Persoonlikheid en die identifisering van leerlingleiers in die sekondere skool : riglyne
- Authors: Waldeck, Huibrecht
- Date: 2014-02-18
- Subjects: Leadership - Case studies , Educational leadership , Personality assessment of youth , Student government - South Africa , Student participation in administration - South Africa
- Type: Thesis
- Identifier: http://ujcontent.uj.ac.za8080/10210/378186 , uj:4096 , http://hdl.handle.net/10210/9443
- Description: M.Ed. , The aim of this study was to develop guidelines for principals and teachers when they identify leaders in secondary schools. That enables pupils with potential to function successfully as leaders in a school environment. Leadership in the secondary school has for too long been misinterpreted, misunderstood and grossly underscored in far too many ways. There is mistrust towards the identifying process. Present day demands require a specific form of education and training in leadership at school level to enable our youth to cope with these requirements. Educational authorities - especially school authorities are therefore compelled to address the matter of training and identification in a new light. Most of the existing research about identification of school leaders at secondary school level is of a quantitative nature and consisted of the completion of questionnaires. This brought about the testing and retesting of stereotyped proposals. In this study a qualitative research program was followed. By means of focus group interviews the views of a principal, teachers and secondary school pupils where collected. The research question in this study developed was the following: In what way does the personality of the pupil influences the teachers' choice of leaders at school level? The aim that followed was: To find out if there are personality traits that is necessary for a school leader at secondary school level to be successful. An explanatory, descriptive research design was used as part of qualitative research method during phase 1 of the research. The aim of phase 2 was to compare the results of the focus group interviews with a literature review. During phase 3 guidelines were developed for the identification of leaders in secondary schools. The conclusions of the research showed that the focus groups reflected reality, namely that the teachers lacked knowledge about leadership and that the pupils meaning reflects the findings of the literature study. Further it became apparent that although personality is relevant in leadership identification, it shouldn't be the main focus. Pupils should be helped to develop leadership skills which could be learned and to develop their personality or capabilities and in order to enable them to develop their full potential and to apply the leadership skills in their lives.
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- Authors: Waldeck, Huibrecht
- Date: 2014-02-18
- Subjects: Leadership - Case studies , Educational leadership , Personality assessment of youth , Student government - South Africa , Student participation in administration - South Africa
- Type: Thesis
- Identifier: http://ujcontent.uj.ac.za8080/10210/378186 , uj:4096 , http://hdl.handle.net/10210/9443
- Description: M.Ed. , The aim of this study was to develop guidelines for principals and teachers when they identify leaders in secondary schools. That enables pupils with potential to function successfully as leaders in a school environment. Leadership in the secondary school has for too long been misinterpreted, misunderstood and grossly underscored in far too many ways. There is mistrust towards the identifying process. Present day demands require a specific form of education and training in leadership at school level to enable our youth to cope with these requirements. Educational authorities - especially school authorities are therefore compelled to address the matter of training and identification in a new light. Most of the existing research about identification of school leaders at secondary school level is of a quantitative nature and consisted of the completion of questionnaires. This brought about the testing and retesting of stereotyped proposals. In this study a qualitative research program was followed. By means of focus group interviews the views of a principal, teachers and secondary school pupils where collected. The research question in this study developed was the following: In what way does the personality of the pupil influences the teachers' choice of leaders at school level? The aim that followed was: To find out if there are personality traits that is necessary for a school leader at secondary school level to be successful. An explanatory, descriptive research design was used as part of qualitative research method during phase 1 of the research. The aim of phase 2 was to compare the results of the focus group interviews with a literature review. During phase 3 guidelines were developed for the identification of leaders in secondary schools. The conclusions of the research showed that the focus groups reflected reality, namely that the teachers lacked knowledge about leadership and that the pupils meaning reflects the findings of the literature study. Further it became apparent that although personality is relevant in leadership identification, it shouldn't be the main focus. Pupils should be helped to develop leadership skills which could be learned and to develop their personality or capabilities and in order to enable them to develop their full potential and to apply the leadership skills in their lives.
