This action research examines the special education teachers' role perception as manager/leader of an interdisciplinary team. The need to examine the "problem sensation", which was defined and verified in this study, resulted from the implementation of the special education law in Israel (1998). The study examines the effect a training process has over the development of the special education teacher's leadership skills, if it includes: a place where the teacher is heard, empowerment processes towards realizing a sense of personal capability, a reflective discourse, knowledge and skills acquisition, and developing beliefs and positions regarding the leadership of an interdisciplinary team.;The study's findings were documented using three case studies, each based on the conclusions of the previous one, all interlinked by a category layout formed in the Pre-Test phase. The category layout formed the basis for all the content analysis of the participants' discourse, and pointed to the existence of a "problem sensation" regarding the change process/style they experienced.;In all three-research cycles, the majority of the discourse regarded the role perception as influenced by coping with the need to lead a team and lead change in a team. A direct connection was found between the intensity of the sense of capability to lead a team, and the level of coping with conflicts while performing the role. There was a noticeable difference in the change process style the two groups underwent. The power of the team was accentuated and there was an awareness to the knowledge and skills acquired.;The study's conclusions show: (1) the direct connection between the special education teacher's sense of personal capability and her leadership behaviour, (2) a demand for reassessing the special education teachers' training program regarding management and leadership roles, (3) a need for a formal assistant training program, which would be a formal team for their employment.

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Thesis (M.ED.) --University of Limpopo, 2007 / The purpose of this study is to investigate and highlight the effects of learner discipline on academic achievement. Respondents in this research were requested to make their perceptions and attitudes known on the following issues: • Can discipline improve academic achievement? • How can discipline be used as a means to manage academic achievement? • How does discipline influence academic achievement? • Which strategies promote sound management of academic achievement? • Why should discipline be employed for academic achievement especially of grade 12 learners? • What hinders sound management of discipline for academic achievement? Chapter one deals with historical background, significance of the study, problem statement, main research question, aims and objectives, delimitation of the study, definition of concepts and research programme. Chapter two consists of literature review whereby primitive views on discipline are investigated. Contemporary views on discipline, accepted disciplinary strategies, obstacles that hinder learner discipline for academic achievement and hindrances to sound management will also be investigated. Chapter three consists of Research Methodology and it includes introduction, research design, population, sampling procedures, research instruments, data collection, confidentiality, reliability, validity and conclusion. Chapter four focuses on data analysis and interpretation. Chapter five presents a summary, suggestions, recommendations and conclusion.

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