The academic environment in higher education institutions has changed over the last years due to certain factors, which in turn, have influenced the way in which higher education institutions are governed. This has resulted in a shift in the way management and leadership are approached to ensure efficiency and effectiveness in higher education institutions. The role of teams in the academic environment is crucial to assist the institution in meeting institutional goals and adhering to national educational objectives, which in turn assumes that leadership is a key element in the development of successful teams. However, it is necessary to distinguish between leadership and management as these concepts are not synonyms and have different operational functions. The focus of this study is to ascertain what the leadership role of School Directors in the Faculty of Arts of the Potchefstroom Campus of North-West University (NWU), is in team development. As the NWU is a higher education institution, it is important to place the focus of the study in this context and, therefore, a description is given of the higher education environment in South Africa. Tuckman and Jensen’s (1977) five-stage model of team development is used to ascertain whether the academic teams in the Faculty of Arts are functioning optimally and whether there is, in fact, team development. This model is furthermore important for this study as it ascertains whether the School Director assists and plays an active role in the development of the team. The study furthermore aims to establish whether a transformational or transactional leadership style, or both, is portrayed by School Directors and which of these styles, or a presence of both styles, enhances the leadership role of School Directors in team development. The empirical findings were obtained by means of a qualitative research method. Semi-structured questionnaires were distributed to academics in all five Schools in the Faculty of Arts, as well as to the School Directors and the high return rate of 91% increase the validity of the study. The questionnaires explored and described how the academics, as well as the School Directors, perceived their leadership roles in team development. The findings from the questionnaires indicated that there were instances when the perception of School Directors differed from the perceptions of academics pertaining to the effectiveness of the team and the leadership style portrayed by School Directors. The analysis of the results from the questionnaires indicated that both transactional and transformational leadership styles were portrayed by School Directors, and that effective team development warranted a combination of these two leadership styles. Recommendations were made accordingly and a strategy proposed to enhance the role of School Directors in the development of academic teams. / M Development and Management, North-West University, Potchefstroom Campus, 2014

Thesis (doctoral)--Universiteit Leiden, 2003. / "Stellingen" ([1] p.) laid in. Includes bibliographical references (p. 263-278) and index.

