The present study commences with an exposition of the problem statement with reference to the influence that school principals' perceptions have on outcomes based education and the implementation there off. A study of the relevant literature in connection to outcomes based education as well as "tutor leadership" is conducted. This literature study will show the change that outcomes based education has on the role and tasks of educators and principals. The qualitative research method as well as a detailed background of the study will be described. An analysis of data accumulated during focus group interviews and semi-structured interviews lead to the compilation of definitive categories and sub-categories in the research. Finally a specific conclusion is reached regarding the influence that school principals' perceptions have on outcomes based education and certain recommendations are made for further research. / Educational Studies / M. Ed. (Education Management)

The present study commences with an exposition of the problem statement with reference to the influence that school principals' perceptions have on outcomes based education and the implementation there off. A study of the relevant literature in connection to outcomes based education as well as "tutor leadership" is conducted. This literature study will show the change that outcomes based education has on the role and tasks of educators and principals. The qualitative research method as well as a detailed background of the study will be described. An analysis of data accumulated during focus group interviews and semi-structured interviews lead to the compilation of definitive categories and sub-categories in the research. Finally a specific conclusion is reached regarding the influence that school principals' perceptions have on outcomes based education and certain recommendations are made for further research. / Educational Studies / M. Ed. (Education Management)

The introduction of outcomes-based education in South African schools has changed the roles of all role players. For outcomes-based education to be successfully implemented everyone should fully understand these new roles. Since the principal should ensure that there is effective teaching and learning at school, this study explored his/her role in the implementation of outcomes-based education. This study includes a literature review of instructional leadership and outcomes-based education in South African schools. A qualitative investigation of the role of the school principal in the implementation of outcomes-based education in KwaMashu schools was conducted. Data were analysed, discussed and synthesised. It was found, inter alia that principals and educators do not fully understand the instructional role of the principal in the implementation of outcomes-based education. Lack of training appeared to be the major reason that exacerbates the problem. Based on findings, recommendations for improving the role of the principal were proposed. / Educational Studies / M.Ed. (Education Management)

This study investigated the impact of HIV/AIDS on education management and the self-actualization of teachers and learners in the context of HIV/AIDS and the role of the principal in dealing with this. The impact of HIV/AIDS on various key management structures including curriculum coverage, academic outcomes and control of stock and attendance registers, and importantly also the role principals should play, is probed. South Africa has the largest number of HIV infected people in the world, and also the largest number of AIDS orphans. In 2004 more than 4000 teachers died of HIV/AIDS complications and 12.5% of the teacher workforce is reported to be HIV-positive. A quarter of these are between 30 and 40 years of age, pointing to future teacher shortages. Learner absenteeism impact negatively on school management, as learners who are affected by HIV/AIDS are not able to attend school regularly. Many drop out of school due to the impact of AIDS, unplanned pregnancies and drug abuse. Absenteeism of learners and teachers, impact negatively on management structures in the school. The role of principals to provide quality education in worst affected schools is becoming increasingly complex. Sexual and substance abuse is a huge problem in many South African schools, and an aggravating factor in the spread of HIV/AIDS. In a third of sexual abuse cases teachers are implicated. Moreover, the large numbers of increasing orphans in the school system threatens to become a serious disciplinary problem. Many of these learners become disruptive and often turn to substance abuse to relieve their distress. The managerial costs of HIV/AIDS in education include costs due to absenteeism, lost productivity, hospitalization, and replacing administrative workers and teachers. These factors impact negatively on school management, academic performance and self-actualization. The most profound affects of HIV/AIDS are concentrated in education where the presentation of quality education is threatened. Principals in South Africa face the daunting task of providing quality education with an increasingly ill, absent and demoralised teacher corps, to increasingly ill, absent and disrupted learners of whom many are AIDS orphans. / Educational Studies / D.Ed.

This research investigated the instructional leadership role of the school principal in the improvement of the quality of education. A qualitative method, using a case study, was employed. A literature study was conducted to explore the nature and scope of instructional leadership and quality. A purposefully selected sample from five secondary schools in the Potchefstroom area in the North West Province was used to collect data. The method entailed observation, interviews and document analysis. The principals and educators were asked to fill in biographical questionnaires. Findings indicated that principals could improve the quality of teaching and learning through their instructional activities. These included, amongst others, formulating a clear vision; participatory decision making; resource provision; good time management and educators’ development programmes. In-service training was recommended to help the principals and educators with the new curriculum; the funding model; IQMS and discipline. Newly appointed principals also needed to be adequately inducted. / Teacher Education / M.Ed. (Educational Management)

