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.
- Full Text:
Die bestuursleier van 'n tegniese kollege as ondernemingsbestuurder
- Louwrens, Stefanus Daniel Coetzer
- Authors: Louwrens, Stefanus Daniel Coetzer
- Date: 2012-08-22
- Subjects: Educational leadership , School administrators - Management , Technical institutes - Administration , Industry and education - South Africa , Teacher participation in administration - South Africa
- Type: Mini-Dissertation
- Identifier: uj:3025 , http://hdl.handle.net/10210/6447
- Description: M.Ed. , The education management profession currently finds itself in a period of rapid changes and progress. This is particularly applicable to the management principles followed and required by educational leaders. Government funding has been reduced and competitors are increasing rapidly. Expenses are rising and the Government is busy reducing staff. It is therefore imperative for the manager(s) of technical colleges to keep up with the latest development in business management, not only to provide quality learning, but to provide the staff with job security by applying business management principles. Analysis of the environmental influences which play a role in the management of technical colleges compared to the influences which play a role in the management of a private business indicate similarities. It can therefore be assumed that a technical college could be managed like a private business. If the technical college manager is taught business management principles and he applies these principles, the technical college could be more efficient and show a growth in student enrolment. The trained technical college manager will also have the ability to identify new potential markets, influence his staff members to become entrepreneurs to help him diversify existing products and gain more students. The diversification will also serve the community's needs at its best. A special technical college manager programme has to be implemented to enable management staff to be trained in business management principles at different levels An acceptable standard will be maintained if managerial training is done by one or more institutions. It is therefore recommended that management staff attend these courses before being promoted to a higher management position.
- Full Text:
- Authors: Louwrens, Stefanus Daniel Coetzer
- Date: 2012-08-22
- Subjects: Educational leadership , School administrators - Management , Technical institutes - Administration , Industry and education - South Africa , Teacher participation in administration - South Africa
- Type: Mini-Dissertation
- Identifier: uj:3025 , http://hdl.handle.net/10210/6447
- Description: M.Ed. , The education management profession currently finds itself in a period of rapid changes and progress. This is particularly applicable to the management principles followed and required by educational leaders. Government funding has been reduced and competitors are increasing rapidly. Expenses are rising and the Government is busy reducing staff. It is therefore imperative for the manager(s) of technical colleges to keep up with the latest development in business management, not only to provide quality learning, but to provide the staff with job security by applying business management principles. Analysis of the environmental influences which play a role in the management of technical colleges compared to the influences which play a role in the management of a private business indicate similarities. It can therefore be assumed that a technical college could be managed like a private business. If the technical college manager is taught business management principles and he applies these principles, the technical college could be more efficient and show a growth in student enrolment. The trained technical college manager will also have the ability to identify new potential markets, influence his staff members to become entrepreneurs to help him diversify existing products and gain more students. The diversification will also serve the community's needs at its best. A special technical college manager programme has to be implemented to enable management staff to be trained in business management principles at different levels An acceptable standard will be maintained if managerial training is done by one or more institutions. It is therefore recommended that management staff attend these courses before being promoted to a higher management position.
