In this study, the researcher explored the prevalence of distributed leadership practices in schools in Johannesburg South in order to illustrate how the principals in effective schools collaborated with different members of staff to ensure the school’s success. To this end, a literature study was undertaken on relevant theories and on the results of previous research on the issue. The study explored literature from local and international perspectives on distributed leadership to understand how this form of leadership impacted the functioning of primary schools in Johannesburg South. This was followed by an empirical investigation using judgemental and purposive sampling methods to select participants. A mixed methods research design was employed to elicit both quantitative and qualitative data from a single, structured questionnaire. Participants included 86 respondents from 9 primary schools. Throughout the research study, ethical considerations like keeping confidentiality of information provided and anonymity of research participants were upheld. Data analysis involved a mix of quantitative data analysis and content analysis. Based on the findings, recommendations were made to the GDE and school principals on support needed by teachers if distributed leadership is to ensure school effectiveness. The study found that distributed leadership not only motivated teachers, but compelled them to recognise their own strengths and weaknesses, and contribute to school leadership by taking on roles that interest them. Schools in Johannesburg South have created a culture in which distributed leadership tends to flourish. Distributed leadership ensures that a myriad of well-developed teachers exist at all ranks of the school, who have the capacity to fill vacant positions when a need arises to ensure the smooth functioning of schools. / Educational Leadership and Management / M. Ed. (Education Management)

The aim of the study was to investigate participants’ views on the role of school governing bodies (SGBs) in enhancing school effectiveness in South African schools with a view to promoting learners’ sustainable academic achievement. The study was undertaken at ten (10) South African schools in the Western Cape *Province in South Africa, in a metropolitan area. The study adopted the case study as the principal research design, and it was informed by the mixed methods paradigm; thus, qualitative and quantitative research approaches were used. Non-probability and probability sampling techniques were used for the selection of the site of study and the participants. A representative sample of 189 participants was used from a target population of 567 participants. The study was informed by multiple theories. The study found that most of the participants perceived maladministration and mismanagement of the SGBs as a major problem affecting the governance in most public schools in South Africa. It was found that the adoption of a vibrant and robust school governance strategy is the solution/panacea to solving this persistent problem of a lack of proper governance in schools. The introduction of a school governance education and regulatory framework for the SGBs was singled out to be the ‘pivotal’ strategy that policy-makers should adopt to strengthen the role of the SGBs. It was further established that the role of the SGBs in South African schools should be strongly supported by a multi-agency response to enhance the effective running of the education system to propel learners’ academic achievement. The study findings further revealed that the SGBs in South African schools lack the necessary assumed or anticipated knowledge regarding school governance. The study has the potential to contribute to the scholarly literature on how the SGBs can be supported to enhance effectiveness in South African schools and improved academic achievement. An analysis of global experiences and best practices revealed some new insights which could improve the functioning of the SGBs in South African schools. It also