Kundige bestuur is n hedendaagse begrip wat beskou word as die rede waarom sommige organisasies net funksioneer en ander uitstekend presteer. Die eise wat aan bestuurders van besighede en Nie–Winsgewende Organisasies (NWOs) se bestuursmilieu gestel word, is uiters hoog en vereis vaardigheid, kennis en ondervinding. Die bestuur van NWOs behoort goed ingelig te wees ten opsigte van die bestuursvaardighede waaroor hul eweknieë in die sakesektor beskik. Opleiding in maatskaplike werk in Suid–Afrika is goed ontwikkel en het in die afgelope 20 jaar in verskeie spesialisvelde binne die vakgebied ontvou. Maatskaplikewerk–dienslewering fasiliteer die groei en ontwikkeling van maatskaplike werkers, wat daartoe aanleiding gee dat hulle in so n mate vorder dat hulle hul kort voor lank in bestuursposisies bevind. n Wyer kennisbasis rakende bestuursdinamiek word vereis om die oorgang van maatskaplike werker na bestuurder te kan maak en sodoende doeltreffend as bestuurder te kan funksioneer. Bestuursopleiding deur maatskaplikewerk–opleidingsinstansies in Suid–Afrika bied nie tans spesifieke bestuursopleiding in die NWO–konteks aan nie. Ondersoek is deur hierdie studie ingestel om n model te ontwikkel om bogenoemde aan te spreek. Hoofstuk 1 fokus op die formulering van die navorsingsonderwerp en gee die sentrale strategiese agument en doel met doelwitte. Hoofstuk 2 beskryf die navorsingsmetodologie wat gebruik is in die studie. Hoofstuk 3 vervat n literatuurstudie wat handel oor die huidige funksionering van NWOs in Suid–Afrika. Daar word gefokus op die bestuursprosesse en rolspelers binne n NWO, die sosiale, politieke en ekonomiese faktore wat die funksionering van NWOs beïnvloed, bestuursmodelle en –teorieë, leierskap en die oorgang van maatskaplike werker na NWO–maatskaplikewerkbestuurder. Hierdie inligting bied die agtergrond waarteen die funksionering van NWO–bestuurders in Mpumalanga, Gauteng, Vrystaat en Noord–Kaap gekontekstualiseer kan word. In Hoofstuk 4 word die data wat vanuit die situasie analise met die NWO–bestuurders in Mpumalanga terugontvang is, verwerk en gerapporteer. n Profiel word verskaf ten opsigte van die NWOs in Mpumalanga asook die bestuursrolspelers en –prosesse wat geïmplementeer is. Daarna word die profiel van NWO–bestuurders in Mpumalanga voorgehou met spesifieke fokus op bestuurskennis en –vaardighede van NWO–bestuurders in Mpumalanga. Die opleidingsbehoeftes van NWO–bestuurders word opgesom en geprioritiseer. Die beskikbaarheid van bestuursopleidingsprogrammes in Suid–Afrikaanse maatskaplikewerk–opleidingsinstansies word daarna weergegee. Hoofstuk 5 gee n oorsig van die heersende situasie in Suid–Afrikaanse NWOs vanuit data wat verkry is uit fokusgroepbesprekings met maatskaplike werkers wat as NWO–bestuurders in Gauteng, Vrystaat en die Noord–Kaap werk. Klem word gelê op die fokusgroeplede se persoonlike ervarings van hul oorgang van maatskaplike werker na NWO–bestuurder binne die huidige funksionering van NWOs. Die spesifieke bestuursprosesse en rolspelers in NWOs betrokke by die fasilitering van die oorgang, soos deur NWO–bestuurders geïdentifiseer, word uitgelig. In hoofstuk 6 word n model vir die fasilitering van die oorgangsproses vir bestuurders voorgestel en met die geïdentifiseerde opleidingsbehoeftes geïntegreer. Hoofstuk 7 bestaan uit die gevolgtrekkings en samevattings wat gemaak is uit die studie. Ten slotte word aanbevelings rakende die fasilitering van die oorgangsproses van maatskaplike werkers na bestuurders van NWOs gemaak. / Thesis (Ph.D. (Social Work))--North-West University, Potchefstroom Campus, 2012.