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Die leerlingleier as vennoot van die skoolbestuurspan
- Authors: Du Toit, Lydia
- Date: 2014-05-29
- Subjects: Student government - South Africa , Student participation in administration - South Africa , Leadership
- Type: Thesis
- Identifier: uj:11274 , http://hdl.handle.net/10210/10867
- Description: M.Ed. (Educational Management) , Please refer to full text to view abstract
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- Authors: Du Toit, Lydia
- Date: 2014-05-29
- Subjects: Student government - South Africa , Student participation in administration - South Africa , Leadership
- Type: Thesis
- Identifier: uj:11274 , http://hdl.handle.net/10210/10867
- Description: M.Ed. (Educational Management) , Please refer to full text to view abstract
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The status of minors in governing bodies of public secondary schools : implication for financial school management
- Authors: Phakoa, Teboho Solomon
- Date: 2012-09-12
- Subjects: High school students - South Africa - Attitudes , Educational law and legislation - South Africa , Education and state - South Africa - History - 20th century , Education, Secondary - South Africa , Student participation in administration - South Africa
- Type: Mini-Dissertation
- Identifier: http://ujcontent.uj.ac.za8080/10210/373456 , uj:10215 , http://hdl.handle.net/10210/7589
- Description: M.Ed. , This study aims at answering the following questions: 1.3.1 What is the position of minors in governing bodies or similar boards in Kenya, England and Japan and its implications for financial school management? 1.3.2 How far are learners aware of the South African Schools Act? 1.3.3 How do COSAS, PASO and SRC's interpret section 32(1), (2), and (3) of the South African Schools Act? 1.3.4 Are learners satisfied with section 32 of the Schools Act? 1.3.5 Which changes, if any, to section 32(1), (2) and (3) would the learners' organizations like to see and the reasons thereof? 1.3.6 What are the implications of learners reactions to section 32 of the act for financial school management?
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- Authors: Phakoa, Teboho Solomon
- Date: 2012-09-12
- Subjects: High school students - South Africa - Attitudes , Educational law and legislation - South Africa , Education and state - South Africa - History - 20th century , Education, Secondary - South Africa , Student participation in administration - South Africa
- Type: Mini-Dissertation
- Identifier: http://ujcontent.uj.ac.za8080/10210/373456 , uj:10215 , http://hdl.handle.net/10210/7589
- Description: M.Ed. , This study aims at answering the following questions: 1.3.1 What is the position of minors in governing bodies or similar boards in Kenya, England and Japan and its implications for financial school management? 1.3.2 How far are learners aware of the South African Schools Act? 1.3.3 How do COSAS, PASO and SRC's interpret section 32(1), (2), and (3) of the South African Schools Act? 1.3.4 Are learners satisfied with section 32 of the Schools Act? 1.3.5 Which changes, if any, to section 32(1), (2) and (3) would the learners' organizations like to see and the reasons thereof? 1.3.6 What are the implications of learners reactions to section 32 of the act for financial school management?
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Encouraging parents, learners and staff to render voluntary services to the school as a function of the governing body
- Authors: Mudau, Ellen
- Date: 2012-08-20
- Subjects: School management and organization , Parent-teacher relationships , Student participation in administration - South Africa , Teacher participation in administration - South Africa
- Type: Mini-Dissertation
- Identifier: uj:2790 , http://hdl.handle.net/10210/6229
- Description: M.Ed. , The research aims at finding out how the governing body may encourage parents, learners and staff to render voluntary services to the school as a function of the governing body. The research questions can therefore be formulated as follows: `How can parents, educators, learners, principals and non-educators be involved in rendering voluntary services in schools as stipulated by the South African Schools Act of 1996 Section 20?' The aim of the study is firstly, to determine the involvement of parents, educators, learners and non-educators to render voluntary services concerning the governing bodies. Secondly, the governing should have guidelines that are developed for establishing a more effective governing body in the school. Thirdly, all governors should be in unity with the school so that there should not be any division between the school and the governing body.
