The role of school management teams in the transformation of Ivory Park primary schools
- Authors: Mokoena, Zanele Reineth
- Date: 2008-10-14T11:25:59Z
- Subjects: school management teams , primary school teachers , educational change
- Type: Thesis
- Identifier: http://ujcontent.uj.ac.za8080/10210/378473 , uj:12105 , http://hdl.handle.net/10210/1184
- Description: M.Ed. , The South African education system has undergone radical changes since the democratic elections in 1994. This phenomenon (democratic elections) brought along its own challenges to educational leaders and managers. The vital principles underpinning the new approach focus mainly on transforming the education system, which is presently characterized by hierarchical and authoritarian structures and culture, into a more participatory system. This is therefore the critical time for School Management Teams (SMTs) in Ivory Park primary school to effect and manage changes in such a way that quality education will be the eventual outcome. This study has highlighted the following: • The SMTs in Ivory Park primary schools view vision as one of the most prominent aspects in the larger picture of transformational leadership. They realize that the vision will only be a reality when it has been shared with staff members. • Decentralization of power plays a vital role: this means that the line between the SMTs and educators is not tightly drawn, and roles are shared by leaders with stakeholders. • Some aspects of the centralization of power – such as lack of open communication and transparency – lead to dissatisfaction and frustration among educators. • The principal practice the principles of power investment by understanding that the staff members need to be empowered through workshops so that they (the staff) can function to the best of their abilities. • The SMTs realize that teams are an essential part of effective schools; therefore, in order for them to excel in both effectiveness and efficiency they have to build and integrate teams with complementary skills which are committed to a common purpose. • The major concern voiced by the respondents was the autocratic management approach applied by principles. , Mr. T.S. Hlongwane
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- Authors: Mokoena, Zanele Reineth
- Date: 2008-10-14T11:25:59Z
- Subjects: school management teams , primary school teachers , educational change
- Type: Thesis
- Identifier: http://ujcontent.uj.ac.za8080/10210/378473 , uj:12105 , http://hdl.handle.net/10210/1184
- Description: M.Ed. , The South African education system has undergone radical changes since the democratic elections in 1994. This phenomenon (democratic elections) brought along its own challenges to educational leaders and managers. The vital principles underpinning the new approach focus mainly on transforming the education system, which is presently characterized by hierarchical and authoritarian structures and culture, into a more participatory system. This is therefore the critical time for School Management Teams (SMTs) in Ivory Park primary school to effect and manage changes in such a way that quality education will be the eventual outcome. This study has highlighted the following: • The SMTs in Ivory Park primary schools view vision as one of the most prominent aspects in the larger picture of transformational leadership. They realize that the vision will only be a reality when it has been shared with staff members. • Decentralization of power plays a vital role: this means that the line between the SMTs and educators is not tightly drawn, and roles are shared by leaders with stakeholders. • Some aspects of the centralization of power – such as lack of open communication and transparency – lead to dissatisfaction and frustration among educators. • The principal practice the principles of power investment by understanding that the staff members need to be empowered through workshops so that they (the staff) can function to the best of their abilities. • The SMTs realize that teams are an essential part of effective schools; therefore, in order for them to excel in both effectiveness and efficiency they have to build and integrate teams with complementary skills which are committed to a common purpose. • The major concern voiced by the respondents was the autocratic management approach applied by principles. , Mr. T.S. Hlongwane
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The reactions of student organisations at the former Rand Afrikaans University to the restructuring of higher education.
