M.Ed. (Education Management) / Communication is without doubt the most important aspect of the daily duties of the school principal. There are seldom less than 20 members on the staff of a school, all reporting directly to the principal on numerous aspects. The principal also engages in holistic conversations with his entire staff. It is therefore imperative that the school principal has a sound knowledge of the art of communication. The concepts "communication", "nonverbal communication" and "diadic conversation" have been examined. The communication problem was attributed to the inability of principals to engage effectively in face-to-face conversations as opposed to instructional staff meetings. To be successful, the principal can no longer depend only on his intuition for effective communication, but must possess a practical grasp of the networks of communication which constitute the educational system and develop the ability to handle the interpersonal conversation with ease. To achieve this aim, the characteristic principles of the interpersonal conversation were investigated. The diadic conversation prescribes to all the rules of communication, inclUding nonverbal communication which plays an important role in any type of conversation. The meaning of the diadic conversation was investigated, as well as the factors that influence effective interpersonal conversation. Certain conditions that have a bearing on the diadic conversation were high-lighted. The effectiveness of the interpersonal communication could be hampered by factors haVing a negative effect on the outcome of the conversation. Factors directly related to the personalities of one or both of the conversationists were studied. In this respect, the following factors were determined: peergroup pressure, assumptions, the inclination to evaluate, and the halo effect. To achieve the aims that the principal has set for himself at the beginning of the interpersonal conversation, it is of the utmost importance that the principal should be aware of these factors that may cause a hinderance to the goals which he wishes to achieve. Only by breaking down these barriers, will a situation of trust develop between the teacher and the principal. The successful interpersonal conversation depends on the management acumen of the principal in this respect. To enable the teacher to develop to the maximum of his ability, the principal should provide the necessary guidance and encouragement. The management functions of the school principal are so numerous and entangled that it is impossible to do a meaningful study thereof within the framework of this ~tudy. Management styles were investigated, and the participative style was identified as the most suitable to the education sitaation. A two-pronged aim can be ascribed to the diadic conversation, namely the influence by the school principal and influence of the principal. Not only should the principal possess the necessary management acumen, but his communication acumen in the following aspects are of vital importance: planning, motivating, decision-making, persuasion, the handling of conflict, complaints and grievances and the creation of an effective atmosphere. The following conclusions were drawn from the investigation into the diadic conversation as an educational managerial technique: maximum trust should exist between the principal and teachers the diadic conversation should be directed at a specific aim the principal should possess the necessary knowledge and prowess to conduct the interpersonal conversation xiii - the necessary communication networks should be established the lack of upward communication has a detrimental effect on the effectiveness of interpersonal communication the school principal should be able to handle the factors and conditions pertaining to the diadic conversation with ease the importance of nonverbal communication should not be underestimated - certain factors have a negative effect on the diadic conversation At the conclusion of this study, the following recommendations were made: - opportunities should be created for the diadic conversation to take place the diadic conversation should be seen as a continuous process principals should endeavour to gain the necessary communication knowledge and skills future leaders in Education should make a thorough study of the art of communication - opportunities should be created for voluntary upward communication guidelines are given for future studies in the field of interpersonal communication

M.Ed. / To the classroom teacher educational opportunities occur mainly during teaching with an added burden during extra-mural activities. Apart from the formal education the teacher often encounters informal situations during which pupils need guidance in order to master life-skills. During and after the training of teachers the perception is established that an intellectually well-trained educator will also be capable of teaching the necessary life-skills to pupils in need of such skills. The aim of this dissertation 1S to establish the need for interviewing skills by teachers and to point out that pupils are in desperate need to be educated by better equipped teachers. Since interviewing or counsell ing is considered the domain of psycho-therapists in our country, teachers are not being trained to apply this basic skill in order to enable the pupils to help themselves. The basic and those discussed interviews interviews requirements for successful interviews were researched applicable to the school educational situation are in this dissertation. Parameters for successful are mentioned and a framework for the general form of is included. The skills which are referred to in this dissertation can serve teachers to become more effective in their endeavour to enable pupils to help themselves. Students and practitioners of education should gain informal effectiveness by mastering and applying these skills.

