Dissertation / The aim of the study was to investigate the appointment process of education managers and the consequences of this for schools. A literature study was conducted on these two aspects. This was followed by a survey involving 67 educators from three geographically divergent secondary schools in Kwa-Zulu Natal, namely an urban, rural and peri-urban school. The respondents’ views indicate flaws in the current system related to: the minimum requirements for principalship, the shortlisting and interview processes and the role of bias in the selection of candidates. Respondents also believed that insufficient attention was paid to induction and mentorship programmes. The before mentioned impacted negatively on the school’s functionality regarding quality assurance, inter-personal relations, decision-making, parental involvement and learner discipline. These relate to low educator morale. The findings of the study indicate that the current system of educator promotions needs to revised so as to improve best practice in the profession.

Dissertation / The aim of the study was to investigate the appointment process of education managers and the consequences of this for schools. A literature study was conducted on these two aspects. This was followed by a survey involving 67 educators from three geographically divergent secondary schools in Kwa-Zulu Natal, namely an urban, rural and peri-urban school. The respondents’ views indicate flaws in the current system related to: the minimum requirements for principalship, the shortlisting and interview processes and the role of bias in the selection of candidates. Respondents also believed that insufficient attention was paid to induction and mentorship programmes. The before mentioned impacted negatively on the school’s functionality regarding quality assurance, inter-personal relations, decision-making, parental involvement and learner discipline. These relate to low educator morale. The findings of the study indicate that the current system of educator promotions needs to revised so as to improve best practice in the profession.

The purpose of this study is to investigate how education managers conceptualise due process and how their understanding of due process influences the way in which they discipline learners. It adopted a qualitative approach that was based on an interpretative paradigm and followed a case study design. The data collection techniques that were used include semi-structured interviews and document analysis. Research was conducted in eight secondary schools. The findings of this study indicate that the majority of education managers have a good understanding of preliminary disciplinary investigation, a right to information, the disciplinary committee, who should participate in a disciplinary hearing and the appeal process. The minutes of few selected schools provide that schools do consider the school’s code of conduct for learners when disciplining learners. The study found that education managers lack sufficient understanding the implementation of due process and the correct steps to follow when conducting fair disciplinary hearings. Misunderstandings about the learners’ right to information, who should be involved in disciplinary committees, the involvement of witnesses and learner representation were common. Most schools did not include sufficient information in their notices for hearings. Some participants indicated that, for various reasons, they often avoid holding hearings and others avoid following correct procedures of learner discipline. In addition, there is a lack of understanding that the reasons given for a decision by a disciplinary committee must based on the evidence presented during the hearing. Some participants do not know which acts/laws/policies and learner disciplinary documents apply to learner discipline and did not ensure the safekeeping of minutes for their disciplinary hearings. Most schools do not keep detailed minutes of the hearings conducted and the majority did not have disciplinary policies. Moreover, thre is still a lack of understanding about which learner behaviours constitute serious misconduct and whether a disciplinary hearing should be organised for learners who have committed criminal offences in a school. Only about a half of participants consider the age of learners when they discipline them. Some are not sure about number of days that are required for learner and parents to lodge an appeal. / Thesis (PhD)--University of Pretoria, 2015. / tm2015 / Education Management and Policy Studies / PhD / Unrestricted

The aim of this study was to identify the kinds of disciplinary problems educators experience in schools, their causes, as well as their impact on the morale of educators. The researcher made use of a quantitative approach whereby questionnaires were completed by educators from five secondary schools in the Zebediela area. In total, 89 respondents completed the questionnaires. They were from both genders, with various years’ of teaching experience, and generally well qualified. The results indicated that there indeed existed disciplinary problems in the schools. These problems were caused by factors relating to the learners, to their parents, the educators, as well as to the school principal. The impact of a lack of discipline on educator morale included anger, irritability, tiredness, loss of control, and expressing the wish to leave the teaching profession. The study made recommendations for managers on how to improve the situation, and also for further study. Some limitations of the study were also identified. / Further Teacher Education / M.Ed. (Education Management)

Submitted by Flavia Varriol de Freitas Lobo Esteves (flaviavarriol@gmail.com) on 2015-12-09T16:13:08Z No. of bitstreams: 1 Dissertação Finalizada.pdf: 1090967 bytes, checksum: f741f4d034f51f3f2fe1be2dc31c9a9e (MD5) / Approved for entry into archive by ÁUREA CORRÊA DA FONSECA CORRÊA DA FONSECA (aurea.fonseca@fgv.br) on 2015-12-15T13:04:24Z (GMT) No. of bitstreams: 1 Dissertação Finalizada.pdf: 1090967 bytes, checksum: f741f4d034f51f3f2fe1be2dc31c9a9e (MD5) / Approved for entry into archive by Marcia Bacha (marcia.bacha@fgv.br) on 2015-12-21T14:49:22Z (GMT) No. of bitstreams: 1 Dissertação Finalizada.pdf: 1090967 bytes, checksum: f741f4d034f51f3f2fe1be2dc31c9a9e (MD5) / Made available in DSpace on 2015-12-21T14:56:14Z (GMT). No. of bitstreams: 1 Dissertação Finalizada.pdf: 1090967 bytes, checksum: f741f4d034f51f3f2fe1be2dc31c9a9e (MD5) Previous issue date: 2015-11-27 / In 'An analytical evaluation of the results of Prova Brasil' we investigate the reflection of the results of Prova Brasil in the way the education management make decisions in pursuit of improving the performance of students in public school. We focus on the national evaluation system of basic education in order to verify positive and negative aspects and how the diagnosis of the quality of the teaching and learning can influence the assurance of quality pattern in education / Em Uma avaliação analítica dos resultados da Prova Brasil, investigamos o reflexo dos resultados da Prova Brasil na tomada de decisões de gestores da educação na busca pela melhoria do desempenho dos alunos das escolas da rede pública. Voltamos nossa atenção para o sistema nacional de avaliação da educação básica visando verificar aspectos positivos e negativos e como o diagnóstico da qualidade do ensino ministrado e da aprendizagem pode influenciar a garantia do padrão de qualidade na educação. Palavras-chave

