent in group decision making so that they can make rational decisions and to assist the management team to reach the desired common goal. The involvement of the SMT in decision-making develops a sense of ownership for the institution and this sense of ownership can lead to co-operation amongst the members, which could cascade to the rest of the staff members. The co-operation could promote effectiveness in the management of the school. An empirical study was conducted based on group decision-making. A comparison was made concerning the factor mean scores of the following independent groups: gender, age, mother tongue, commitment to group decision-making, teaching experience, qualifications of respondents, medium of instruction, districts and workshops attended relative to group decision-making. Generally, there seemed to be no statistically significant differences between these categories as they mainly agreed with the factor named group decision-making. The respondents belonged to schools in the three districts namely D1, D3 and D4 of the Gauteng Department of Education. Chapter four depicts the results of the research. Based on the results of the research, guidelines were drafted to assist principals in group decision making. Finally, this research recommends further research on this topic on a wider context such as: Research be conducted in other parts of Gauteng and other provinces. The perception of other SMT members to group decision-making should be investigated.
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The changing role of the principal of a public primary school : a financial school management perspective
- Authors: Sayed, Mohammed-Kamil
- Date: 2012-08-15
- Subjects: School principals - South Africa , School principals - In-service training - South Africa , School management and organization - Planning , Educational change - South Africa
- Type: Mini-Dissertation
- Identifier: uj:9383 , http://hdl.handle.net/10210/5820
- Description: M.Ed. , Section 34(1) of the South African Schools Act No. 84 of 1996 (Government Gazette No. 17579, 1996:24) states that "the State must fund public schools from public revenue on an equitable basis in order to ensure the proper exercise of the rights of learners to education and the redress of past inequalities in education provision". Although the State has legislated its intentions of funding public schools, financial and budgetary constraints prevent it from meeting all the financial requirements of schools. Bearing this in mind, Section 36 of the same Act states that "a governing body of a public school must take all reasonable measures within its means to supplement the resources supplied by the State in order to improve the quality of education provided by the school to all learners at the school". Thus, schools - through their governing bodies, of which the principal is a member - are being encouraged to raise funds to supplement that which the State can provide. The State has qualified in terms of section 34(2) of the same Act that "the State must, on an annual basis, provide sufficient information to public schools regarding the funding referred to in subsection (1) to enable public schools to prepare their budgets for the next financial year". In addition to this subsection which requires schools to draw up a budget, Section 38(1) of the same Act stipulates that "a governing body of a public school must prepare a budget each year, according to guidelines determined by the Minister of the Executive Council, which shows the estimated income and expenditure of the school for the following financial year". Thus, budgets have become compulsory activities in the financial management functions of schools.
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- Authors: Sayed, Mohammed-Kamil
- Date: 2012-08-15
- Subjects: School principals - South Africa , School principals - In-service training - South Africa , School management and organization - Planning , Educational change - South Africa
- Type: Mini-Dissertation
- Identifier: uj:9383 , http://hdl.handle.net/10210/5820
- Description: M.Ed. , Section 34(1) of the South African Schools Act No. 84 of 1996 (Government Gazette No. 17579, 1996:24) states that "the State must fund public schools from public revenue on an equitable basis in order to ensure the proper exercise of the rights of learners to education and the redress of past inequalities in education provision". Although the State has legislated its intentions of funding public schools, financial and budgetary constraints prevent it from meeting all the financial requirements of schools. Bearing this in mind, Section 36 of the same Act states that "a governing body of a public school must take all reasonable measures within its means to supplement the resources supplied by the State in order to improve the quality of education provided by the school to all learners at the school". Thus, schools - through their governing bodies, of which the principal is a member - are being encouraged to raise funds to supplement that which the State can provide. The State has qualified in terms of section 34(2) of the same Act that "the State must, on an annual basis, provide sufficient information to public schools regarding the funding referred to in subsection (1) to enable public schools to prepare their budgets for the next financial year". In addition to this subsection which requires schools to draw up a budget, Section 38(1) of the same Act stipulates that "a governing body of a public school must prepare a budget each year, according to guidelines determined by the Minister of the Executive Council, which shows the estimated income and expenditure of the school for the following financial year". Thus, budgets have become compulsory activities in the financial management functions of schools.