M.Ed. / It is clear to me that the need for the teacher and the school to provide educational help and support is greater than ever before. With reference to democratic values in a multicultural society Le Roux (1997:1) is of the opinion that teachers have a lot of responsibility for both “what” and “how” learners learn. To gain better understanding in the “functioning” of the modern educational system it is of the utmost importance to investigate “how” educational goals are attained in the modern classroom. In accordance with this reasoning not only the content of the teaching and learning experience is important but also the process of educational communication (Du Plessis, 1974:5). Especially where education is viewed as help and support to the youth, the helping relationship between teachers and the learners in their care occupies a central position (Okun, 2002:21). In accordance with this view teacher and learners in this study will be seen as senders and receivers of educational verbal and non verbal messages (Goleman, 1996:116; Goleman, 2006:14; Johnson, 2006:126). If the helping relationship is of great importance to teaching and learning and if this relationship is built and maintained via teacher-learner communication, how does the experience of aggression while communicating with their teachers affect learners? What is learners’ experience of aggression while communicating with their teachers? What can be done about the experience of aggression during teacher-learner communication? This research was done in two phases. In PHASE 1 the goal was to explore and describe grade eleven learners’ experience of aggression while communicating with their teachers. In PHASE 2 the goal was the description of guidelines for communication between secondary school learners and their teachers with special reference to the handling of aggression in the communication and relationship. It is a qualitative investigation to explore and to describe learners’ experience of aggression while communicating with their teachers. The research rests on Phenomenological principles and methods (Giorgi, 2002). I followed a functional approach and the research is carried out with the view of improving my own educational practice as well as educational practice in general. The method of data collection followed is a qualitative interpretive constructivist approach to the generation of new knowledge and the specific method employed is phenomenological interviews. The research was conducted at an ex-Model C school. The sample was purposive and grade 11 learners were given an opportunity to participate in the research on a voluntary basis. Grade eleven learners were given opportunity because, in my view, in general, they have both enough experience with teachers and the vocabulary to talk about a complex phenomenon such as the experience of aggression. The methods and procedures employed made extensive use of triangulation with a view to enhancing trustworthiness. Twelve individual phenomenological interviews were conducted as well as a focus group interview. There was a total of nineteen voluntary participants of which eighteen are Afrikaans first language speakers and one is an English first language speaker. Eight boys and eleven girls participated. All of the participants are seventeen years of age. All the participants, except one boy, also wrote a naïve sketch about their experiences before the phenomenological interview or focusgroup interview was conducted. During all the interviews, as well as directly afterwards, field notes were made, by the researcher. The central question of this investigation is: “What is grade eleven learners’ experience of aggression wile communicating with their teachers?” and this question was operationalised in the individual phenomenological interviews, focus group interview, and the naïve sketches as: “How is it for you when your teachers are aggressive when they talk to you?”

D.Ed. (Education) / Please refer to full text to view abstract

M.Ed. (Education Leadership and Management) / Part of a headmaster1s managerial task is communication with society. Research regarding a scientifically organised communication programme between headmaster and community is imperative. Such research involves analysis of relevant literature, the need of external bodies to communicate, and the creation of an effective communication programme. This necessitates research into communication media and communication disturbances. The term communication needs scientific definition. This depends on the context. Basically there are the linear-, the inter-action- and the transactional principles. The latter viewpoint is prevalent in this short dissertation. Clarifying communication models are used in conjunction with definitions. These are the Laswell-, Shannon and Weaver-, Berlo and Mc Croskey models. Headmasters communicate internally and externally. The latter task is analysed in this dissertation, and involves preservation of a continual and successful mutual understanding between school and external groups. Successful exploitation of available external resources is the result of resourceful management, of which the four basic elements are planning, organisation, command and control. School-community communication is essential. Theories regarding satisfaction of needs will reveal principles in practice plus relevant communication media at the headmaster's disposal. Theories dealing with satisfaction of needs are founded upon the humanistic philosophy: human needs explain desires to communicate with schools. Maslow's hierarchy of needs, Mc Clelland's social motives theory, and Ardrey's territorial theory will be considered. These theories agree in principle: satisfaction of needs seems to be the main incentive behind communication from outside. The headmasters' communication aims at creating a positive image of the school and at influencing external bodies. Creation of an eventual external contact structure, implies an effective internal communication network. The latter climate depends upon a motivated staff who is effectively involved with external bodies.