- Authors: Plaatjie, Richard Sebeka
- Date: 2008-06-09T07:52:46Z
- Subjects: Randse Afrikaanse Universiteit , student movements , educational change , higher education
- Type: Thesis
- Identifier: uj:9393 , http://hdl.handle.net/10210/582
- Description: With the demise of apartheid the higher education landscape of South Africa (SA) had to change as well. As a guiding document, the Restructuring of the Higher Education Act 101 of 1997 (RSA 1997) sets out the programme for the envisioned new higher education system. Among some of the changes envisaged by this Act was that higher education needed to be responsive to the broader process of SA’s socio-economic and political transition. Of note is that, by virtue of the history of the higher educational landscape in SA, the changes were experienced in two phases. The first phase just after 1994 was characterised by debates on the restructuring centred on the changed political environment. This was a period where issues such as equal access to higher education institutions and opportunities for staff and students across race and gender lines, unequal funding, appropriateness of curriculum, shortages of graduates in the fields of science, and inefficiency and ineffectiveness of university management were attempted to be addressed. The second (current) phase is the “globalisation of education” – market principles are introduced into education, with a resultant rise in study fees; academic training is being steered more by market forces than by government; and incorporations and mergers of higher education institutions are being enforced to ensure efficiency, amongst other things. My intention to undertake a study on the restructuring of higher education was because the subject has raised different views and different reactions from different stakeholders. There are authors who are against the manner in which the restructuring of higher education is being formulated and implemented, especially in this second phase, i.e. the globalisation of higher education. Such authors include Komane (2002:7), Goedegebuure, Kaiser, Maassen and De Weert (1994:3), Berstelsen (1998:130), Kgaphola (1999:19) and Clark (1998:5). , Ms. Carina van Rooyen
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- Authors: Plaatjie, Richard Sebeka
- Date: 2008-06-09T07:52:46Z
- Subjects: Randse Afrikaanse Universiteit , student movements , educational change , higher education
- Type: Thesis
- Identifier: uj:9393 , http://hdl.handle.net/10210/582
- Description: With the demise of apartheid the higher education landscape of South Africa (SA) had to change as well. As a guiding document, the Restructuring of the Higher Education Act 101 of 1997 (RSA 1997) sets out the programme for the envisioned new higher education system. Among some of the changes envisaged by this Act was that higher education needed to be responsive to the broader process of SA’s socio-economic and political transition. Of note is that, by virtue of the history of the higher educational landscape in SA, the changes were experienced in two phases. The first phase just after 1994 was characterised by debates on the restructuring centred on the changed political environment. This was a period where issues such as equal access to higher education institutions and opportunities for staff and students across race and gender lines, unequal funding, appropriateness of curriculum, shortages of graduates in the fields of science, and inefficiency and ineffectiveness of university management were attempted to be addressed. The second (current) phase is the “globalisation of education” – market principles are introduced into education, with a resultant rise in study fees; academic training is being steered more by market forces than by government; and incorporations and mergers of higher education institutions are being enforced to ensure efficiency, amongst other things. My intention to undertake a study on the restructuring of higher education was because the subject has raised different views and different reactions from different stakeholders. There are authors who are against the manner in which the restructuring of higher education is being formulated and implemented, especially in this second phase, i.e. the globalisation of higher education. Such authors include Komane (2002:7), Goedegebuure, Kaiser, Maassen and De Weert (1994:3), Berstelsen (1998:130), Kgaphola (1999:19) and Clark (1998:5). , Ms. Carina van Rooyen
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Mental health strategies for developing institutional effectiveness in a college.
- Haasbroek, Cornelia Petronella
- Authors: Haasbroek, Cornelia Petronella
- Date: 2008-08-20T09:44:27Z
- Subjects: higher education , educational change
- Type: Thesis
- Identifier: uj:7976 , http://hdl.handle.net/10210/890
- Description: This research study was essential because of educational reform of the college sector. This sector was based on ideological beliefs and its historical background featured by apartheid and colonialism. The present claims of colleges’ ineffectiveness in the absence of longitudinal data also necessitated this research study. Educational transformation seems to be guided by ideology and not by a careful analysis whether policies are counterintuitive. Many transformation initiatives fail because the vital role part played by human capital in educational and training institutions is ignored. The objectives of the study were to: • explore and describe lived experiences of institutional effectiveness during transformation; and • recommend mental health strategies for personal and systemic growth to develop sustainable institutional effectiveness in the college sector. The objectives of this study favoured the qualitative research paradigm to reach a dense description of the lived experiences of institutional effectiveness during transformation. , Prof. C.P.H Myburgh
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- Authors: Haasbroek, Cornelia Petronella
- Date: 2008-08-20T09:44:27Z
- Subjects: higher education , educational change
- Type: Thesis
- Identifier: uj:7976 , http://hdl.handle.net/10210/890
- Description: This research study was essential because of educational reform of the college sector. This sector was based on ideological beliefs and its historical background featured by apartheid and colonialism. The present claims of colleges’ ineffectiveness in the absence of longitudinal data also necessitated this research study. Educational transformation seems to be guided by ideology and not by a careful analysis whether policies are counterintuitive. Many transformation initiatives fail because the vital role part played by human capital in educational and training institutions is ignored. The objectives of the study were to: • explore and describe lived experiences of institutional effectiveness during transformation; and • recommend mental health strategies for personal and systemic growth to develop sustainable institutional effectiveness in the college sector. The objectives of this study favoured the qualitative research paradigm to reach a dense description of the lived experiences of institutional effectiveness during transformation. , Prof. C.P.H Myburgh
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The establishment of effective partnerships between school principals and union representatives.
