This submission is built on 39 papers produced between 1987 and 1997. Some of these together with papers in the appendices were produced during research projects or for particular audiencesw hich, in somec asesm, eantt hey were for restrictedc irculationo nly. Both typeso f paper are included to show progression of ideas over time and to allow tracking of ideas to show how local innovations can have national impact and can become embedded in the education system. Both types of paper explore what were at the time, new or problematic dimensions of professional knowledge in the areas of educational evaluation, development planning, and latterly the application of information and communication technology in schools andc lassroomsW. hilst somei deasp resentedw ere new at the time other papersr efocused ideas to meet the professional development needs of particular sectors in education. This was done as a deliberate strategy to ensure wide dissemination of findings and to encourage debate of new ideas.F or this reason,t he necessityfo r academicsto write papersf or different audiences is central to the discussion about how new professional knowledge might become embedded in the professional knowledge base. The theoretical and philosophical framework for much of the work in this submission is derived from that proposed by those who espoused the notion of democratic evaluation (e. g. MacDonald, 1976; Simons, 1984,1987,1995) whose concern for linking evaluation with practice is well documented as part of the teacherresearcher movement stimulated by Stenhouse, (1975). The early papers (Papers 1,2,6 and Leask 1988c, d, e) were particularly influenced by this democratic, collaborative, pro-active approach to investigating practice. 2 The exposition of 35,000 words shows how the knowledge and experience gained on a range of projects led to the development of a view about the professional accountability of researchers in Higher Education Institutions (HEIs) and a model for embedding change in the education system. The exposition also provides a critique of these papers and the work on which they are basedb y examiningt he philosophicalf oundationss upportingi t andt he argumentsfo r opposingw hat is acknowledgedto be a rationalistm odel for change. All of the papers are built on the outcomes of a series of research and development projects in which the candidate participated or which the candidate led over the period 1985 to the present time: such as the Manpower Services Commission, Enfield TVEI evaluation 1983-1988 (Papers1 & 6); the Departmenot f Educationa nd Sciencef undedS choolD evelopmenPt lans Projectb aseda t Cambridge( 1989-1990)( AppendicesA , E&F; Papers7 ,8,9 & 13); Recruitment of Science Teachers from Ethnic Minorities (1995-1996) Leask, Turner & Turner (1995,1996); evaluation of Project Connect (1995-1996) (Appendix B); newlmages Projects 1996-1997; TeacherNet UK (1996 ongoing), (Papers 37,39 and Appendix C) and European School Net Project (1997 ongoing). I also have been fortunate to have had a number of travelling scholarshipsw hich havee nabledm e to study other educations ystemsa t first hand, e. g. Leask (1992), and the understanding gained from these comparative studies has also influenced the development of the model. In the exposition,t he moral andp rofessionarl esponsibilityo f researchertso engagein widespreadd isseminationo f findings and consequendt evelopmenat nd changei s debatedT. hi 3 submission identifies conditions which support the embedding in the professional knowledge base of new knowledge and practice resulting from research findings which have whole system application. The responsibility of HEI researchers in the process of change is discussed

Today, during the society’s democratization process, the role of the primary school head teacher has not lost its significance, on the contrary, it has developed into a qualitatively new level. Now the head teacher is not only an efficient doer, but also the initiator of the institution’s policy and the guarantee of successful team work. The success and efficiency of the organisation activity depends on leader’s personality and qualified management: planning, organization, supervision control. So, the head teacher of nowadays is a strategist, manager, administrator, leader, etc.

Thesis (Ph. D.)--University of Wisconsin--Madison, 1959. / Typescript. Vita. eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references.

M.Ed. / Although education remains a key for preparing South Africa to be part of the competitive global world, school managers continue to threaten educator appraisal that is undoubtedly an important aspect towards the realization of schools' effectiveness and efficiency. The researcher investigated how management styles impact on the developmental appraisal system in schools. The study was conducted in four selected schools in the Johannesburg North district in Gauteng and the study was conducted through the use of ethnographic interviews and observations. While the Department of Education and the unions advocated an appraisal system that aims at improving teaching and learning experience through educator development, research findings suggest that schools are complex organizations, some management styles contribute to the dismal failure of the appraisal system and the appraisal system will in practice waste educators' valuable time for teaching.