No description available.

This thesis was created for the purpose of processing methodology course named "Communication between the parents and the kindergarten" for employees of nursery schools. Participants after finishing the course should be able to respond more appropriately to often difficult situations that may arise. A higher level of communication skills should increase the competibility of the kindergarten and create a friendly atmosphere. The work is aimed at kindergartens with personalized education which have their own origin in Spain. The author looks at the problem through benchmarking (continuous and systematic comparison to the top of this branch-- Spain, Poland). Data collection was conducted through questionnaires, interviews and observation. The result is a course methodology which includes six exemplary studies and their solutions with some other advice for a mutual communication.

M.Ed. (Education Management) / Communication being one of the most important activities of the school principal, is important for the effective functioning of the teacher evaluation system. The purpose of this study is to demonstrate the relation between communication and the evaluation system. In chapter 1 the concepts standards, criteria, communication and evaluation system are clarified. The problems relating to the effective functioning of the system are discussed. The teachers are not explicitly informed of the aims of the system, as well as the standards and criteria which are to be applied. This inadequate communication causes the evaluation system as well as effective education to suffer. The aim of this study is thus: *to explain and clarify the criteria and standards applicable to the teacher evaluation system, * to identify the essential communication; and characteristics of transparent * to identify evaluating techniques the school principal may use to create a positive inclination towards the evaluation system. Chapter 2 is a discussion of the criteria used in the present system. It is further important to consider the numerous variables influencing the evaluation process. It is of utmost importance for the evaluator (school principal) to be familiar with all the facets of the system. It is his task to motivate his staff to participate with a positive attitude. For the teacher it is, however, just as important to receive explanations concerning the evaluation scales, categories and instruments against which he or she is to be evaluated. In chapter 3 the characteristics of communication are described. This chapter serves as an aid to the school principal since the success of the total evaluation system rests on efficient and transparent communication. The principles of effective communication, communication models and the various means of communicating are described. Another important issue are the causes of defective or poor communication. In conclusion clinical management is discussed as a means whereby communication obstructions may be reduced. Possible evaluation techniques are described in chapter 4. The preconditions for the achievement of evaluation objectives as well as the process itself are dealt with. It is important for the principal to plan and prepare the evaluation process so that the persons involved receive the necessary information and explanations. The actual evaluation can then take place. The most important part of the evaluation process still lies ahead, but unfortunately, in many schools, this never occurs. It is of great importance to the teachers to receive feedback. The positive as well as the negative results must be available so that the teacher knows in which areas improvements are necessary. It is also expected that the school principal provides the necessary guidance for training and development. The ultimate goal of teacher evaluation is the achievement of more effective education and the use of transparent communication by the headmaster to clarify the evaluation process could serve as a catalyst towards this end.

No description available.

A dissertation submitted in fulfilment of the requirements for the degree of D.Iitt. in Communication Science University of Zululand, 2005 / The focus of this study is on effective communication that can be used between the district and the circuit in order to optimise communication. There are traditional forms of communication that are still used by Departmental officials yet the information conveyed through those forms of communication take too long to reach the final destination and as a result thereof the information comes just days before the deadline or sometimes way after the deadline. This problem leads to a situation where the work is done in a haphazard way just because people want to meet the dead line. New forms of communication such as E-Mail can convey information within a split of a second all over the wodd The findings reveal that some of the Chief Superintendents of Education Management are not familiar with some of the new forms of communication and therefore cannot even confirm whether those forms of communication are useful or not The Department of Education will therefore have to introduce these new forms of communication at district level as well as at circuit level in order to optimise communication between the district and the circuit