Kundige bestuur is n hedendaagse begrip wat beskou word as die rede waarom sommige organisasies net funksioneer en ander uitstekend presteer. Die eise wat aan bestuurders van besighede en Nie–Winsgewende Organisasies (NWOs) se bestuursmilieu gestel word, is uiters hoog en vereis vaardigheid, kennis en ondervinding. Die bestuur van NWOs behoort goed ingelig te wees ten opsigte van die bestuursvaardighede waaroor hul eweknieë in die sakesektor beskik. Opleiding in maatskaplike werk in Suid–Afrika is goed ontwikkel en het in die afgelope 20 jaar in verskeie spesialisvelde binne die vakgebied ontvou. Maatskaplikewerk–dienslewering fasiliteer die groei en ontwikkeling van maatskaplike werkers, wat daartoe aanleiding gee dat hulle in so n mate vorder dat hulle hul kort voor lank in bestuursposisies bevind. n Wyer kennisbasis rakende bestuursdinamiek word vereis om die oorgang van maatskaplike werker na bestuurder te kan maak en sodoende doeltreffend as bestuurder te kan funksioneer. Bestuursopleiding deur maatskaplikewerk–opleidingsinstansies in Suid–Afrika bied nie tans spesifieke bestuursopleiding in die NWO–konteks aan nie. Ondersoek is deur hierdie studie ingestel om n model te ontwikkel om bogenoemde aan te spreek. Hoofstuk 1 fokus op die formulering van die navorsingsonderwerp en gee die sentrale strategiese agument en doel met doelwitte. Hoofstuk 2 beskryf die navorsingsmetodologie wat gebruik is in die studie. Hoofstuk 3 vervat n literatuurstudie wat handel oor die huidige funksionering van NWOs in Suid–Afrika. Daar word gefokus op die bestuursprosesse en rolspelers binne n NWO, die sosiale, politieke en ekonomiese faktore wat die funksionering van NWOs beïnvloed, bestuursmodelle en –teorieë, leierskap en die oorgang van maatskaplike werker na NWO–maatskaplikewerkbestuurder. Hierdie inligting bied die agtergrond waarteen die funksionering van NWO–bestuurders in Mpumalanga, Gauteng, Vrystaat en Noord–Kaap gekontekstualiseer kan word. In Hoofstuk 4 word die data wat vanuit die situasie analise met die NWO–bestuurders in Mpumalanga terugontvang is, verwerk en gerapporteer. n Profiel word verskaf ten opsigte van die NWOs in Mpumalanga asook die bestuursrolspelers en –prosesse wat geïmplementeer is. Daarna word die profiel van NWO–bestuurders in Mpumalanga voorgehou met spesifieke fokus op bestuurskennis en –vaardighede van NWO–bestuurders in Mpumalanga. Die opleidingsbehoeftes van NWO–bestuurders word opgesom en geprioritiseer. Die beskikbaarheid van bestuursopleidingsprogrammes in Suid–Afrikaanse maatskaplikewerk–opleidingsinstansies word daarna weergegee. Hoofstuk 5 gee n oorsig van die heersende situasie in Suid–Afrikaanse NWOs vanuit data wat verkry is uit fokusgroepbesprekings met maatskaplike werkers wat as NWO–bestuurders in Gauteng, Vrystaat en die Noord–Kaap werk. Klem word gelê op die fokusgroeplede se persoonlike ervarings van hul oorgang van maatskaplike werker na NWO–bestuurder binne die huidige funksionering van NWOs. Die spesifieke bestuursprosesse en rolspelers in NWOs betrokke by die fasilitering van die oorgang, soos deur NWO–bestuurders geïdentifiseer, word uitgelig. In hoofstuk 6 word n model vir die fasilitering van die oorgangsproses vir bestuurders voorgestel en met die geïdentifiseerde opleidingsbehoeftes geïntegreer. Hoofstuk 7 bestaan uit die gevolgtrekkings en samevattings wat gemaak is uit die studie. Ten slotte word aanbevelings rakende die fasilitering van die oorgangsproses van maatskaplike werkers na bestuurders van NWOs gemaak. / Thesis (Ph.D. (Social Work))--North-West University, Potchefstroom Campus, 2012.

Thesis (doctoral)--Universität, Potsdam, 2006. / Includes bibliographical references.

Thesis (doctoral)--Universität, Münster (Westfalen), 2002. / Includes bibliographical references (p. 273-294).

This research project was done with the aim in mind to determine how teachers experience their lived through experience of job satisfaction in teaching. The qualitative research process was followed by making use of narrative methods such as narrative essays, interviews and observations. The essays and interviews served as basis for data collection purposes. If was essential for me as researcher, to find the reasons why teachers have negative and / or positive connotations towards certain teaching facets, and also to try and determine what their expectations, feelings and views are about education, so that I can determine how they experience teaching as a career. This research looked at the perceptions, viewpoints and experiences of individual teachers in relation to job satisfaction in teaching. Job satisfaction in teaching is essential, as it evolves around many different parties. It is therefore essential that a healthy organisational environment exists or is created at schools, so that effective teaching can take place. This research focus on factors that have an influence on job satisfaction and the implementation thereof to ensure maximum productivity and job satisfaction amongst teachers. This includes the role that the principal plays in creating a working environment where teachers can experience job satisfaction. / Dissertation (MEd)--University of Pretoria, 2008. / Education Management and Policy Studies / unrestricted