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The role of school management developers in improving headmasters' managerial competencies
- Lethepa, Lerata Moqubane Michael
- Authors: Lethepa, Lerata Moqubane Michael
- Date: 2012-08-16
- Subjects: School administrators - South Africa , School management and organization - South Africa - Decision making. , School principals - South Africa , Schools - South Africa - Management
- Type: Mini-Dissertation
- Identifier: uj:9464 , http://hdl.handle.net/10210/5896
- Description: M.Ed. , The aim of the study is to examine: The management styles of headmasters and School Management Developers. The way School Management Developers manage headmasters. The response of headmasters to guidance by School Management Developers.This study on the role of principal's and School Management Developers' leadership styles in the Harrismith District of education is of significance value to the effectiveness of schools . First and foremost this study will help both School Management Developers and headmasters to develop the appropriate leadership styles in this era of change towards achieving the effective performance of schools. Secondly , this study can be used as a basis for developing a guide for developing school managers in the Harrismith District of Education in this era of change .
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- Authors: Lethepa, Lerata Moqubane Michael
- Date: 2012-08-16
- Subjects: School administrators - South Africa , School management and organization - South Africa - Decision making. , School principals - South Africa , Schools - South Africa - Management
- Type: Mini-Dissertation
- Identifier: uj:9464 , http://hdl.handle.net/10210/5896
- Description: M.Ed. , The aim of the study is to examine: The management styles of headmasters and School Management Developers. The way School Management Developers manage headmasters. The response of headmasters to guidance by School Management Developers.This study on the role of principal's and School Management Developers' leadership styles in the Harrismith District of education is of significance value to the effectiveness of schools . First and foremost this study will help both School Management Developers and headmasters to develop the appropriate leadership styles in this era of change towards achieving the effective performance of schools. Secondly , this study can be used as a basis for developing a guide for developing school managers in the Harrismith District of Education in this era of change .
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Personeelontwikkeling as taak van die skoolhoof van 'n sekondêre skool binne die Departement Onderwys en Opleiding
- Authors: Aucamp, Johannes Petrus
- Date: 2014-11-20
- Subjects: School personnel management - South Africa , Teacher-principal relationships , School principals - South Africa , Teachers, Black - In-service training - South Africa , Education - South Africa - Aims and objectives , High school teachers - In-service training - South Africa
- Type: Thesis
- Identifier: uj:12998 , http://hdl.handle.net/10210/12885
- Description: M.Ed. (Educational Management) , Please refer to full text to view abstract
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- Authors: Aucamp, Johannes Petrus
- Date: 2014-11-20
- Subjects: School personnel management - South Africa , Teacher-principal relationships , School principals - South Africa , Teachers, Black - In-service training - South Africa , Education - South Africa - Aims and objectives , High school teachers - In-service training - South Africa
- Type: Thesis
- Identifier: uj:12998 , http://hdl.handle.net/10210/12885
- Description: M.Ed. (Educational Management) , Please refer to full text to view abstract
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Organisering as bestuurstaak van die skoolhoof
- Authors: Beeslaar, S.E.
- Date: 2014-07-28
- Subjects: School principals - South Africa , School management and organization
- Type: Thesis
- Identifier: uj:11893 , http://hdl.handle.net/10210/11621
- Description: M.Ed. (Leadership and Management) , Please refer to full text to view abstract
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- Authors: Beeslaar, S.E.
- Date: 2014-07-28
- Subjects: School principals - South Africa , School management and organization
- Type: Thesis
- Identifier: uj:11893 , http://hdl.handle.net/10210/11621
- Description: M.Ed. (Leadership and Management) , Please refer to full text to view abstract
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The role of the school principal in establishing a healthy school-community relationship
- Authors: Mofokeng, John Thapelo
- Date: 2012-09-11
- Subjects: School principals - South Africa , Community and school - South Africa , Teacher-parent relationships - Case studies
- Type: Mini-Dissertation
- Identifier: uj:10076 , http://hdl.handle.net/10210/7462
- Description: M.Ed. , The study was aimed at investigating the establishment and maintenance of healthy school-community relationships. The focus of the inquiry was the role that school principals can play in ensuring that harmonious relations exist between the school and the local community. A decline in the culture of teaching and learning in schools, and the resultant poor educational performance of the learners is a matter of serious concern to all people and organisations with interest in education. It is for that reason that the new South African Schools Act encourages the establishment of a strong partnership between the schools and all stakeholders in education. The stakeholders mentioned in the Act include the business sector, state, and members of the local communities. The partners in a partnership work together towards a common goal. In education the partners work together towards the optimal development of the potentials of the children. The children must be guided to become responsible members of their respective communities, and to contribute in the development of community life. The schools are built in a community to serve the needs of the community members in its area. This makes a partnership between the school and the community, essential if the school is to meet the needs of the community. The school-community partnership can help to ensure that the education offered in schools is relevant and responsive to community needs. Moreover, it is through community support that the school is able to carry out its tasks as expected by the stakeholders. The community is expected, inter alia, to help create a healthy climate within schools, and to promote the culture of teaching and learning. Community members need to be empowered in order to be able to contribute effectively in school activities. The investigation revealed that there are barriers between the schools and their local communities that isolate the schools from their communities. The schools, and the school principals in particular, are faced with the great task of breaking the barriers so as to enable the schools and their communities to work harmoniously together. More importantly, the schools must realise the need to increase their clientele to include the whole community, and not only the community's children. The study also discovered that the relationship between the school and the community takes place haphazardly. There is no plan as to how the school-community relations should be handled. The roles of the teachers and community members in the partnership are not defined. This makes it difficult to channel the actions of partners in school-community relationships to work towards a common goal. The study has highlighted some of the causes of poor school-community relationship and the strategies that can be employed by schools, particularly the principals, to deal with such causes with the aim of breaking down the wall between the school and the community.