- Full Text:
Selfgelding as 'n aspek van bestuurskommunikasie in die onderwys
- Lottering, Christian William
- Authors: Lottering, Christian William
- Date: 2012-09-04
- Subjects: Assertiveness (Psychology) , Management science , School management and organization - Case studies , Teacher participation in administration - South Africa , Communication in education
- Type: Mini-Dissertation
- Identifier: uj:3523 , http://hdl.handle.net/10210/6910
- Description: M.Ed. , This study forms part of a greater ongoing research project concerning Teacher Competence and the implication thereof for school effectiveness and improvement. The aims of this mini-dissertation are: to determine which facets of assertiveness is relevant during the communication of educational managers, procuring teacher opinion as to how often do educational managers put these facets into practice. The literature study describes assertiveness as an aspect of managerial communication in education. The study makes special reference to the self-concept of educational managers; rights and assertive communication; responsibility and accountability ; interpersonal relationship; interpersonal communication and assessment. The empirical component of the study was based on a structured questionnaire with 86 open-ended items that included 18 items on assertiveness as an aspect of managerial communication. Concerning the validity and reliability, a first order factor analysis of the results of the questionnaire recatogorised all items into five constructs that determine competent managerial communication. A second order procedure produced one factor namely managerial communicative competence. The eighteen items on assertiveness as an aspect of managerial communication were discussed with reference to the literature study. The identified independent variables (i.e. sex; post level; age; province; religion; teaching experience; home language; school attendance of pupils; school attendance of teachers and school image), were used to investigate assertiveness as an aspect of managerial communication. Hypotheses on these independent variables were set. Significance was tested on the 1% and 5% levels of significance. The most important findings were as follows: o Educational managers who display assertive behaviour must be more appropriately orientated, honest direct and spontaneous. They possess a high self esteem, social sensitivity and have both the ability and skill to promote intimate interpersonal relationships with others. In order to be assertive in communication, the educational manager should be clear, direct and unambiguous in the communication situation. The self- concept plays an important role in assertive communication since it develops to a great extent as a result of interaction with others. Education managers with a positive self- concept are able to tolerate and accept conflict to a relative extent. They are better able to handle conflict as well as their own shortcomings with a greater degree of tact, knowledge of people and management skills thus avoiding conflict that is unmanageable. Fundamental human rights, the recognition of others' rights and personal rights are imperative for assertive communication. It provides consistency to communication in educational management. The following recommendations are: Educators should receive training with regard to assertiveness, including facets identified in the research essay relevant to communication skills, as part of their undergraduate studies. Educational managers should also get an opportunity to improve their communication skills in practice by implementing techniques in workshops and seminars where aspects of
- Full Text:
- Authors: Lottering, Christian William
- Date: 2012-09-04
- Subjects: Assertiveness (Psychology) , Management science , School management and organization - Case studies , Teacher participation in administration - South Africa , Communication in education
- Type: Mini-Dissertation
- Identifier: uj:3523 , http://hdl.handle.net/10210/6910
- Description: M.Ed. , This study forms part of a greater ongoing research project concerning Teacher Competence and the implication thereof for school effectiveness and improvement. The aims of this mini-dissertation are: to determine which facets of assertiveness is relevant during the communication of educational managers, procuring teacher opinion as to how often do educational managers put these facets into practice. The literature study describes assertiveness as an aspect of managerial communication in education. The study makes special reference to the self-concept of educational managers; rights and assertive communication; responsibility and accountability ; interpersonal relationship; interpersonal communication and assessment. The empirical component of the study was based on a structured questionnaire with 86 open-ended items that included 18 items on assertiveness as an aspect of managerial communication. Concerning the validity and reliability, a first order factor analysis of the results of the questionnaire recatogorised all items into five constructs that determine competent managerial communication. A second order procedure produced one factor namely managerial communicative competence. The eighteen items on assertiveness as an aspect of managerial communication were discussed with reference to the literature study. The identified independent variables (i.e. sex; post level; age; province; religion; teaching experience; home language; school attendance of pupils; school attendance of teachers and school image), were used to investigate assertiveness as an aspect of managerial communication. Hypotheses on these independent variables were set. Significance was tested on the 1% and 5% levels of significance. The most important findings were as follows: o Educational managers who display assertive behaviour must be more appropriately orientated, honest direct and spontaneous. They possess a high self esteem, social sensitivity and have both the ability and skill to promote intimate interpersonal relationships with others. In order to be assertive in communication, the educational manager should be clear, direct and unambiguous in the communication situation. The self- concept plays an important role in assertive communication since it develops to a great extent as a result of interaction with others. Education managers with a positive self- concept are able to tolerate and accept conflict to a relative extent. They are better able to handle conflict as well as their own shortcomings with a greater degree of tact, knowledge of people and management skills thus avoiding conflict that is unmanageable. Fundamental human rights, the recognition of others' rights and personal rights are imperative for assertive communication. It provides consistency to communication in educational management. The following recommendations are: Educators should receive training with regard to assertiveness, including facets identified in the research essay relevant to communication skills, as part of their undergraduate studies. Educational managers should also get an opportunity to improve their communication skills in practice by implementing techniques in workshops and seminars where aspects of
- Full Text:
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.
- Full Text:
- 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.
- Full Text:
- «
- ‹
- 1
- ›
- »