emerged that training trainers or educating teachers and other stakeholders can help capacitate individuals and transform South Africa’s basic education. The study concluded that school governing bodies are an indispensable entity in education and require the necessary backing by multi-stakeholders. Therefore, there is a need to strengthen the local school governance strategies and support existing mechanisms currently being employed in South African schools to successfully provide an environment that supports learners’ sustainable academic achievement. In line with the above, the study recommends the resourcing of the SGBs to assist them in executing their mandate. In addition, the study recommends further research in this seemingly grey area to contribute to the knowledge body regarding instituting good school governance in South African schools. / Educational Management and Leadership / Ph. D. (Education Management)

The research study investigated management strategies through which school effectiveness could be enhanced in primary schools situated in Gauteng Province. The enhancement of school effectiveness necessitated the discussion on school improvement to find ways to turn around the situation in dysfunctional schools in the province. The province is characterised by urban and suburban areas, townships, and informal settlements. Teachers in schools in these areas are well qualified. However, different challenges in these areas impact upon the enhancement of school effectiveness. A literature review was conducted to provide a conceptual framework and explain concepts such as effective management, administration, leadership, principal effectiveness, and teacher effectiveness. The literature review also investigated the factors that impact upon school effectiveness and school improvement and explored the historical development of School Effectiveness Research (SER) in the United States of America, Europe, Australia, and Africa to expound the problem investigated. An empirical investigation using a qualitative approach was conducted. Six primary schools were selected using purposive sampling to ensure that different demographic areas were covered in the research. Purposive sampling allowed the researcher to target schools from high and low socio-economic areas because they often experience different challenges concerning to school effectiveness. Data were collected through individual interviews with principals and officials from the Gauteng Department of Education (GDE) at the district and teachers in focus groups. Key findings were identified. Participants from the three categories respectively identified several characteristics of effective schools which concurred with the literature on school effectiveness. They also identified two features of effective schools which were unique to the study: in effective schools, there is little or no learner and teacher absenteeism; and school values which shape the behaviour of learners are clearly articulated. School values include trustworthiness, respectfulness, honesty, responsibility, striving for excellence and good leadership. School effectiveness is hindered by the current process of appointing principals which does not always succeed in selecting principals with the required leadership qualities and management skills. Further, the incorrect implementation of the Integrated Quality Management System (IQMS) in schools hinders teacher development and leads to poor teacher performance. / Die navorsingstudie ondersoek bestuurstrategieë waardeur die effektiwiteit van primêre skole, geleë in die Provinisie van Gauteng verhoog kan word. Die verhoging van effektiwiteit in skole het die bespreking oor skoolverbetering genoodsaak om maniere te vind om die situasie in disfunksionele skole in die provinisie om te draai. Die provinsie word gekenmerk deur landelike en stedelike gebiede, lokasies, en informele nedersetttings. Onderwysers van skole in hierdie gebiede is goed gekwalifiseerd. Verskeie uitdagings in hierdie gebiede het egter n uitwerking op