Emotional intelligence in the effective management of a school.
- Authors: Malgas, Rosemary Winifred
- Date: 2008-10-14T07:05:05Z
- Subjects: Western Cape ( South Africa ) , school principals , school management and organization , emotional intelligence
- Type: Thesis
- Identifier: uj:11743 , http://hdl.handle.net/10210/1146
- Description: M.Ed. , Skoolhoofde se taak word toenemend meer kompleks omdat hulle met vele uitdagings gekonfronteer word (Loock, 2003:49). Die doel met hierdie navorsing was om die waarde van emosionele intelligensie as 'n strategie vir effektiewe skoolbestuur na te vors. Goleman beweer dat emosionele intelligensie op ons vermoë dui om ons eie en ander mense se gevoelens te herken. Dié intelligensie bepaal ook hoe ons hierdie gevoel aanwend vir selfmotivering en hoe ons ons eie emosies bestuur en handhaaf in ons verhouding met ander mense. Emosionele intelligensie sluit vier komponente in, naamlik seflbewustheid, selfbestuur, sosiale bewustheid en verhoudingsbestuur. Vir hierdie navorsing het die navorser gebruik gemaak van ‘n gestruktureerde vraelys om ‘n meningsopname onder hoofstroomopvoeders, asook opvoeders in spesiale skole te maak. Die vraelys is aan geselekteerde skole in die Wes-Kaap gestuur. Uit die data hierdeur verkry, blyk dit dat die skoolhoofde nie oor voldoende emosionele intelligensie beskik om hulle skole effektief te kan bestuur nie. Die ondersoek bevestig die uitgangspunt dat wanneer skoolhoofde bewus word van die vermelde komponente van emosionele intelligensie, en dit toepas binne die konteks van onderwysbestuur, hulle bestuursvermoë verbeter. Die veronderstelling is dus dat skoolhoofde wat hulle emosionele intelligensie ontwikkel, meer effektiewe skoolbestuurders kan wees. , Mrs. I. Hariparsad
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- Authors: Malgas, Rosemary Winifred
- Date: 2008-10-14T07:05:05Z
- Subjects: Western Cape ( South Africa ) , school principals , school management and organization , emotional intelligence
- Type: Thesis
- Identifier: uj:11743 , http://hdl.handle.net/10210/1146
- Description: M.Ed. , Skoolhoofde se taak word toenemend meer kompleks omdat hulle met vele uitdagings gekonfronteer word (Loock, 2003:49). Die doel met hierdie navorsing was om die waarde van emosionele intelligensie as 'n strategie vir effektiewe skoolbestuur na te vors. Goleman beweer dat emosionele intelligensie op ons vermoë dui om ons eie en ander mense se gevoelens te herken. Dié intelligensie bepaal ook hoe ons hierdie gevoel aanwend vir selfmotivering en hoe ons ons eie emosies bestuur en handhaaf in ons verhouding met ander mense. Emosionele intelligensie sluit vier komponente in, naamlik seflbewustheid, selfbestuur, sosiale bewustheid en verhoudingsbestuur. Vir hierdie navorsing het die navorser gebruik gemaak van ‘n gestruktureerde vraelys om ‘n meningsopname onder hoofstroomopvoeders, asook opvoeders in spesiale skole te maak. Die vraelys is aan geselekteerde skole in die Wes-Kaap gestuur. Uit die data hierdeur verkry, blyk dit dat die skoolhoofde nie oor voldoende emosionele intelligensie beskik om hulle skole effektief te kan bestuur nie. Die ondersoek bevestig die uitgangspunt dat wanneer skoolhoofde bewus word van die vermelde komponente van emosionele intelligensie, en dit toepas binne die konteks van onderwysbestuur, hulle bestuursvermoë verbeter. Die veronderstelling is dus dat skoolhoofde wat hulle emosionele intelligensie ontwikkel, meer effektiewe skoolbestuurders kan wees. , Mrs. I. Hariparsad
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Primary school principals' perceptions of diverse learning needs in the Thohoyandou area.