M.Ed. (Educational Management) / Please refer to full text to view abstract

Waarom ’n studie met betrekking tot die werwing en seleksie van onderwysers? Om die beste moontlike onderwyser vir ’n spesifieke skool te werf en te selekteer, is nie ’n maklike taak nie, en gewoonlik is daar nie genoeg tyd om die beste en korrekte proses te volg nie. Onderrig moet ononderbroke plaasvind, en elke dag sonder ’n onderwyser in die klas beteken verlore tyd en skoolwerk wat baie moeilik ingehaal kan word. ’n UNESCO-verslag (2010) dui aan dat die permanente verlies van onderwysers jaarliks toeneem en dat die proses om onderwysers te vervang, al moeiliker word. Vanaf 2004 tot 2005 was die omsetsyfer van onderwysers in die VSA onderskeidelik 13.5% in onafhanklike skole en 8.4% in departementele skole. Alhoewel inligting rakende die omsetsyfer in onafhanklike skole in Suid-Afrika nie beskikbaar is nie, kan daar verwag word dat ’n tendens soortgelyk aan die VSA moontlik is. ’n Moontlike verduideliking vir die bogenoemde statistieke kan wees dat die werwings- en seleksieproses misluk. Hierdie studie het derhalwe gepoog om die werwings- en aanstellingsproses by onafhanklike skole te ondersoek om vas te stel hoedanig hoofde die groter vryheid ten opsigte van die aanstelling van onderwysers gebruik om die beste personeel te werf. Die studie is gebaseer op ’n verkennende kwalitatiewe navorsingsontwerp waarin omvattende onderhoude met hoofde van onafhanklike skole gevoer is. Uit die onderhoude het dit geblyk dat hoofde persone aanstel wat bekend is aan iemand wat reeds in diens van die skool staan. Hoofde is baie huiwerig om persone van buite aan te stel en waag nie sommer ’n kans met ’n persoon wat nie bekend is aan iemand op die personeel nie. Tog is die hoofde baie gesteld op onderwys van goeie kwaliteit vir leerlinge en hulle poog om personeel so gou moontlik te vervang. Daarom word daar nie tyd spandeer aan lang prosedures wat gevolg word met die werwing, selektering en aanstelling van personeel nie. Hoofde van onafhanklike skole gebruik in ’n mate die vryheid tot hul beskikking met betrekking tot die werwing en selektering van onderwysers. Elke skool se unieke kultuur word so ver moontlik behou en dit het baie duidelik na vore gekom dat hoofde baie trots is op die uniekheid van hul skole en dat hulle dit so ver moontlik probeer behou. / Why a study on the recruitment and selection of teachers? It is not an easy job to recruit and select the best possible teacher for a specific school, and normally there is not enough time to follow the best and correct process. Teaching has to continue uninterrupted, and every day without a teacher in class means lost time and schoolwork ‒ something that is extremely difficult to catch up. A UNESCO report (2010) indicates that the permanent loss of teachers increases annually, and that it is becoming more difficult to replace teachers. From 2004 to 2005, the teacher turnover in the USA was 13.5% in independent schools and 8.4% in departmental schools. Although no information is available on the staff turnover in independent schools in South Africa, one can expect that the trend will possibly be similar to that in the USA. A possible explanation for these statistics is that the recruitment and selection process fails. This study thus investigated the recruitment and appointment process at independent schools to determine to what extent principals use the greater freedom they have with regard to the appointment of teachers in order to recruit the best possible staff members. The study was based on an exploratory qualitative research design according to which in-depth interviews were conducted with the principals of independent schools. From the interviews, it appeared that the principals appoint persons who are known to someone who is already employed by the school. Principals are hesitant to appoint persons from outside the school and do not easily take a risk with a person who is not known to staff members. Nevertheless, these principals value education of a high quality for their pupils, and they try to replace staff as quickly as possible. Therefore they don’t spend time on long procedures when recruiting, selecting and appointing staff. Principals of independent schools use the freedom they have to some extent in the recruitment and selection of teachers. Each school’s unique culture is preserved as far as possible, and it was clear that the principals were extremely proud of the uniqueness of their schools and that they tried to preserve it as far as possible. / Dissertation (MEd)--University of Pretoria, 2016. / Education Management and Policy Studies / MEd / Unrestricted