die verhoging van effektiwiteit in skole. ʼn Literêre oorsig is uitgevoer om n konseptuele raamwerk te voorsien en om konsepte soos effektiewe bestuur, administrasie, leierskap, effektiwiteit van die skoolhoof, en onderwysers te verduidelik. ʼn Kwalitatiewe benadering is gebruik om die empiriese ondersoek uit te voer. Ses primêre skole is gekies en doelgerigte steekproefneming is gebruik om te verseker dat verskillende demografiese gebiede deel was van die navorsing. Doelgerigte steekproefneming het die navorser toegelaat om skole van hoë en lae sosio-ekonomiese gebiede te teiken omdat hulle dikwels verskillende uitdagings aangaande die effektiwiteit van skole ervaar. Data is versamel deur indivduele onderhoude met skoolhoofde en amptenare van Gauteng Onderwys Departement (GDE) by die distrik en deur fokusgroep onderhoude met onderwysers. Sleutelbevindinge was soos volg. Deelnemers uit die drie kategoriëë het onderskeidelik geidentifiseer met verskeie eienskappe van effektiewe skole wat ooreenstem met die literatuur op effektiwiteit in skole. Hulle het ook twee kenmerke van effektiewe skole wat uniek was tot die studie geïdentifiseer: in effektiewe skole is daar min of geen afwesigheid van leerders en onderwysers; en skoolwaardes wat die gedrag van leerders vorm word duidelik verwoord. Skoolwaardes sluit betroubaarheid, respek, eerlikheid, verantwoordelikheid, strewe na uitenmendheid en goeie leierskap in. Effektiwiteit in skole word verhinder deur die huidge proses van aanstelling van skoolhoofde wat nie altyd daarin slaag om skoolhoofde te kies wat die nodige leierskap en bestuurseienskappe het nie. Verder, die verkeerde implementering van die Geïntegreerde Bestuurstelsel (IQMS) in skole belemmer die ontwikkeling en lei tot swak prestasie van onderwysers. / Dinyakisiso tse tsa go ithuta di be di tsomana le mekgwanakgwana ya bolaodi bja thuto go tiisetsa gore dikolo tsa motheo Profentsheng ya Gauteng di soma mesomo yeo e nepagetsego. Tiisetso ya go soma mesomonepagetsego ya sekolo e dirile gore go ahlaahliwe hlabollo ya dikolo go humana ditselana tseo ka tsona re ka hlabolang dikolo tseo di sa someng botse mo profentsheng. Profentshe ya Gauteng e na le dikolo tsa motsesetoropong le tsa mo go bego go dula batho basweu fela. Barutisi mo mafelong a ba na le di thuto tse maleba. Fela, dihlotlo tseo dileng gona mo mafelong a di huetsa tiistso ya go soma mesomonepagatso sekolong. Go dirilwe tekololeswa ya dingwalwa go hlalosa dikgopolo tse bjalo ka taolonepagatso, boetapele, mesomonepagatso ya hlogo ya sekolo le mesomonepagatso ya morutisi. Tekololeswa ya dingwalwa e nyakisisitse dintlha tseo di huetsang mesomonepagetso sekolong le hlabollo ya sekolo go lebeletswe tswetsopele ya dinyakisiso tsamesomonepagatso ya dikiolo dinageng tsa United States of America, Europa, Australia le Afrika go hlalosa bothata bjo bo nyakisiswago. Go dirilwe dinyakisiso ka poledisano go somiswa mokgwa wa kwalitetifi. Go kgethilwe dikolo tse tshela tsa fase ka go somisa kgetho ka maikemisetso go direla gore go akaretswe dikolo go tswa mafelong a go fapana. Kgetho ka maikemisetso e dumelela monyakisisi go tswa mafelong a batho ba go ba le sa bona le mafelong a batho ba go hloka sa bona ka ge ba itemogela dihlotlo tse fapaneng mesomonepagatso. Tshedimoso ye e kgobokeditswe ka dipoledisano le dihlogo tsa dikolo motho a le nosi le bahlankedi bammuso wa Kgoro ya Thuto ya Kgauteng motho a le nosi le dipoledisano ka sehlopha. Dintlha tsa dipoelo di be di le mo go latelago: Batseakarolo go tswa mafapeng a go fapana ba hlaotse diponagalo tsa dikolo tseo disomago ka nepagalo tseo di dumelelanago le tekololeswa ya dingwalwa. Gape ba hlaotse dipanagalo tse dingwe tsa moswana nosi: Dikolo tsa go soma ka nepagalo ga di na barutwana goba barutisi ba go se tle sekolong. Meano ya sekolo e akaretsa botshephegi, tlhompho, boikarabelo le go somela bobotse ka go fetisa le boetapele bjo bo botse. Mosomonepagatso ya sekolo e sitiswa ke tshepediso ya go thwala dihlogo tsa dikolo yeo ka nako tse dinwe e sitago ke go hlaola hlogo ya sekolo yeo e nago le boetapele le bolaodi bjo bo botse. Gape, go tsentshatirisong wo o fasagetseng wa tshepetso ya bolaodi bja hlabollo ya barutisi go sitisa tswelopele. / Educational Management and Leadership / Ph. D. (Education Management)

