Transformatoriese leer by skoolhoofde
- Authors: Barkhuizen, Johan Gerhardus
- Date: 2012-08-14
- Subjects: School principals -- South Africa , School principals -- Training of -- South Africa , Adult education -- Psychological aspects , Adult learning -- Psychological aspects
- Type: Mini-Dissertation
- Identifier: http://ujcontent.uj.ac.za8080/10210/372415 , uj:9218 , http://hdl.handle.net/10210/5668
- Description: M.Ed. , The focus of this study was to explore transformational learning as experienced by school principals. This paper argues that encountering an experience or event which we cannot make sense out of, is the first step in the process of perspective transformation. The political changes in the post apartheid South Africa led to the incorporation of cultural diversity in education. This view challenged the perspectives of most Afrikaner school principals and they had to make meaning of the new experience. Review of the research literature on adult and transformative learning revealed that there are few detailed descriptions of the transformational learning process in a political and sociocultural context. The purpose of this study was to explore the transformational learning process by which school principals made meaning of the mentioned new experience. A qualitative design was used to explore the transformative learning process in school principals. Face-to-face interviews were conducted with six school principals. Using the constant comparative method an inductive analysis of the data revealed a process of perspective transformation. The study revealed a transformative learning process in school principals similar to that proposed by Mezirow, beginning with a disorienting dilemma, followed by varied reactions, catalist events, exploring and trying out new roles and the integration of the new perspective into their lives. The two most significant findings were the role context played in the process and that collective unconscious was the actual meaning given to the changes in their lives. This study contributes to a growing empirical exploration of transformative learning by exploring transformational learning in a political and sociocultural context.
- Full Text:
- Authors: Barkhuizen, Johan Gerhardus
- Date: 2012-08-14
- Subjects: School principals -- South Africa , School principals -- Training of -- South Africa , Adult education -- Psychological aspects , Adult learning -- Psychological aspects
- Type: Mini-Dissertation
- Identifier: http://ujcontent.uj.ac.za8080/10210/372415 , uj:9218 , http://hdl.handle.net/10210/5668
- Description: M.Ed. , The focus of this study was to explore transformational learning as experienced by school principals. This paper argues that encountering an experience or event which we cannot make sense out of, is the first step in the process of perspective transformation. The political changes in the post apartheid South Africa led to the incorporation of cultural diversity in education. This view challenged the perspectives of most Afrikaner school principals and they had to make meaning of the new experience. Review of the research literature on adult and transformative learning revealed that there are few detailed descriptions of the transformational learning process in a political and sociocultural context. The purpose of this study was to explore the transformational learning process by which school principals made meaning of the mentioned new experience. A qualitative design was used to explore the transformative learning process in school principals. Face-to-face interviews were conducted with six school principals. Using the constant comparative method an inductive analysis of the data revealed a process of perspective transformation. The study revealed a transformative learning process in school principals similar to that proposed by Mezirow, beginning with a disorienting dilemma, followed by varied reactions, catalist events, exploring and trying out new roles and the integration of the new perspective into their lives. The two most significant findings were the role context played in the process and that collective unconscious was the actual meaning given to the changes in their lives. This study contributes to a growing empirical exploration of transformative learning by exploring transformational learning in a political and sociocultural context.
- Full Text:
Management of school fees exemptions : role of the principal
- Authors: Nsibande, Angel Hluphile
- Date: 2012-08-22
- Subjects: Education -- South Africa -- Finance. , School management and organization -- South Africa , School principals -- South Africa
- Type: Mini-Dissertation
- Identifier: uj:2938 , http://hdl.handle.net/10210/6366
- Description: M.Ed. , The purpose of this study is to investigate the management of school fees exemptions by school principals. Due to the current financial climate in South Africa, the responsibility for financing education is shifting increasingly from the government to the private sector and the parent community in particular. Consequently schools have to generate more funds to supplement state resources. These funds are administered and managed by school-based managers. Furthermore, this concept enhances the aspect of school fees management. The first chapter of this research provided a comprehensive orientation and background of the research problem. The aim of the research was presented and the method of research was discussed. In chapter two, the researcher concentrated on a focused literature study. The literature study explored the concept of the budget ; legislation and policy on school fees exemptions, accountability and transparency of principals. The research design and qualitative methodology was the subject of discussion in chapter three. An interview as a research instrument was explained. Therefore, various aspects of an interview as a research instrument were discussed. Findings of this research, which emanated both from the literature review on school fees exemptions and empirical research, revealed that poverty and unemployment are the main cause of non-payment of school fees. It was also revealed that parents are not aware of the school fees exemptions policy and that they do not apply for school fees exemptions. Another reason for non payment of school fees is the mismanagement of school fees. The recommendations regarding addressing problems of non-payment of school fees in our country were provided.