- Shavhani, Ntakadzeni Nkhangweleni
- Authors: Shavhani, Ntakadzeni Nkhangweleni
- Date: 2009-02-05T07:15:21Z
- Subjects: Thohoyandou ( South Africa ) , inclusive education , school principals
- Type: Thesis
- Identifier: uj:8100 , http://hdl.handle.net/10210/2028
- Description: M.Ed. , Education in South Africa is facing dynamic changes since the election of a democratic government in 1994. After some investigations into all aspects of special needs education and support services in education and training in South Africa, it was recommended that a new policy on education for learners with special needs be developed in line with the Constitution of South Africa. The White paper 6: Special Needs Education. Building an Inclusive Education and Training System (Department of Education, 1997), outlines the way forward for South Africa to embrace an inclusive education and training system that allows all learners, including those with special educational needs, to be educated together in age-appropriate ordinary education programs in their neighbourhood schools. The change to inclusion implies a change in the roles of the principals in teaching and management practices. The response made by a particular school to inclusion is intimately bound up with the principal’s perceptions of diverse learning needs. The purpose of this research study was to investigate the primary school principals’ perceptions of diverse learning needs in the Thohoyandou area in the Lompopo province, as they are the people responsible for the successful implementation of inclusion in schools. Qualitative research methods were employed for data collection and analysis. Purposive sampling was used to select the participants. Although participants in this research study were open to accept all learners in their schools, it was found that they lack proper knowledge and skills for educating and working with learners with barriers to learning. Because of their lack of knowledge, the participants’ understanding of diverse learning needs and inclusion varied. Most of the participants’ schools lack the necessary resources for meeting diverse learning needs, and the participants see this as a barrier to the successful implementation of inclusion. The participants in this research study realise that they need to work in collaboration with the educators, learners, other principals and service-providers for inclusion to be successful. They also realise that there has to be changes concerning their roles if diverse learning needs are to be met within their schools. The findings of this research study may be used as a starting point for preparing schools, educators, and especially the principals in the Thohoyandou area, for the successful implementation of inclusion in the area.
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- Authors: Shavhani, Ntakadzeni Nkhangweleni
- Date: 2009-02-05T07:15:21Z
- Subjects: Thohoyandou ( South Africa ) , inclusive education , school principals
- Type: Thesis
- Identifier: uj:8100 , http://hdl.handle.net/10210/2028
- Description: M.Ed. , Education in South Africa is facing dynamic changes since the election of a democratic government in 1994. After some investigations into all aspects of special needs education and support services in education and training in South Africa, it was recommended that a new policy on education for learners with special needs be developed in line with the Constitution of South Africa. The White paper 6: Special Needs Education. Building an Inclusive Education and Training System (Department of Education, 1997), outlines the way forward for South Africa to embrace an inclusive education and training system that allows all learners, including those with special educational needs, to be educated together in age-appropriate ordinary education programs in their neighbourhood schools. The change to inclusion implies a change in the roles of the principals in teaching and management practices. The response made by a particular school to inclusion is intimately bound up with the principal’s perceptions of diverse learning needs. The purpose of this research study was to investigate the primary school principals’ perceptions of diverse learning needs in the Thohoyandou area in the Lompopo province, as they are the people responsible for the successful implementation of inclusion in schools. Qualitative research methods were employed for data collection and analysis. Purposive sampling was used to select the participants. Although participants in this research study were open to accept all learners in their schools, it was found that they lack proper knowledge and skills for educating and working with learners with barriers to learning. Because of their lack of knowledge, the participants’ understanding of diverse learning needs and inclusion varied. Most of the participants’ schools lack the necessary resources for meeting diverse learning needs, and the participants see this as a barrier to the successful implementation of inclusion. The participants in this research study realise that they need to work in collaboration with the educators, learners, other principals and service-providers for inclusion to be successful. They also realise that there has to be changes concerning their roles if diverse learning needs are to be met within their schools. The findings of this research study may be used as a starting point for preparing schools, educators, and especially the principals in the Thohoyandou area, for the successful implementation of inclusion in the area.
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The assessment of instructional leadership as an aspect to improve learner achievement.