隨著各縣市陸續成立地方教育發展基金附屬單位預算，使得國中小開始具有發展「學校本位財務管理」之契機。復因近來教育界也開始關切「學校創新經營」如何在國中小特色學校實施的議題。只是「學校本位財務管理」及「學校創新經營」都是一種經營管理的手段，因此本研究希望進一步探討其是否能達到提升「學校效能」之目的。 　　本研究採用文獻分析法、訪談法及問卷調查法進行研究。訪談法方面，發展出「地方教育發展基金附屬單位預算與國中小學校本位財務管理關係訪談大綱」作為研究工具，並採立意抽樣方式從臺北市、高雄市、新北市、桃園縣、基隆市等5個縣市抽取11位受訪者進行電話訪談。至問卷調查方面，則以「學校本位財務管理、學校創新經營與學校效能調查問卷」為研究工具，並以已成立地方教育發展基金附屬單位預算且獲教育部補助國中小特色學校經費之49個學校教職員作為研究對象，採簡單隨機抽樣方式進行問卷調查並剔除無效問卷，獲得有效樣本數802份。本研究除採用結構方程模式分析方法及LISREL8.72軟體分別驗證學校本位財務管理、學校創新經營及學校效能之內涵外，也進一步據以探討學校本位財務管理、學校創新經營及學校效能之間的關係。並且也透過平均數及SPSS13.0軟體來瞭解學校本位財務管理、學校創新經營及學校效能之現況。此外，更透過具潛在變項的路徑分析及Mplus 5.0軟體，來探討填答者的不同背景變項(包括性別、現任職務、教育程度、服務年資、服務地區、學校規模)是否分別對於學校本位財務管理、學校創新經營及學校效能具有預測效果。 本研究可獲得幾個主要研究結論如下： 一、「地方教育發展基金附屬單位預算」與國中小「學校本位財務管理」關係之訪談結果 　(一)簡言之，縣市政府成立地方教育發展基金附屬單位預算以後，其所轄國中小多能具備附屬單位預算之特性及優點，並有助於落實「學校本位財務管理」的理念。 　(二)地方教育發展基金附屬單位預算在相關制度規劃或授權方面的待改善之處 　　1.各縣市政府基於財政考量，仍對其地方教育發展基金附屬單位預算自訂額外的限制，有待逐步協調放寬之可行性。 　　2.非直轄市之地方政府認為宜成立專業、專責的會計單位，以處理地方教育發展基金附屬單位預算相關事務。 　　3.地方教育發展基金附屬單位預算之預算執行規定及作業方式經常變動，且業務相關人員異動頻繁，造成許多預算執行困擾。 　　4.「地方教育發展基金會計資訊系統」之開發過程並未充分訪談會計人員需求，且系統不夠穩定而功能不足，故仍有待改善。 　(三)多數(6位)受訪者較喜歡「地方教育發展基金附屬單位預算」的運作型態，另有3位認為還好(或各有利弊)，2位則相對傾向於較不喜歡。 二、學校本位財務管理、學校創新經營及學校效能之實施現況方面 　(一)成立地方教育發展基金附屬單位預算以後，國中小「學校本位財務管理」之實施現況尚屬略高程度(M=3.88)。 　(二)成立地方教育發展基金附屬單位預算之國中小特色學校，其「學校創新經營」實施程度很高(M=4.06)，且具有很高的學校效能(M=4.09)。 三、學校本位財務管理、學校創新經營及學校效能之關係方面 　(一)「學校本位財務管理」對於「學校創新經營」具有高度正向的直接效果(γ1=.78)，此顯示學校本位財務管理之實施程度越高，越有助於提高學校創新經營之實施情形。 　(二)「學校創新經營」對「學校效能」具有高度正向的直接效果(β1=.92)，此顯示學校創新經營之實施程度越高，越有助於提高學校效能。 　(三)雖然「學校本位財務管理」並不能對「學校效能」產生顯著的直接效果，但「學校本位財務管理」卻可透過「學校創新經營」來對「學校效能」產生間接效果(其效果量為.72)。亦即「學校本位財務管理」實施程度越高，越能透過促進「學校創新經營」實施程度之提高，進而間接提升「學校效能」。 四、背景變項對學校本位財務管理、學校創新經營及學校效能之效果方面 　(一)對於學校本位財務管理具有顯著效果之背景變項，計有性別(男>女)、現任職務(行政人員>教師)、服務地區(直轄市>一般縣市)、學校規模(12班以下>25班至48班)等4個變項。 　(二)對於學校創新經營具有顯著效果之背景變項，計有性別(男>女)、現任職務(行政人員>教師)、學校規模(12班以下>49班以上；12班以下>25班至48班)等3個變項。 　(三)對於學校效能具有顯著效果之背景變項，計有性別(男>女)、現任職務(行政人員>教師)、學校規模(12班以下>49班以上；12班以下>25班至48班)等3個變項。 　　最後，本研究並依據上述研究成果，提出各項具體建議。 / With the establishment of the affiliated units’ budget of local education development fund by many municipalities and counties, there are more and more opportunities to develop the “school-based financial management” (SBFM). And there were more and more researches stress the way to implement the school innovative management in specialist schools in the academic circles. However, the “school-based financial management” and “school innovative management” are both parts of the management methods. Therefore, the present study wanted to explore whether these two management methods can achieve the purpose of enhancing “school effectiveness.” 　　The present study adopted three approaches, including “literature review,” “interview,” and “questionnaire survey.” In terms of the interview, the present study designed “the outline of the interview on the relationship between affiliated units’ budget of the local education development fund and school-based financial management in junior high schools and elementary schools” as an instrument. The present study chose 11 participants from the county government and schools in the Taipei city, Kaohsiung city, New Taipei city, Taoyuan County, and Keelung city by purpose sampling. Eventually, the present study had interviewed those participants by telephone. In the aspect of questionnaire survey, the study designed the “questionnaire of the school-based financial management, school innovative management and school effectiveness” as the instruments. Teachers and staff from 49 specialist schools were the participants, and they were from schools that implemented the affiliated units’ budget of local education development fund. The present study distributed questionnaires by simple random sampling, and got 802 valid samples after gathering and deleting some invalid questionnaires. The study not only took structural equation modeling and the software of LISREL8.72 