- Full Text:
- Authors: Nsibande, Angel Hluphile
- Date: 2012-08-22
- Subjects: Education -- South Africa -- Finance. , School management and organization -- South Africa , School principals -- South Africa
- Type: Mini-Dissertation
- Identifier: uj:2938 , http://hdl.handle.net/10210/6366
- Description: M.Ed. , The purpose of this study is to investigate the management of school fees exemptions by school principals. Due to the current financial climate in South Africa, the responsibility for financing education is shifting increasingly from the government to the private sector and the parent community in particular. Consequently schools have to generate more funds to supplement state resources. These funds are administered and managed by school-based managers. Furthermore, this concept enhances the aspect of school fees management. The first chapter of this research provided a comprehensive orientation and background of the research problem. The aim of the research was presented and the method of research was discussed. In chapter two, the researcher concentrated on a focused literature study. The literature study explored the concept of the budget ; legislation and policy on school fees exemptions, accountability and transparency of principals. The research design and qualitative methodology was the subject of discussion in chapter three. An interview as a research instrument was explained. Therefore, various aspects of an interview as a research instrument were discussed. Findings of this research, which emanated both from the literature review on school fees exemptions and empirical research, revealed that poverty and unemployment are the main cause of non-payment of school fees. It was also revealed that parents are not aware of the school fees exemptions policy and that they do not apply for school fees exemptions. Another reason for non payment of school fees is the mismanagement of school fees. The recommendations regarding addressing problems of non-payment of school fees in our country were provided.
- Full Text:
Implementing policies of employment equity and affirmative action in public schools : implications for the management of non-educators
- Authors: Motsisi, Antonia Tebogo
- Date: 2012-08-22
- Subjects: Blacks -- South Africa -- Employment , Discrimination in employment -- South Africa , Affirmative action programs -- South Africa , School principals -- South Africa , Personnel management -- South Africa , School management and organization -- South Africa
- Type: Mini-Dissertation
- Identifier: uj:2957 , http://hdl.handle.net/10210/6384
- Description: M.Ed. , The focus of this investigation is on the perceptions of non-educators and school principals with regard to the implementation of the policies of employment equity and affirmative action in public schools. There were gross inequalities that were perpetuated by a policy of employment segregation prior to the 1994 democratic government that skewed human and physical resources in favour of the white people. This adversely affected the employment status of non-educators in public schools. To this end, public schools lacked credibility and legitimacy and service delivery became inefficient on account of unfair employment policies and practices. Therefore, the promulgation of the policies of employment equity and affirmative action became a necessity through which equalisation of employment opportunities could be realised. The purpose of this study is to explore and understand the perceptions of non-educators and principals with regard to the implementation of the aforesaid policies and how they address their employment barriers that were legislated during the apartheid era in the South African public schools. The perceptions of non-educators and school principals with regard to the implementation of employment policies were investigated. Furthermore, an investigation on the implications for the management of non-educators in public schools were contextually explored, observed and described in a natural setting, via in-depth semi-structured interviews thus allowing an indepth and qualitative description of their views and beliefs. The raw data was transcribed verbatim from tape recorder and videotape. Data was analysed by margin coding and by clustering data into categories and sub-categories. Conclusions were drawn and recommendations made for further research. The research study revealed that there is a need for practical implementation of the policies of employment equity and affirmative action in public schools. In order to implement the policies appropriately, it was discovered that training and development should occur alongside monitoring and evaluation, and a participatory management style that encompasses noneducators in public schools.