The aim of this study was to identify the kinds of disciplinary problems educators experience in schools, their causes, as well as their impact on the morale of educators. The researcher made use of a quantitative approach whereby questionnaires were completed by educators from five secondary schools in the Zebediela area. In total, 89 respondents completed the questionnaires. They were from both genders, with various years’ of teaching experience, and generally well qualified. The results indicated that there indeed existed disciplinary problems in the schools. These problems were caused by factors relating to the learners, to their parents, the educators, as well as to the school principal. The impact of a lack of discipline on educator morale included anger, irritability, tiredness, loss of control, and expressing the wish to leave the teaching profession. The study made recommendations for managers on how to improve the situation, and also for further study. Some limitations of the study were also identified. / Further Teacher Education / M.Ed. (Education Management)

Submitted by Fernando Souza (fernandoafsou@gmail.com) on 2017-08-28T12:46:18Z No. of bitstreams: 1 arquivototal.pdf: 2287442 bytes, checksum: fedb1c084b5a22059df817d5ab80e004 (MD5) / Approved for entry into archive by Viviane Lima da Cunha (viviane@biblioteca.ufpb.br) on 2017-08-28T12:47:11Z (GMT) No. of bitstreams: 1 arquivototal.pdf: 2287442 bytes, checksum: fedb1c084b5a22059df817d5ab80e004 (MD5) / Made available in DSpace on 2017-08-28T12:47:11Z (GMT). No. of bitstreams: 1 arquivototal.pdf: 2287442 bytes, checksum: fedb1c084b5a22059df817d5ab80e004 (MD5) Previous issue date: 2017-02-24 / The purpose of this dissertation is to study the National School of Basic Education Managers Program (PNEGEB). PNEGEB integrates the policy of training school managers and is based on the principles of democratic management, with the school as a space for social inclusion and human emancipation. The purpose of this research was to analyze the effectiveness of the program, considering their execution conditions, analyzing their applicability and evaluating their execution, from the point of view of the executing institution, Federal University of Paraíba (UFPB). And the partner agencies, the National Union of Municipal Officials (UNDIME) and the Paraíba State Secretariat of Education (SEE / PB). For the study, the chosen methodological option was a descriptive and exploratory research. From the point of view of the instruments and procedures, a bibliographical study and the documentary research were made, having as sources the regulatory documents of the program, the Basic Project of the Specialization Course of the School of Managers Program, the Work Plan and the Execution Reports, among others. For the development of the discussion, the theoretical frameworks of Aguiar, Cury, Dourado, Ferreira, Freire, Paro and Lück were used. In evaluating the execution of the Program, the research concluded that, in the case of Paraíba, the implementation of the Program was successful, especially with regard to the aspect of federative cooperation and the possibilities of knowledge and deepening of learning that the training proposal brought to the School managers. These elements refer to the positive contributions of the Program and its unfolding in the management practice and favor the strengthening of the national policy of formation of education professionals. / A presente dissertação tem por objeto de estudo o Programa Nacional Escola de Gestores da Educação Básica (PNEGEB). O PNEGEB integra a política de formação de gestores escolares, e fundamenta-se nos princípios da gestão democrática, tendo como eixo a escola como espaço de inclusão social e da emancipação humana. A proposta deste trabalho de pesquisa foi analisar a efetividade do Programa Escola de Gestores da Educação Básica, considerando suas condições de realização, analisando sua aplicabilidade e avaliando sua execução, sob o ponto de vista da instituição executora, Universidade Federal da Paraíba (UFPB), e dos órgãos parceiros, União Nacional de Dirigentes Municipais (UNDIME) e Secretaria de Estado da Educação da Paraíba (SEE/PB). Para o estudo, fez-se opção metodológica pela pesquisa descritiva e exploratória. Do ponto de vista dos instrumentos e procedimentos, utilizamos o estudo bibliográfico e a pesquisa documental, tendo como fontes os documentos reguladores do programa, o Projeto Básico do Curso de Especialização do Programa Escola de Gestores, o Plano de Trabalho e os Relatórios de execução, entre outros. Para o desenvolvimento da discussão foram utilizados os marcos teóricos de Aguiar, Cury, Dourado, Ferreira, Freire, Paro e Lück. Ao avaliar a execução do Programa, a pesquisa concluiu que, no caso da Paraíba, a implementação do Programa foi exitosa, sobretudo no que concerne ao aspecto da cooperação federativa e às possibilidades de conhecimento e aprofundamento de aprendizagens que a proposta da formação trouxe para os gestores escolares. Estes elementos referenciam as contribuições positivas do Programa e os seus desdobramentos na prática gestora e favorecem o fortalecimento da política nacional de formação dos profissionais da educação.