The effectiveness of the developmental appraisal system in Thokoza primary schools.
- Authors: Seheshe, Molapisi Jacob
- Date: 2009-02-05T07:12:04Z
- Subjects: rating of teachers , primary school teachers , school management teams , Gauteng (South Africa)
- Type: Thesis
- Identifier: uj:8082 , http://hdl.handle.net/10210/2011
- Description: M.Ed. , Educators face the pressure of accountability from parents, employers, the state and the society. The success of teaching and learning at schools depends on the educator’s commitment and capabilities. The central question was : How can we describe the effectiveness of the developmental appraisal system at Thokoza primary schools and what are the reasons for a lack of commitment, capabilities and performance in the teaching staff? The focus of the study was a package of factors including the network of relationships in which educators are involved, which may be addressed to revitalize educators’ performances. The study was geographically confined to Thokoza Primary Schools in the East Rand. A convenient sample was chosen. Tools used were, questionnaires and interviews among educators and principals, and a critical review of the related literature. The project did not aim at generalization of the results but a sample, in depth understanding of the education situation concerning the developmental appraisal system at Thokoza Primary Schools.
- Full Text:
- Authors: Seheshe, Molapisi Jacob
- Date: 2009-02-05T07:12:04Z
- Subjects: rating of teachers , primary school teachers , school management teams , Gauteng (South Africa)
- Type: Thesis
- Identifier: uj:8082 , http://hdl.handle.net/10210/2011
- Description: M.Ed. , Educators face the pressure of accountability from parents, employers, the state and the society. The success of teaching and learning at schools depends on the educator’s commitment and capabilities. The central question was : How can we describe the effectiveness of the developmental appraisal system at Thokoza primary schools and what are the reasons for a lack of commitment, capabilities and performance in the teaching staff? The focus of the study was a package of factors including the network of relationships in which educators are involved, which may be addressed to revitalize educators’ performances. The study was geographically confined to Thokoza Primary Schools in the East Rand. A convenient sample was chosen. Tools used were, questionnaires and interviews among educators and principals, and a critical review of the related literature. The project did not aim at generalization of the results but a sample, in depth understanding of the education situation concerning the developmental appraisal system at Thokoza Primary Schools.
- Full Text:
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
- Full Text:
- 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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