- Full Text:
- Authors: Motsisi, Antonia Tebogo
- Date: 2012-08-22
- Subjects: Blacks -- South Africa -- Employment , Discrimination in employment -- South Africa , Affirmative action programs -- South Africa , School principals -- South Africa , Personnel management -- South Africa , School management and organization -- South Africa
- Type: Mini-Dissertation
- Identifier: uj:2957 , http://hdl.handle.net/10210/6384
- Description: M.Ed. , The focus of this investigation is on the perceptions of non-educators and school principals with regard to the implementation of the policies of employment equity and affirmative action in public schools. There were gross inequalities that were perpetuated by a policy of employment segregation prior to the 1994 democratic government that skewed human and physical resources in favour of the white people. This adversely affected the employment status of non-educators in public schools. To this end, public schools lacked credibility and legitimacy and service delivery became inefficient on account of unfair employment policies and practices. Therefore, the promulgation of the policies of employment equity and affirmative action became a necessity through which equalisation of employment opportunities could be realised. The purpose of this study is to explore and understand the perceptions of non-educators and principals with regard to the implementation of the aforesaid policies and how they address their employment barriers that were legislated during the apartheid era in the South African public schools. The perceptions of non-educators and school principals with regard to the implementation of employment policies were investigated. Furthermore, an investigation on the implications for the management of non-educators in public schools were contextually explored, observed and described in a natural setting, via in-depth semi-structured interviews thus allowing an indepth and qualitative description of their views and beliefs. The raw data was transcribed verbatim from tape recorder and videotape. Data was analysed by margin coding and by clustering data into categories and sub-categories. Conclusions were drawn and recommendations made for further research. The research study revealed that there is a need for practical implementation of the policies of employment equity and affirmative action in public schools. In order to implement the policies appropriately, it was discovered that training and development should occur alongside monitoring and evaluation, and a participatory management style that encompasses noneducators in public schools.
- Full Text:
An evaluation of the leadership of principals by educators
- Authors: Beeka, Amratlal
- Date: 2012-08-14
- Subjects: School principals -- South Africa , Leadership -- Evaluation , Teacher-principal relationships
- Type: Mini-Dissertation
- Identifier: uj:9248 , http://hdl.handle.net/10210/5695
- Description: M.Ed. , This research centres around the perceptions held by teachers about the various facets of strategic leadership among school principals. This aspect must be seen within the broader context of educational transformation in South Africa. Despite the dramatic changes in which schools are managed and the transformation of the national and provincial departments of education into a democratic, equitable and comprehensive national education system, it is evident that educators do not all perceive the leadership of their principals in the same way. Due to the many and complex changes taking place in our schools today, principals should be committed practitioners who are able to lead and manage at the same time. School management should be participatory, collegial and committed to teacher - and pupil. It also entails active involvement in the activities of the school (Dzvimbo, 1996: 23). The principal must be encouraged to adopt a system of management which will give the educators the opportunity to influence the decision making process. Educators must be made to feel part of the management in order to increase their sense of belonging and minimise apathy. The development of a management style which will create an open school climate and team spirit could assist educators in developing positive perceptions of the principal.
- Full Text:
- Authors: Beeka, Amratlal
- Date: 2012-08-14
- Subjects: School principals -- South Africa , Leadership -- Evaluation , Teacher-principal relationships
- Type: Mini-Dissertation
- Identifier: uj:9248 , http://hdl.handle.net/10210/5695
- Description: M.Ed. , This research centres around the perceptions held by teachers about the various facets of strategic leadership among school principals. This aspect must be seen within the broader context of educational transformation in South Africa. Despite the dramatic changes in which schools are managed and the transformation of the national and provincial departments of education into a democratic, equitable and comprehensive national education system, it is evident that educators do not all perceive the leadership of their principals in the same way. Due to the many and complex changes taking place in our schools today, principals should be committed practitioners who are able to lead and manage at the same time. School management should be participatory, collegial and committed to teacher - and pupil. It also entails active involvement in the activities of the school (Dzvimbo, 1996: 23). The principal must be encouraged to adopt a system of management which will give the educators the opportunity to influence the decision making process. Educators must be made to feel part of the management in order to increase their sense of belonging and minimise apathy. The development of a management style which will create an open school climate and team spirit could assist educators in developing positive perceptions of the principal.
- Full Text:
- «
- ‹
- 1
- ›
- »