Since the democratic election in 1994 and the publishing of the SA Schools Act on the 16th of November 1996 the South African education system has undergone a fundamental transformation. Pupils are regarded as a specific interest group that stands in a partnership relationship with other interest groups (stakeholders) in the school. The principle of partnership advocated by the South African Schools Act invites pupils to partake in and share responsibility for the governance, organising and funding of public schools. To participate in school management pupils have to be part of participative structures. Two such structures for pupil participation and representation exist in South African schools, namely SRC's and the governing body of the school. The aim of this research is to develop a model for pupil participation in the management of schools and specific attention was given to participative management of pupils on the SRC and governing body of the school. In order to operationalize the above mentioned aim an analysis of the nature of participative management by pupils was done on the basis of theoretical approaches to participative management. Participative management by pupils can only be successful if the following participative management techniques namely pupil participation, pupil empowerment, influence. participative decision-making, delegation, democracy, decentralization, committees and meetings are interwoven with the participative management process. Pupil participation can also be successful if the advantages of such participation is realised by all school interest groups. The structure and functioning of pupil participation in the management activities of the school is reviewed firstly by giving attention to the practices of pupil participation in the education systems of a few international countries. This is done by analizing the structure of each education system, the statutory directives for pupil participation and the structures for pupil participation in these education systems. Secondly the managerial involvement of pupils in the management activities of SRC's and the governing bodies of schools was reviewed, while certain lacunas that resulted from the lack of information were addressed by empirical research. As a result of the preceding criteria a model for pupil participation in school management was developed and certain findings and recommendations were derived from it. / Thesis (Ph.D.)--Potchefstroom University for Christian Higher Education, 2000

Since the democratic election in 1994 and the publishing of the SA Schools Act on the 16th of November 1996 the South African education system has undergone a fundamental transformation. Pupils are regarded as a specific interest group that stands in a partnership relationship with other interest groups (stakeholders) in the school. The principle of partnership advocated by the South African Schools Act invites pupils to partake in and share responsibility for the governance, organising and funding of public schools. To participate in school management pupils have to be part of participative structures. Two such structures for pupil participation and representation exist in South African schools, namely SRC's and the governing body of the school. The aim of this research is to develop a model for pupil participation in the management of schools and specific attention was given to participative management of pupils on the SRC and governing body of the school. In order to operationalize the above mentioned aim an analysis of the nature of participative management by pupils was done on the basis of theoretical approaches to participative management. Participative management by pupils can only be successful if the following participative management techniques namely pupil participation, pupil empowerment, influence. participative decision-making, delegation, democracy, decentralization, committees and meetings are interwoven with the participative management process. Pupil participation can also be successful if the advantages of such participation is realised by all school interest groups. The structure and functioning of pupil participation in the management activities of the school is reviewed firstly by giving attention to the practices of pupil participation in the education systems of a few international countries. This is done by analizing the structure of each education system, the statutory directives for pupil participation and the structures for pupil participation in these education systems. Secondly the managerial involvement of pupils in the management activities of SRC's and the governing bodies of schools was reviewed, while certain lacunas that resulted from the lack of information were addressed by empirical research. As a result of the preceding criteria a model for pupil participation in school management was developed and certain findings and recommendations were derived from it. / Thesis (Ph.D.)--Potchefstroom University for Christian Higher Education, 2000

The purpose of this study was to determine: * the nature of a state governed, state supported and private school, and those involved in the financial events in the three types of schools; and * the financial management task of a state governed, supported and private school. In the literature study the nature of state governed, state state supported and private schools was discussed from a financial management perspective. Attention was paid to organisations involved in the financial management of the different types of schools. In the literature the financial management task of state governed, state supported and private schools was also examined, with special reference to: - the principles of education management regarding finances; - the budget of education management regarding finances; - financial record-keeping, reporting and analysis; and - financial resources. An empirical investigation was undertaken by means of a structured mail questionnaire to determine the state of the financial management task in the three types of schools. The most important findings originating from the literature study and empirical investigation, was the fact that state supported and private schools are managed strictly according to scientific management principles, which is to a lesser degree the case with state governed schools. In spite of the fact that principals of state governed schools gave a positive indication of sound financial practices in their schools, there are aspects like parent involvement, that need to be addressed when compared to state supported and private schools. At many state governed schools there is no parent involvement, making the existence of parent management committees impossible. This is in contrast to a large degree of parent involvement in school activities• at state supported and private schools. Although state supported schools include Model C-type of schools as well as farm schools, there is an important difference between these two types of schools, which is evident in the empirical investigation. In conclusion, recommendations for further research were made. / Skripsie (MEd (Onderwysbestuur))--PU vir CHO, 1996