- Mthombeni, Phumzile Priscillia
- Authors: Mthombeni, Phumzile Priscillia
- Date: 2008-10-14T11:25:35Z
- Subjects: educational leadership , school principals , academic achievement , training of teachers , Mpumalanga (South Africa)
- Type: Thesis
- Identifier: uj:12083 , http://hdl.handle.net/10210/1182
- Description: M.Ed. , The school effectiveness studies that began appearing in the 1970's have suggested that leadership in schools with improving learner achievement differed from leadership in schools with declining learner achievement. The difference was mainly due to the fact that principals of schools that were improving were seen to be instructional leaders who are focused on the implementation of effective instructional programmes (Sybouts and Wendel, 1994: 19). The research by Hallinger and Heck that was conducted in 1996, supports the above argument. In their research they assessed forty studies of the principals' instructional role. Their report illuminated that three quarters of their studies conceptualised the role of the principal in effective schools as the instructional leader. When emphasizing the relationship between instructional leadership and learner achievement, Hopkins (2001:16) mentions that the domain of instructional leadership is the focus on student learning and achievement. Gary (1993:37) also supports the suggestion that there is a relationship between the leadership of the school and learner achievement. He contends that learning should be placed at the heart of school leadership. In order for principals to achieve excellence in learner achievement it is essential to exercise effective instructional leadership which is the path to good learning and teaching (National Department of Education, 2001:1). The above concepts of instructional leadership suggest that principals are shouldered with the responsibility of propelling the teaching and learning activities in the right direction. Nanus (1996:5) succinctly states that the principal should constantly improve every aspect of management and governance and he/ she should always strive for excellence. , Prof. B.R Grobler
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- Authors: Mthombeni, Phumzile Priscillia
- Date: 2008-10-14T11:25:35Z
- Subjects: educational leadership , school principals , academic achievement , training of teachers , Mpumalanga (South Africa)
- Type: Thesis
- Identifier: uj:12083 , http://hdl.handle.net/10210/1182
- Description: M.Ed. , The school effectiveness studies that began appearing in the 1970's have suggested that leadership in schools with improving learner achievement differed from leadership in schools with declining learner achievement. The difference was mainly due to the fact that principals of schools that were improving were seen to be instructional leaders who are focused on the implementation of effective instructional programmes (Sybouts and Wendel, 1994: 19). The research by Hallinger and Heck that was conducted in 1996, supports the above argument. In their research they assessed forty studies of the principals' instructional role. Their report illuminated that three quarters of their studies conceptualised the role of the principal in effective schools as the instructional leader. When emphasizing the relationship between instructional leadership and learner achievement, Hopkins (2001:16) mentions that the domain of instructional leadership is the focus on student learning and achievement. Gary (1993:37) also supports the suggestion that there is a relationship between the leadership of the school and learner achievement. He contends that learning should be placed at the heart of school leadership. In order for principals to achieve excellence in learner achievement it is essential to exercise effective instructional leadership which is the path to good learning and teaching (National Department of Education, 2001:1). The above concepts of instructional leadership suggest that principals are shouldered with the responsibility of propelling the teaching and learning activities in the right direction. Nanus (1996:5) succinctly states that the principal should constantly improve every aspect of management and governance and he/ she should always strive for excellence. , Prof. B.R Grobler
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The principal as leader: implications for school effectiveness.