to confirm the contents of the school-based financial management, school innovative management, and school effectiveness respectively, but also confirmed the relationships of the school-based financial management, school innovative management, and school effectiveness. Moreover, the present study adopted means and the software of SPSS13.0 to understand the current situations of the school-based financial management, school innovative management, and school effectiveness. Furthermore, the present study adopted the path analysis with latent variables and the software of Mplus5.0 so as to understand whether the context variables of the subjects would have predictive effects on the school-based financial management, school innovative management, or school effectiveness. Those context variables included the sex, position, education level, seniority, district, and school size of the participants. 　　There were some major conclusions made as follows: 1.The results of the interview on the relationship between “affiliated units’ budget of the local education development fund” and “school-based financial management in junior high schools and elementary schools” 　(1) In brief, junior high schools and elementary schools had most of the properties and advantages of the affiliated units’ budget after the municipality and county governments establishing the affiliated units’ budget of the local education development fund, and it’s helpful for the schools to implement the “school-based financial management.” 　(2) The deficiencies of the affiliated units’ budget of local education development fund: A. There are still some additional restrictions of the affiliated units’ budget of local education development fund made by the municipal and county governments, which should be loosened. B. Other county governments except for municipal governments suggest that they need to set up a professional special agency to conduct those affairs of the affiliated units’ budget of local education development fund. C. The regulations and operations of the affiliated units’ budget of local education development fund always change, and the staff redeploy too often, so that there are some problems in the process of practices. D. The interviews of the accountants’ needs are insufficient during the development process of “the accounting system of local education development fund”. Furthermore, the system is unstable and its functions are insufficient, so there is still room for improvement. 　(3) As for the preference degree of the affiliated units’ budget of local education development fund, most of the participants (6 participants) felt “like”, 3 participants felt “fair”, and 2 participants felt relatively “unlike.” 2.The current situation of the school-based financial management, school innovative management, and school effectiveness (1) The current situation of the school-based financial management belonged to the extent of slightly high (M=3.88) after establishing the affiliated units’ budget of the local education development fund. (2) The specialist schools’ practice extent of the “school innovative management” was very high (M=4.06), and their “school effectiveness” was also very high (M=4.09) after establishing the affiliated units’ budget of the local education development fund. 3.The relationships between school-based financial management, school innovative management, and school effectiveness (1) “School-based financial management” has far-reaching and positive direct effects(γ1=.78) on “school innovative management”. That is, the higher the implement degree of “School-based financial management” is, the higher practice degree of “school innovative management” will be. (2) “School innovative management” has far-reaching and positive direct effects(β1=.92) on “school effectiveness”. That is, the higher the practice degree of “school innovative management” is, the better the “school effectiveness” will be. (3) Although the “School-based financial management” has no significant effect on “school effectiveness”, “School-based