- Authors: Gill, Colleen Elizabeth
- Date: 2008-08-20T09:45:32Z
- Subjects: educational change , educational management and organisation , South Africa
- Type: Thesis
- Identifier: uj:8025 , http://hdl.handle.net/10210/895
- Description: Everyone in South Africa is keenly aware of and concerned about the massive educational changes. There is little doubt about the dominant role that change has played in our organizations and this is nowhere more evident than on the educational front. A wide variety of changes are bombarding schoolss in South Africa at present. In order to remain competitive and even survive, schools as organizations must meet the tremendous challenges presented by all the areas of change. In South Africa, up to 1997, the balance of power was overtly skewed in favour of management and unions relied largely on illegal practices and spoiling tactics to make headway. Despite the fact that over the past decade, greater equalization in substantive rights and dispute resolution mechanisms which treat all parties as equal, has been reached, perceptions and past practices are still deeply entrenched and manifested in an ‘us’ and ‘them’ approach. The aim of this study was to investigate the establishment of effective partnerships between principals and union representatives. The specific aim of this research project was to: • Describe the criteria for successful and effective participation and consultation between schools and unions • Identify and analyze the barriers (challenges) that compromise the educational management relationship between principals and union representatives • Investigate the perceptions of educators, principals and school governing bodies about the current school- union relations • Establish a framework that will surface challenges and remedies to mitigate educational partnership challenges. The results and recommendations of this study can be used to empower school managers and union representatives with effective partnership skills, which in turn will help solve problems in schools This study serves as an indication of the value of partnerships in improving quality in education. Summarily the research has proved to be of high significance to educators, school managers, stakeholders and policy makers. , Prof. C.F. Loock
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- Authors: Gill, Colleen Elizabeth
- Date: 2008-08-20T09:45:32Z
- Subjects: educational change , educational management and organisation , South Africa
- Type: Thesis
- Identifier: uj:8025 , http://hdl.handle.net/10210/895
- Description: Everyone in South Africa is keenly aware of and concerned about the massive educational changes. There is little doubt about the dominant role that change has played in our organizations and this is nowhere more evident than on the educational front. A wide variety of changes are bombarding schoolss in South Africa at present. In order to remain competitive and even survive, schools as organizations must meet the tremendous challenges presented by all the areas of change. In South Africa, up to 1997, the balance of power was overtly skewed in favour of management and unions relied largely on illegal practices and spoiling tactics to make headway. Despite the fact that over the past decade, greater equalization in substantive rights and dispute resolution mechanisms which treat all parties as equal, has been reached, perceptions and past practices are still deeply entrenched and manifested in an ‘us’ and ‘them’ approach. The aim of this study was to investigate the establishment of effective partnerships between principals and union representatives. The specific aim of this research project was to: • Describe the criteria for successful and effective participation and consultation between schools and unions • Identify and analyze the barriers (challenges) that compromise the educational management relationship between principals and union representatives • Investigate the perceptions of educators, principals and school governing bodies about the current school- union relations • Establish a framework that will surface challenges and remedies to mitigate educational partnership challenges. The results and recommendations of this study can be used to empower school managers and union representatives with effective partnership skills, which in turn will help solve problems in schools This study serves as an indication of the value of partnerships in improving quality in education. Summarily the research has proved to be of high significance to educators, school managers, stakeholders and policy makers. , Prof. C.F. Loock
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The impact of redeployment on the worklife of the educator in the North West Province.