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- Authors: Mofokeng, John Thapelo
- Date: 2012-09-11
- Subjects: School principals - South Africa , Community and school - South Africa , Teacher-parent relationships - Case studies
- Type: Mini-Dissertation
- Identifier: uj:10076 , http://hdl.handle.net/10210/7462
- Description: M.Ed. , The study was aimed at investigating the establishment and maintenance of healthy school-community relationships. The focus of the inquiry was the role that school principals can play in ensuring that harmonious relations exist between the school and the local community. A decline in the culture of teaching and learning in schools, and the resultant poor educational performance of the learners is a matter of serious concern to all people and organisations with interest in education. It is for that reason that the new South African Schools Act encourages the establishment of a strong partnership between the schools and all stakeholders in education. The stakeholders mentioned in the Act include the business sector, state, and members of the local communities. The partners in a partnership work together towards a common goal. In education the partners work together towards the optimal development of the potentials of the children. The children must be guided to become responsible members of their respective communities, and to contribute in the development of community life. The schools are built in a community to serve the needs of the community members in its area. This makes a partnership between the school and the community, essential if the school is to meet the needs of the community. The school-community partnership can help to ensure that the education offered in schools is relevant and responsive to community needs. Moreover, it is through community support that the school is able to carry out its tasks as expected by the stakeholders. The community is expected, inter alia, to help create a healthy climate within schools, and to promote the culture of teaching and learning. Community members need to be empowered in order to be able to contribute effectively in school activities. The investigation revealed that there are barriers between the schools and their local communities that isolate the schools from their communities. The schools, and the school principals in particular, are faced with the great task of breaking the barriers so as to enable the schools and their communities to work harmoniously together. More importantly, the schools must realise the need to increase their clientele to include the whole community, and not only the community's children. The study also discovered that the relationship between the school and the community takes place haphazardly. There is no plan as to how the school-community relations should be handled. The roles of the teachers and community members in the partnership are not defined. This makes it difficult to channel the actions of partners in school-community relationships to work towards a common goal. The study has highlighted some of the causes of poor school-community relationship and the strategies that can be employed by schools, particularly the principals, to deal with such causes with the aim of breaking down the wall between the school and the community.
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Leadership as a key responsibility of the school principal
- Authors: Nxumalo, John Dlambule
- Date: 2012-08-13
- Subjects: School principals - South Africa , Educational leadership - South Africa , Leadership , School management and organization - South Africa
- Type: Thesis
- Identifier: uj:9034 , http://hdl.handle.net/10210/5499
- Description: D.Ed. , This research study focused on leadership as a key responsibility of the school principal. The statement of the problem and aims of the study were outlined in Chapter one. In the literature review carried out in Chapter two it was argued that principals in Thulamahashe circuit should have knowledge of leadership theories, dimensions of leadership and adequate leadership skills, appropriate styles, qualities and roles in order to lead schools effectively. This is one factor that could possibly contribute towards the establishment of effective school performance and democratic leadership in schools within Thulamahashe circuit. This research study is quantitative in nature. A structured questionnaire was used to collect data on the opinions of the respondents based on leadership as a key responsibility of the school principal. The questionnaire consisted of sixty five items and fifty-five items were relevant for this particular research study. The structured questionnaires were distributed to a convenient cluster sample within the Thulamahashe circuit at Bushbuckridge region in the Northern Province. The respondents in this research study were teachers and principals from all types of schools within Thulamahashe circuit with the exception of crèches. The factor analysis was used to reduce the items into two factors named as leadership effectiveness (factor 2.1) and democratic leadership style (factor 2.2). The two factors were used for analyses purposes. Based on the information gathered using the structured questionnaire, each item relevant to this research study was analysed and discussed. After the factor analysis, the significance of the difference between the factor means of the various groups for each of the factors that make up leadership as responsibility of the school principal were analysed and discussed. With regard to aspects of principals as effective leaders, it was found that the respondents agree that principals should be effective leaders. In other words, they agreed with the principles and theoretical characteristics of effective principals, as set out in chapter two. However, when the same respondents evaluated their own principals they are inclined to agree that their principals are democratic leaders. There is a gap between the theory and practice. In practice, it seems principals in the Thulamahashe circuit need to improve their leadership styles, skills, and roles in order to lead schools. There is a great need in this circuit that principals should become democratic leaders and fulfill their roles and responsibilities effectively. This could possibly promote democratic leadership and transform under-performing schools.