The appropriate treatment of children is not only a moral issue, but an important investment in a country’s future. No child should be excluded from quality education. Schools should therefore be managed in such a way that it ensures that all children can learn in a child-friendly, safe and stimulating environment in order for its learners to reach their full potential. Simply put, schools should operate with the “best interests of the child” in mind. In South Africa the “best interests of the child” gained prominence in section 28(2) of the Constitution of the Republic of South Africa in 1996. Section 28(2) of the Constitution states: “[a] child’s best interests are of paramount importance in every matter concerning the child.” Quality education is one of the cornerstones of any society. It is therefore important for any country to develop a functional education system. Unfortunately this is not the case in South Africa. South Africa’s education system performs poorly and lags behind much poorer countries which spend less on education. South Africa has experienced important political, legal and social changes since 1994, but in spite of many positive changes, the education system is characterised by great inequalities and considerable differences regarding learners’ access to quality education. All families, including those in rural areas, would like to see their children attain success through formal and effective education. The majority of schools in KwaZulu-Natal are poor, dysfunctional and unable to equip learners with the necessary skills. Most of these schools are located in the rural areas and lag behind their urban counterparts. The reason for my research is to explore whether current educational practice is in the best interests of the child who attends a rural school. Too few policy-makers pay attention to what our legislation promises. The purpose of this study was not to generalise, but to explore and understand how perceptions of education managers, with regard to the “best interests of the child” principle, may affect the quality of education in a rural setting. The study focused on education managers of under-performing rural schools, in the uThungulu District of KZN. The purpose is to understand why many public schools in disadvantaged areas (mostly rural areas) in KZN are under-performing. This multi-site case study aimed to make a case for education in the “best interests of the child”. The multi-site case study also aimed to gain an in-depth understanding of the “best interests of the child”, attending a rural school and how to improve the output and through-put (progression) of learners attending these under-performing rural schools. The research question driving the research was: How may the perceptions of education managers, regarding the “best interests of the child”, affect the quality of education at rural schools in KwaZulu-Natal? The study adopted a qualitative research approach that was based on an interpretive paradigm. Data were collected by means of document analysis, semi-structured interviews and focus group interviews. Convenience and purposeful sampling was used to select under-performing rural schools from the uThungulu District of KwaZulu-Natal. The data which emerged from the thematic data analysis revealed that, education managers from these under-performing rural schools are well aware of what the “best interests of the child” should be, but challenges, circumstances and contextual factors prevent them from delivering quality education which will serve the “best interests of the child”. Based on the findings, the following recommendations are suggested: Introduce a Basic Education Act that includes the “best interests of the child” principle. Findings revealed that education in the “best interests of the child” should include the fulfilment of the child’s emotional needs; physical needs and the ability to attend a school in a safe environment. Education in the “best interests of the child” should also include the availability of adequate human and physical resources. It is further recommended that school laws, policies and procedures should be reviewed to align with the well-being of children and with the “best interests of the child” in mind. Based on the findings it is suggested that the “best interests of the child” should become the leading principle in guiding all decisions affecting a child’s education. Furthermore, it is recommended that adequate and context specific management training needs to be put in place in order for education managers to manage a rural school with the “best interests of the child” in mind. All schools, including rural schools should offer at least three streams. Lastly, education managers need to establish a culture of teaching and learning in public rural schools. Education in the “best interests of the child” will level the playing field between rural and urban learners and close the achievement gap which exists amongst them. Former President, Nelson Mandela believed that the soul of a society could be seen in the way it treats its children. Taking education in the “best interests of the child” seriously, may have a huge impact on vulnerable children in rural areas. / Thesis (PhD) University of Pretoria, 2016. / Education Management and Policy Studies / Unrestricted