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- Authors: Mudau, Ellen
- Date: 2012-08-20
- Subjects: School management and organization , Parent-teacher relationships , Student participation in administration - South Africa , Teacher participation in administration - South Africa
- Type: Mini-Dissertation
- Identifier: uj:2790 , http://hdl.handle.net/10210/6229
- Description: M.Ed. , The research aims at finding out how the governing body may encourage parents, learners and staff to render voluntary services to the school as a function of the governing body. The research questions can therefore be formulated as follows: `How can parents, educators, learners, principals and non-educators be involved in rendering voluntary services in schools as stipulated by the South African Schools Act of 1996 Section 20?' The aim of the study is firstly, to determine the involvement of parents, educators, learners and non-educators to render voluntary services concerning the governing bodies. Secondly, the governing should have guidelines that are developed for establishing a more effective governing body in the school. Thirdly, all governors should be in unity with the school so that there should not be any division between the school and the governing body.
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The implementation of a parent-teacher-student association in secondary schools
- Authors: Sebake, Makgabutle Michael
- Date: 2012-09-11
- Subjects: Schools - South Africa - Societies, etc. , Parent-teacher relationships - South Africa , Student participation in administration - South Africa
- Type: Mini-Dissertation
- Identifier: uj:9974 , http://hdl.handle.net/10210/7369
- Description: M.Ed. , The existing governance system in our schools received criticism for its failure to accommodate parents, teachers students and other social forces in the governance process. One of the demands made by teachers, parents, students and political organisations to the education authorities was the replacement of previous school management systems of parents' committees with the Parent- Teacher-Student Association (PTSA). It is, however, a matter of uncertainty whether the inclusion of parents, teachers and students in school governance will bring about quality governance of schools, because institutions which allow democratic participation do not necessarily guarantee quality governance. Therefore, the establishment of a PTSA as a democratic school governance body needs to be researched thoroughly before it can be implemented by all the schools. This study attempts to research the views of all stakeholders on the implementation of PTSA's. For this purpose four focus group interviews were conducted with parents, teachers, principals and students. Information gathered from these interviews, supported by the available literature, is used to draw up guidelines for the implementation of a PTSA. Guidelines pertaining to the following were developed: The constitution. This was regarded as extremely important by the respondents. Involvement of affected parties. The proposed governance structure will only be accepted if all affected parties are involved. Training of stakeholders. Taking part in school governance requires certain skills which not all stakeholders may ipso facto possess. Training is therefore necessary. Duties of the PTSA. Various duties were identified. Difficulties in the implementation of the Association. In conclusion, limitations of the study were pointed out and topics for further research were identified. In the interest of quality education it seems imperative that the government should consider the development of a constitution for Parent-Teacher- Student Associations as a matter of priority.
- Full Text:
- Authors: Sebake, Makgabutle Michael
- Date: 2012-09-11
- Subjects: Schools - South Africa - Societies, etc. , Parent-teacher relationships - South Africa , Student participation in administration - South Africa
- Type: Mini-Dissertation
- Identifier: uj:9974 , http://hdl.handle.net/10210/7369
- Description: M.Ed. , The existing governance system in our schools received criticism for its failure to accommodate parents, teachers students and other social forces in the governance process. One of the demands made by teachers, parents, students and political organisations to the education authorities was the replacement of previous school management systems of parents' committees with the Parent- Teacher-Student Association (PTSA). It is, however, a matter of uncertainty whether the inclusion of parents, teachers and students in school governance will bring about quality governance of schools, because institutions which allow democratic participation do not necessarily guarantee quality governance. Therefore, the establishment of a PTSA as a democratic school governance body needs to be researched thoroughly before it can be implemented by all the schools. This study attempts to research the views of all stakeholders on the implementation of PTSA's. For this purpose four focus group interviews were conducted with parents, teachers, principals and students. Information gathered from these interviews, supported by the available literature, is used to draw up guidelines for the implementation of a PTSA. Guidelines pertaining to the following were developed: The constitution. This was regarded as extremely important by the respondents. Involvement of affected parties. The proposed governance structure will only be accepted if all affected parties are involved. Training of stakeholders. Taking part in school governance requires certain skills which not all stakeholders may ipso facto possess. Training is therefore necessary. Duties of the PTSA. Various duties were identified. Difficulties in the implementation of the Association. In conclusion, limitations of the study were pointed out and topics for further research were identified. In the interest of quality education it seems imperative that the government should consider the development of a constitution for Parent-Teacher- Student Associations as a matter of priority.
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