- Authors: Ndhlovu, Raymond Makhehlani
- Date: 2008-10-21T12:34:48Z
- Subjects: North West (South Africa) , manpower policy , school management and organization , educational change , teachers' employment
- Type: Thesis
- Identifier: uj:13048 , http://hdl.handle.net/10210/1292
- Description: This research was conducted in an effort to investigate the impact of redeployment on the work life of the educator in the Bojanala East Region. The continued placing of educators from one school to the other prompted this study. The research concentrated on schools in the Bojanala East Region. A quantitative research methodology was used to elicit the perceptions of educators with regard to the impact redeployment has on the work life of the educator. The project is divided into five chapters. In chapter one an overview and orientation of the study was given. The problem statement was demarcated. The aims relating to the above mentioned problems were explained. The research methodologies utilised a literature study and a complementary empirical investigation. Concepts were also clarified to enhance understanding. Chapter two concentrated on the literature review to establish what other theorists say about the impact of redeployment on the work life of the educator. In chapter three the design of the research instrument was discussed. The structured questionnaire consisting of biographical data and 19 items were discussed. The theoretical constructs around which redeployment revolved were tabulated. A wide range of educators across all post levels in the Bojanala East Region was sampled. Biographical data was requested from respondents since it was believed that these aspects could be related to educator redeployment and could influence educator perceptions. An analysis and interpretation of some of the empirical data were undertaken in chapter four. Two successive factor analysis on the research instrument produced two factors: • Effective implementation of the redeployment process consisting of 12 items with a Cronbach-Alpha reliability of 0,720. • Effective communication consisting of 7 items with a Cronbach-Alpha reliability of 0,629. Hypotheses were set and univariate statistics were used to analyse and interpret data. Important findings and recommendations were explicated in chapter five. , Prof. C.F. Loock
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- Authors: Ndhlovu, Raymond Makhehlani
- Date: 2008-10-21T12:34:48Z
- Subjects: North West (South Africa) , manpower policy , school management and organization , educational change , teachers' employment
- Type: Thesis
- Identifier: uj:13048 , http://hdl.handle.net/10210/1292
- Description: This research was conducted in an effort to investigate the impact of redeployment on the work life of the educator in the Bojanala East Region. The continued placing of educators from one school to the other prompted this study. The research concentrated on schools in the Bojanala East Region. A quantitative research methodology was used to elicit the perceptions of educators with regard to the impact redeployment has on the work life of the educator. The project is divided into five chapters. In chapter one an overview and orientation of the study was given. The problem statement was demarcated. The aims relating to the above mentioned problems were explained. The research methodologies utilised a literature study and a complementary empirical investigation. Concepts were also clarified to enhance understanding. Chapter two concentrated on the literature review to establish what other theorists say about the impact of redeployment on the work life of the educator. In chapter three the design of the research instrument was discussed. The structured questionnaire consisting of biographical data and 19 items were discussed. The theoretical constructs around which redeployment revolved were tabulated. A wide range of educators across all post levels in the Bojanala East Region was sampled. Biographical data was requested from respondents since it was believed that these aspects could be related to educator redeployment and could influence educator perceptions. An analysis and interpretation of some of the empirical data were undertaken in chapter four. Two successive factor analysis on the research instrument produced two factors: • Effective implementation of the redeployment process consisting of 12 items with a Cronbach-Alpha reliability of 0,720. • Effective communication consisting of 7 items with a Cronbach-Alpha reliability of 0,629. Hypotheses were set and univariate statistics were used to analyse and interpret data. Important findings and recommendations were explicated in chapter five. , Prof. C.F. Loock
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