Workers with developmental disabilities have recently entered the work force as a result of human service agency efforts to integrate these individuals with their non-disabled peers. Much of the integration efforts have occurred without the input of those individuals with developmental disabilities. Research completed regarding the work lives of the worker with developmental disabilities has focused mainly on wages and social integration. The majority of research data was collected from individuals other than the workers with developmental disabilities themselves. In order to effectively learn what is of importance to the worker with developmental disabilities, interviews with these individuals needed to be conducted. As suggested by others who have conducted research in the field of developmental disabilities, a qualitative research approach was used to obtain data. Quality of Work Life criteria established for non-disabled workers was used as a guide throughout the study. The data obtained through this study indicated that the Quality of Work Life improved for the participants once they left sheltered employment and were employed in integrated employment sites with non-disabled peers. Of importance to the participants was not only wages and having the opportunity to be with non-disabled peers, but also the opportunity to complete a variety of job tasks, keeping busy throughout their work day, and having some autonomy on the job. The participants also had an imbalance between their work and non-work time, most wanting the opportunity to work more hours per week. In addition, as a result of experiencing success in the work place, the participants began to identify with their non-disabled co-workers rather than their peers who still were employed at the sheltered workshops.

This dissertation analyzes the utilization of two distinct modes of thinking, divergent and convergent, in the problem solving process. The concept for this study was developed from seminal work done by J. P. Guilford, Alex Osborn, and Sidney Parnes. Based on the assumption that problem solving requires these two distinct modes of thinking, it was hypothesized that a relationship exists between the modes and certain personality types. Two instruments, the Kolb Learning Style Inventory (LSI) and the Myers-Briggs Type Indicator (MBTI), were used to gather quantitative data from 177 volunteer subjects. The LSI determined Converger/Diverger styles and the MBTI indicated personality type preferences of Sensing/Intuition (S/N) and Judging/Perceiving (J/P). The responses were analyzed by means of the Pearson chi-square test for significance. As predicted, a significant relationship between LSI Converger/Diverger styles and MBTI personality type preferences for Judging/Perceiving (J/P) was demonstrated. No significant relationship was demonstrated between the Converger/Diverger styles and the personality preferences of Sensing/Intuition (S/N). However, a relationship was shown to exist between Converger/Diverger styles and the combinations of Intuition-Perceiving (NP) and Sensing-Judging (SJ).

Contemporary assessments of management training efforts have generally found such efforts to be wanting, in failing to inculcate enduring changes in skills and capacities. Simultaneously, a variety of management theorists have pointed in the direction of cognitive complexity, sometimes described as "complicated understanding", as the key quality for successful managers. This study is concerned with the contribution that an explicitly developmental perspective can make to a better understanding of the dynamics of managing in an organizational setting. It draws on research conducted over the last two decades by a small group of researchers interested in the nexus of developmental psychology and management and aims to lend additional empirical support to those efforts. This study focuses on the work of developmental psychologist Robert Kegan, who has constructed a theory of stage-related progressions in the development of the self and personal meaning-making over the life course. Kegan's notion that our culture makes mental demands on us that can be understood in stage terms is applied here to the domain of management. The purpose was to explore the possible connections between essential managerial skills and the properties of developmental stages. Sixteen (16) managers in a mid-sized state agency formed the research sample. Each subject was assessed for both developmental stage and managerial stage. The results reported here suggest a strong correlation between stage-functioning and management style. The implications for further theory building and organizational reform in the service of fostering managerial success are discussed in detail.