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- Authors: Nxumalo, John Dlambule
- Date: 2012-08-13
- Subjects: School principals - South Africa , Educational leadership - South Africa , Leadership , School management and organization - South Africa
- Type: Thesis
- Identifier: uj:9034 , http://hdl.handle.net/10210/5499
- Description: D.Ed. , This research study focused on leadership as a key responsibility of the school principal. The statement of the problem and aims of the study were outlined in Chapter one. In the literature review carried out in Chapter two it was argued that principals in Thulamahashe circuit should have knowledge of leadership theories, dimensions of leadership and adequate leadership skills, appropriate styles, qualities and roles in order to lead schools effectively. This is one factor that could possibly contribute towards the establishment of effective school performance and democratic leadership in schools within Thulamahashe circuit. This research study is quantitative in nature. A structured questionnaire was used to collect data on the opinions of the respondents based on leadership as a key responsibility of the school principal. The questionnaire consisted of sixty five items and fifty-five items were relevant for this particular research study. The structured questionnaires were distributed to a convenient cluster sample within the Thulamahashe circuit at Bushbuckridge region in the Northern Province. The respondents in this research study were teachers and principals from all types of schools within Thulamahashe circuit with the exception of crèches. The factor analysis was used to reduce the items into two factors named as leadership effectiveness (factor 2.1) and democratic leadership style (factor 2.2). The two factors were used for analyses purposes. Based on the information gathered using the structured questionnaire, each item relevant to this research study was analysed and discussed. After the factor analysis, the significance of the difference between the factor means of the various groups for each of the factors that make up leadership as responsibility of the school principal were analysed and discussed. With regard to aspects of principals as effective leaders, it was found that the respondents agree that principals should be effective leaders. In other words, they agreed with the principles and theoretical characteristics of effective principals, as set out in chapter two. However, when the same respondents evaluated their own principals they are inclined to agree that their principals are democratic leaders. There is a gap between the theory and practice. In practice, it seems principals in the Thulamahashe circuit need to improve their leadership styles, skills, and roles in order to lead schools. There is a great need in this circuit that principals should become democratic leaders and fulfill their roles and responsibilities effectively. This could possibly promote democratic leadership and transform under-performing schools.
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The new principal and the diagnosis of school culture
- Authors: Craythorn, Vincent Martin
- Date: 2014-06-02
- Subjects: School principals - South Africa , School administrators - Rating of , School personnel management - South Africa , Schools - South Africa - Management
- Type: Thesis
- Identifier: uj:11311 , http://hdl.handle.net/10210/10903
- Description: M.Ed. (Education Management) , Taking up the first principalship is a demanding career transition involving emergency professional development, not only for the new principal to move from the role of teacher and administrator, but for him to successfully diagnose a new culture. The degree of success that a new principal -has in discovering, understanding, developing further and managing a new school culture within the first year of his appointment, will determine his overall effectiveness in managing the new school. Against this background, the focus of this research paper will be to identify and define school culture. Included here will be a discussion of what constitutes culture, the process of acculturation, the influence of sub-cultures and the impediment of culture on both management and change. The role of the new principal in managing and where necessary changing existing culture in a school is described in this paper. The problem areas likely to be encountered and the solutions to these problems are also discussed. A strategy is proposed to assist future new principals with the problem of managing existing culture in the school. Divided into three parts, the strategy assist the new principal to read the existing culture of the school. Secondly, it proposes that the new principal follows a collaborative process for the review of and transformation of existing school culture. The final part of the strategy is to revise and establish innovative communication networks to ensure the strategy's overall success.