- Authors: Motshana, Segokgo Solomon
- Date: 2008-10-14T11:26:20Z
- Subjects: school principals , effective teaching , educational leadership , Mpumalanga (South Africa)
- Type: Thesis
- Identifier: uj:12127 , http://hdl.handle.net/10210/1186
- Description: M.Ed. , Key legislative acts and policy papers have been adopted to guide the transformation process these include the National Policy Act 27 of 1996, the National Qualifications Framework, South African Schools Act 84 of 1996, Curriculum 2005, and the Employment of Educators Act 1998 to name but few (Meyer and Motala 1998:1). Over and above these there is the Mpumalanga School Education Act 8 of 1995, Norms and Standards for school funding and numerous Educator Labour Relations Council resolutions that serve to guide the transformation process. All these acts and policy papers are initiatives of the state to ensure school competency and hopefully school effectiveness. Their dependence is substantially on strengthening capacity to plan, manage and supervise schools. Meyer and Motala (1998:1) further indicate that for the implementation of all acts and policy papers require a change in organisational culture and the development of appropriate capacities. The most important source of the required capacity to ensure school management and leadership is broadly in the hands of the principal. These rapid changes in acts and policies in our school system are creating a leadership crisis in the Mpumalanga schools. School principals as such commonly blame these rapid changes for their paralysis. On the other hand the Mpumalanga Department of Education (MDE) is randomly and sporadically conducting induction programmes, seminars, conferences and workshops for principals to ensure that principals understands and at least develop the capacity for effective school leadership. According to Bailey and Jenkins (1996:14) these initiatives alone can hardly sustain the needs of the school principals. , Prof. T.C. Bisschoff
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- Authors: Motshana, Segokgo Solomon
- Date: 2008-10-14T11:26:20Z
- Subjects: school principals , effective teaching , educational leadership , Mpumalanga (South Africa)
- Type: Thesis
- Identifier: uj:12127 , http://hdl.handle.net/10210/1186
- Description: M.Ed. , Key legislative acts and policy papers have been adopted to guide the transformation process these include the National Policy Act 27 of 1996, the National Qualifications Framework, South African Schools Act 84 of 1996, Curriculum 2005, and the Employment of Educators Act 1998 to name but few (Meyer and Motala 1998:1). Over and above these there is the Mpumalanga School Education Act 8 of 1995, Norms and Standards for school funding and numerous Educator Labour Relations Council resolutions that serve to guide the transformation process. All these acts and policy papers are initiatives of the state to ensure school competency and hopefully school effectiveness. Their dependence is substantially on strengthening capacity to plan, manage and supervise schools. Meyer and Motala (1998:1) further indicate that for the implementation of all acts and policy papers require a change in organisational culture and the development of appropriate capacities. The most important source of the required capacity to ensure school management and leadership is broadly in the hands of the principal. These rapid changes in acts and policies in our school system are creating a leadership crisis in the Mpumalanga schools. School principals as such commonly blame these rapid changes for their paralysis. On the other hand the Mpumalanga Department of Education (MDE) is randomly and sporadically conducting induction programmes, seminars, conferences and workshops for principals to ensure that principals understands and at least develop the capacity for effective school leadership. According to Bailey and Jenkins (1996:14) these initiatives alone can hardly sustain the needs of the school principals. , Prof. T.C. Bisschoff
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The work ethic of the principal as an aspect of management.
- Authors: Hariparsad, Ishwarie Devi
- Date: 2008-08-20T09:44:39Z
- Subjects: school principals , educational leadership , school management and organisation , professional ethics
- Type: Thesis
- Identifier: uj:7981 , http://hdl.handle.net/10210/891
- Description: The inception of democracy in South Africa required that all the people of the nation be integrated into a single society. This implies that people brought with them their individual, cultural and normative values into the integrative process. The education system is one such area that has felt the impact of this diversity. In his State of the Nation address to parliament on 25 June 1999, President Mbeki outlined the critical priorities for the nation (Dept of Education, 2000: 6) and questioned whether our education system was fulfilling the purpose of preparing people for citizenship and nationhood. The success of society, according to President Mbeki is dependent upon people working together to build the success of the nation. The Minister of Education in his attempt to ensure that education aligns itself with meeting the national agenda, presented the strategic plan for the Department of education, embraced symbolically in the word “Tirisano”– meaning to work together to build a better nation. The critical factor for success seems to be the need to take action together towards an agreed upon purpose. When formal state structures had to undergo change, symbols (such as Tirisano) were often adopted to rally people around the ideal of a traditional society. People could be unified through pure and solid values (Rose, 1985). It appears that to a large extent, the success of the nation depends upon all people engaging themselves in purposeful labour (or work). Unemployment, or the lack of work, has been cited as a depleting agent in society. Whenever we work, our central life values infiltrate our actions, inextricably colouring our behaviours. The values we associate with work represents a large part of who we are as individuals (Furnham,1990). It would appear that people tend to group together when similar values pertaining to work can be identified as common to all. By the same token one could find people grouping because the characteristic feature is the lack of work. , Prof. B.R. Grobler