financial management” has an indirect effect on “school effectiveness” through the “school innovative management” (the indirect effect size is .72). In other words, when the practice degree of “School-based financial management” is higher, the “school effectiveness” will be enhanced indirectly through the “school innovative management” 4.The effects of the context variables on the school-based financial management, school innovative management, and school effectiveness (1) 4 context variables have significant effects on the school-based financial management. These variables involve sex, position, district, and school size. (2) 3 context variables have significant effects on the school innovative management. These variables include sex, position, and school size. (3) 3 context variables have significant effects on the school effectiveness. These variables are sex, position, and school size. Finally, according to the results of the present study, there were some suggestions be proposed.

The purpose of this mixed methods research was to investigate the transformational leadership role of principals in Ethiopian secondary schools. The research examined the existence of transformational school leadership behaviours, strategies that leaders were employing and the relationship between transformational leadership roles of the principal and student achievement (10th grade GESLCE). Mixed methods involving qualitative and quantitative methods of data collection were used in order to triangulate the data and increase the validity of empirical material. The student achievement was assessed on the basis of on the percentage of passes in standardized assessments for the school year (2012/2005-2015/2007). Secondary schools in South Nations Nationalities and Peoples’ Regional State (SNNPRS) whose principals had been the incumbent for three or more years were selected purposively. A total of 80 surveys were distributed to school principals and 680 survey questionnaires to teachers in identified schools. Seventy-six school principals and 642 teachers returned the surveys representing 95% and 94.4 % return rate for principals and teachers, respectively. Interviews and focus group discussions were conducted with supervisors and teachers who worked with principals. Participants were informed of the objectives of the study and assured of the confidentiality of the research both in formal letters and in person. Factor analysis, means, standard deviations, Pearson and Spearman rho correlations, t-test and standard multiple regression were used to analyse quantitative data. In contrast, qualitative data were analyzed by grouping together common themes in each category and constructing a description of the participants’ views and perspectives. The findings revealed that transformational school leadership and its dimensions exist in secondary schools of SNNPR, Ethiopia. Among the six dimensions (namely; sharing school vision and building consensus, high performance expectation, individualized support, intellectual stimulation, modelling behaviour and building collaborative structure and strengthening school culture) three of them were ranked highly. These are, building collaborative structure, strengthening school culture and sharing school vision. On the other hand, building consensus and modelling behaviour had moderate score whereas, individualized support had relatively very low rank. Transformational leadership was accomplished through involving staff to be part of the mission, encouraging staff to come up with new initiatives, challenging the staff to meet beyond agreed standards, building trust, coach and support at individual level, sharing tasks as well as power, acting ethically and celebrating achievements to make their school effective. The relationship between transformational school leadership and student achievement showed that there is positive and moderate relationship, although it was statistically not significant. Socio-demographic data such as number of students in a school showed a