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- Authors: Craythorn, Vincent Martin
- Date: 2014-06-02
- Subjects: School principals - South Africa , School administrators - Rating of , School personnel management - South Africa , Schools - South Africa - Management
- Type: Thesis
- Identifier: uj:11311 , http://hdl.handle.net/10210/10903
- Description: M.Ed. (Education Management) , Taking up the first principalship is a demanding career transition involving emergency professional development, not only for the new principal to move from the role of teacher and administrator, but for him to successfully diagnose a new culture. The degree of success that a new principal -has in discovering, understanding, developing further and managing a new school culture within the first year of his appointment, will determine his overall effectiveness in managing the new school. Against this background, the focus of this research paper will be to identify and define school culture. Included here will be a discussion of what constitutes culture, the process of acculturation, the influence of sub-cultures and the impediment of culture on both management and change. The role of the new principal in managing and where necessary changing existing culture in a school is described in this paper. The problem areas likely to be encountered and the solutions to these problems are also discussed. A strategy is proposed to assist future new principals with the problem of managing existing culture in the school. Divided into three parts, the strategy assist the new principal to read the existing culture of the school. Secondly, it proposes that the new principal follows a collaborative process for the review of and transformation of existing school culture. The final part of the strategy is to revise and establish innovative communication networks to ensure the strategy's overall success.
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The factors that influence the effective appointment of school principals in South African schools
- Authors: Malefetse, Elias
- Date: 2019
- Subjects: School principals - South Africa
- Language: English
- Type: Masters (Thesis)
- Identifier: http://hdl.handle.net/10210/411867 , uj:34630
- Description: Abstract: The purpose of this study was to investigate what factors influence the effective appointment of principals in South African township schools, with specific reference to the Johannesburg South District at Soweto Township in the Gauteng Province. This district was purposively selected because of recent media reports regarding community protest in relation to principal appointments. The research intended to establish whether there was undue influence regarding principal appointments in these schools. In order to ascertain this, it was necessary to gauge the factors that influenced such appointments. The research design and methods applied in this study were associated with qualitative research methodology. Various techniques for collecting and analysing data that fit the purpose of this study were explored to develop an in-depth knowledge of the phenomenon being investigated. Purposive sampling was used in order to ensure that only the richest possible source of information to answer the research questions was obtained. The participant selection size was fixed, targeting seven officials that were directly linked to the process of principal appointments. However, the tools used to collect data were semi-structured interviews, document analysis and observation to allow me, as the researcher to gain greater understanding on the factors that influence the process. The study has revealed how various factors influence the effective appointments of principals in South African township school. It is evidence that there are various factors that unduly influence principal appointments. These factors reflected a network of malpractices from all angles of the system and not just from teacher unions as portrayed by other similar studies. In addressing the findings there is an urgent need to review the process on how these tendencies can be curbed. Further research studies need to be pursued to measure the extent of influence that principals appointed by undue influence has on effective school management, especially in township schools. , M.A. (Educational Management)
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- Authors: Malefetse, Elias
- Date: 2019
- Subjects: School principals - South Africa
- Language: English
- Type: Masters (Thesis)
- Identifier: http://hdl.handle.net/10210/411867 , uj:34630
- Description: Abstract: The purpose of this study was to investigate what factors influence the effective appointment of principals in South African township schools, with specific reference to the Johannesburg South District at Soweto Township in the Gauteng Province. This district was purposively selected because of recent media reports regarding community protest in relation to principal appointments. The research intended to establish whether there was undue influence regarding principal appointments in these schools. In order to ascertain this, it was necessary to gauge the factors that influenced such appointments. The research design and methods applied in this study were associated with qualitative research methodology. Various techniques for collecting and analysing data that fit the purpose of this study were explored to develop an in-depth knowledge of the phenomenon being investigated. Purposive sampling was used in order to ensure that only the richest possible source of information to answer the research questions was obtained. The participant selection size was fixed, targeting seven officials that were directly linked to the process of principal appointments. However, the tools used to collect data were semi-structured interviews, document analysis and observation to allow me, as the researcher to gain greater understanding on the factors that influence the process. The study has revealed how various factors influence the effective appointments of principals in South African township school. It is evidence that there are various factors that unduly influence principal appointments. These factors reflected a network of malpractices from all angles of the system and not just from teacher unions as portrayed by other similar studies. In addressing the findings there is an urgent need to review the process on how these tendencies can be curbed. Further research studies need to be pursued to measure the extent of influence that principals appointed by undue influence has on effective school management, especially in township schools. , M.A. (Educational Management)
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