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- Authors: Hariparsad, Ishwarie Devi
- Date: 2008-08-20T09:44:39Z
- Subjects: school principals , educational leadership , school management and organisation , professional ethics
- Type: Thesis
- Identifier: uj:7981 , http://hdl.handle.net/10210/891
- Description: The inception of democracy in South Africa required that all the people of the nation be integrated into a single society. This implies that people brought with them their individual, cultural and normative values into the integrative process. The education system is one such area that has felt the impact of this diversity. In his State of the Nation address to parliament on 25 June 1999, President Mbeki outlined the critical priorities for the nation (Dept of Education, 2000: 6) and questioned whether our education system was fulfilling the purpose of preparing people for citizenship and nationhood. The success of society, according to President Mbeki is dependent upon people working together to build the success of the nation. The Minister of Education in his attempt to ensure that education aligns itself with meeting the national agenda, presented the strategic plan for the Department of education, embraced symbolically in the word “Tirisano”– meaning to work together to build a better nation. The critical factor for success seems to be the need to take action together towards an agreed upon purpose. When formal state structures had to undergo change, symbols (such as Tirisano) were often adopted to rally people around the ideal of a traditional society. People could be unified through pure and solid values (Rose, 1985). It appears that to a large extent, the success of the nation depends upon all people engaging themselves in purposeful labour (or work). Unemployment, or the lack of work, has been cited as a depleting agent in society. Whenever we work, our central life values infiltrate our actions, inextricably colouring our behaviours. The values we associate with work represents a large part of who we are as individuals (Furnham,1990). It would appear that people tend to group together when similar values pertaining to work can be identified as common to all. By the same token one could find people grouping because the characteristic feature is the lack of work. , Prof. B.R. Grobler
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To teach and to manage: a case of principal-teachers in multi-graded classrooms in farm schools.
- Authors: Segale, Beatrice Matshidiso
- Date: 2008-06-09T07:18:32Z
- Subjects: school principals , rural schools , school management and organization , job stress , North West ( South Africa)
- Type: Thesis
- Identifier: uj:9264 , http://hdl.handle.net/10210/570
- Description: This research project is undertaken in order to investigate into the situation of principal-teachers who are both principal and teacher in multi-graded classrooms in farm schools. Possible solutions to the problem are to be found after establishing how principal-teachers construct meaning of their daily working lives. Although it is true that the frustrations and problems of principal-teachers in farm schools are unique and diverse, an attempt is made in this research project to alert the stakeholders to the need of physical and human resources as well as a staffing model for farm schools. The literature review indicates that there are gaps in the provision of farm schooling. There are also suggestions for possible means of overcoming these problems. The one with the challenging task is the principal-teacher who has to be trained for the “super”-work that he or she has to face on a daily basis. The contribution of other social partners or stakeholders is also of great importance. The conditions under which the farm school children live at home should be monitored by the Department of Health to help bring about improvements which will enhance the learning ability of the child at school. , Dr. M.C. van Loggerenberg
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- Authors: Segale, Beatrice Matshidiso
- Date: 2008-06-09T07:18:32Z
- Subjects: school principals , rural schools , school management and organization , job stress , North West ( South Africa)
- Type: Thesis
- Identifier: uj:9264 , http://hdl.handle.net/10210/570
- Description: This research project is undertaken in order to investigate into the situation of principal-teachers who are both principal and teacher in multi-graded classrooms in farm schools. Possible solutions to the problem are to be found after establishing how principal-teachers construct meaning of their daily working lives. Although it is true that the frustrations and problems of principal-teachers in farm schools are unique and diverse, an attempt is made in this research project to alert the stakeholders to the need of physical and human resources as well as a staffing model for farm schools. The literature review indicates that there are gaps in the provision of farm schooling. There are also suggestions for possible means of overcoming these problems. The one with the challenging task is the principal-teacher who has to be trained for the “super”-work that he or she has to face on a daily basis. The contribution of other social partners or stakeholders is also of great importance. The conditions under which the farm school children live at home should be monitored by the Department of Health to help bring about improvements which will enhance the learning ability of the child at school. , Dr. M.C. van Loggerenberg
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