negative correlation with student achievement. It is concluded that there was relationship between the principals’ transformational leadership role and student achievement in secondary school of SNNPRS of Ethiopia. Finally, the research calls for the principals to focus on more moral and material assistance to their staff’s professional growth, significant attention to the preparation and development of principals and adoption of transformational school leadership model in secondary school. The findings of the study add to limited but growing body of research on student achievement and the role of the transformational school leadership of the principal in school effectiveness. / Educational Leadership and Management / D. Litt. et Phil. (Education Management)

Parental involvement plays a very important role in the development of a child’s formal education. This study explored various management strategies that might serve as guidelines to improve parental involvement in primary schools. The conceptual framework that informed this study was factors that determine school effectiveness as well as Epstein’s theory of overlapping spheres and her typology on parental involvement that served as the theoretical framework. A qualitative research approach was used for this study, as it allowed the researcher to conduct in-depth interviews with six principals in Southern Tshwane primary schools and examined relevant documents to collect data. The research indicates that most schools comprehend the importance of parental involvement, yet lack structured implementation frameworks for parental involvement. The study recommends that schools need to plan, manage and implement a parental involvement programme according to the unique circumstances of the school. / Ukubandakanyeka kwabazali kudlala indima ebalulekile kakhulu ekuthuthukiseni imfundo esemthethweni yengane. Lolucwaningo luhlola amasu ahlukahlukene okuphatha angase asebenze njengemihlahlandlela yokuthuthukisa ukubandakanyeka kwabazali ezikoleni zamabanga aphansi ase Ningizimu neTshwane. Umhlahlandlela womqondo owazisa lolucwaningo yizici ezenza ukusebenza kahle ezikoleni kanye nenkolelo ka-Epstein yezinhlaka eziqhamukayo ekubandakanyeni kwabazali okwakungumhlahlandlela wemfundo. Indlela yokucwaninga eyasetshenziswa kulolucwaningo yenza ukuthi umcwaningi aqhube izingxoxo ezijulile nothishanhloko abayisithupha bezikole zamabanga aphansi ase Ningizimu neTshwane, futhi wahlola nemibhalo efanele ukuqoqa imininingwane. Ucwaningo lubonisa ukuthi izikole eziningi zinalo ulwazi lokubaluleka kokubandakanya abazali kodwa azinazo izinhlaka ezihlelekile zokwenza ukuthi abazali babandakanyeke. Ucwaningo lukhuthaza ukuthi izikole zidinga ukuhlela, ukuphatha nokusebenzisa uhlelo lokubandakanya abazali ngokuvumelana nezimo ezihlukile zesikole. / U dzhenelela ha vhabebi ndi tshipida tsha ndeme tsha u aluwa ha pfunzo ya vhana. Tsedzuluso ino yo sedzulusa ndila dzo fhambanaho dza u langula dzine dza shumisiwa sa nyeletshedzo dza u khwinisa u dzhenelela ha vhabebi kha zwikolo zwa fhundzo dza fhasi Tshitirikini tsha Tshipembe ha Tshwane. Tsedzuluso ino yo di sendeka nga zwithu zwine zwa bveledza tshumelo ya maimo a ntha a zwikolo na pfunzo khulwane ya Epstein ya masia a no shumisana kha u dzhenelela ha vhabebi zwine zwa shumisiwa sa maga a kuhumbulele. Tsedzuluso ino yo shumisa maitele a u sedzulusa a qualitative, ngauri a tendela musedzulusi u vhudzisa mbudziso dzo dzudzanywaho na thoho dza tshikolo dza rathi dza zwikolo zwa fhasi Tshitirikini tsha Tshipembe ha Tshwane, na u sedzulusa manwalo o no yelana na tsedzuluso ino kuvhanganya ndivho. Tsedzuluso i sumbedza uri vhunzhi ha zwikolo zwi dzhiela nzhele u dzhenelela ha vhabebi, fhedzi a zwina maitele o dzudzanywaho a u eletshedza u dzhenelela avhabebi. Tsedzuluso ino i themendela uri zwikolo zwi tea u dzudzanya, u langula na u shumisa maitele o themendelwaho a u katela u dzhenelela ha vhabebi uya nga u fhambana-fhambana ha nyimele dza zwikolo. / Educational Management and Leadership / M. Ed. (Education Management)