Change in any form can become painful if individuals are not equipped with the necessary coping mechanisms. The transformation in the educational arena over the last few years has resulted in increased stress levels for school principals. This study investigates the role and impact of a stress intervention programme, the Art of Living workshop, using controlled breathing techniques, on the functioning of primary school principals in the Phoenix Circuit, Durban. A combined quantitative and qualitative research approach employing structured questionnaires and semi-structured individual interviews was used to compare the principals’ stress levels before and after the stress intervention programme. The findings revealed that the intervention programme was successful in reducing principals’ stress levels. A lack of resources, increased workloads, learner discipline, educator attitudes, indifferent parents and resolving conflicts created stress for principals. Benefits of the Art of Living workshop included the ability to remain calm and relaxed; and improved sleep patterns, increased energy levels and improved human relation skills. / Educational Leadership and Management / MED (ED MNG)

School principals have a key role to play in managing educators with HIV/AIDS because it poses a serious threat to the quality of education provision. The aim of this study was to identify needs and challenges facing school principals in managing educators with HIV/AIDS and to provide school principals with in-depth information on how to manage educators with HIV/AIDS. A literature study was conducted to determine the impact of HIV/AIDS on the education sector. In order to obtain a better understanding of the problem, a qualitative research strategy was used. Data collection was done through individual interviews with school principals and focus group interviews with educators. Data analysis was done using Colaizzi‟s phenomenological approach. The findings of the research confirmed that HIV/AIDS has a disruptive effect on education provision. Finally, recommendations were made to address the identified problems. / Further Teacher Education / M. Ed. (Education Management)

Change in any form can become painful if individuals are not equipped with the necessary coping mechanisms. The transformation in the educational arena over the last few years has resulted in increased stress levels for school principals. This study investigates the role and impact of a stress intervention programme, the Art of Living workshop, using controlled breathing techniques, on the functioning of primary school principals in the Phoenix Circuit, Durban. A combined quantitative and qualitative research approach employing structured questionnaires and semi-structured individual interviews was used to compare the principals’ stress levels before and after the stress intervention programme. The findings revealed that the intervention programme was successful in reducing principals’ stress levels. A lack of resources, increased workloads, learner discipline, educator attitudes, indifferent parents and resolving conflicts created stress for principals. Benefits of the Art of Living workshop included the ability to remain calm and relaxed; and improved sleep patterns, increased energy levels and improved human relation skills. / Educational Leadership and Management / MED (ED MNG)

This study investigated the impact of HIV/AIDS on education management and the self-actualization of teachers and learners in the context of HIV/AIDS and the role of the principal in dealing with this. The impact of HIV/AIDS on various key management structures including curriculum coverage, academic outcomes and control of stock and attendance registers, and importantly also the role principals should play, is probed. South Africa has the largest number of HIV infected people in the world, and also the largest number of AIDS orphans. In 2004 more than 4000 teachers died of HIV/AIDS complications and 12.5% of the teacher workforce is reported to be HIV-positive. A quarter of these are between 30 and 40 years of age, pointing to future teacher shortages. Learner absenteeism impact negatively on school management, as learners who are affected by HIV/AIDS are not able to attend school regularly. Many drop out of school due to the impact of AIDS, unplanned pregnancies and drug abuse. Absenteeism of learners and teachers, impact negatively on management structures in the school. The role of principals to provide quality education in worst affected schools is becoming increasingly complex. Sexual and substance abuse is a huge problem in many South African schools, and an aggravating factor in the spread of HIV/AIDS. In a third of sexual abuse cases teachers are implicated. Moreover, the large numbers of increasing orphans in the school system threatens to become a serious disciplinary problem. Many of these learners become disruptive and often turn to substance abuse to relieve their distress. The managerial costs of HIV/AIDS in education include costs due to absenteeism, lost productivity, hospitalization, and replacing administrative workers and teachers. These factors impact negatively on school management, academic performance and self-actualization. The most profound affects of HIV/AIDS are concentrated in education where the presentation of quality education is threatened. Principals in South Africa face the daunting task of providing quality education with an increasingly ill, absent and demoralised teacher corps, to increasingly ill, absent and disrupted learners of whom many are AIDS orphans. / Educational Studies / D.Ed.

The introduction of outcomes-based education in South African schools has changed the roles of all role players. For outcomes-based education to be successfully implemented everyone should fully understand these new roles. Since the principal should ensure that there is effective teaching and learning at school, this study explored his/her role in the implementation of outcomes-based education. This study includes a literature review of instructional leadership and outcomes-based education in South African schools. A qualitative investigation of the role of the school principal in the implementation of outcomes-based education in KwaMashu schools was conducted. Data were analysed, discussed and synthesised. It was found, inter alia that principals and educators do not fully understand the instructional role of the principal in the implementation of outcomes-based education. Lack of training appeared to be the major reason that exacerbates the problem. Based on findings, recommendations for improving the role of the principal were proposed. / Educational Studies / M.Ed. (Education Management)