• Refine Query
  • Source
  • Publication year
  • to
  • Language
  • 175
  • 10
  • 5
  • 1
  • 1
  • 1
  • Tagged with
  • 202
  • 202
  • 202
  • 202
  • 169
  • 146
  • 102
  • 101
  • 82
  • 52
  • 42
  • 36
  • 35
  • 33
  • 33
  • About
  • The Global ETD Search service is a free service for researchers to find electronic theses and dissertations. This service is provided by the Networked Digital Library of Theses and Dissertations.
    Our metadata is collected from universities around the world. If you manage a university/consortium/country archive and want to be added, details can be found on the NDLTD website.

An exploration of school leadership conceptualisations of homework: practices, affordances and constraints

Audu, Juliana Ugbo January 2016 (has links)
A Research Report submitted to the School of Education, University of the Witwatersrand, Johannesburg, in partial fulfilment of the requirements for the Degree of Master of Education Johannesburg, February, 2016 / Homework as an activity of formative assessment is a key instructional strategy in South African schools. However, it is a controversial topic, as there seems to be no consensus among researchers about its contribution to learning and learner outcomes (Cooper, 2007). To find out more about homework, this study explores school leaders’ views and opinions about homework: its practices, perceived value and challenges. The purpose of the study is to use what is learnt from school leaders about homework to improve its practice and enhance the contribution homework can make to learning and learner outcomes. This research reviews literature that forms the conceptual framework in line with assessment theory. It also examines literature that focuses on distributed leadership, i.e. shared leadership of two or more people sharing power and joining forces towards the accomplishment of a shared goal (MacNeil & McClanahan, 2005). This involves school leaders at different levels. This study is based on qualitative research, using a case study of one primary school in Soweto, Johannesburg west. The primary school is purposefully sampled because it does homework and is situated in a multiple deprived community (Maringe & Vilakazi, 2015). Interviews were conducted, using audio-tape recordings, with people in different levels of school leadership. The school homework policy was also analysed. Data collected were presented and analysed based on the research questions. The evidence from the research findings reveal that the school leaders view homework as a task given to learners to practise, search for knowledge, and prepare for future lessons. Although the participants acknowledged that homework is valuable they identified some factors as militating against its practice, thus affecting the contribution that it can make to learning and learner outcomes Four such factors include: incomprehensive school homework policy; teachers’ incompetency in the practice of homework; poor socio-economic status of parents; and lack of parental support. Based on the findings, the researcher concludes that if the factors inhibiting the effective practice of homework are interrogated, the practice of homework will improve and thus enhance its contribution to learning and learner outcomes. This is supported by international and national literature (see for example, Cooper, 2006; Bennett & Kalish, 2006; Eita, 2007; Felix, Dornbrack & Scheckle, 2008). This study also discovered the use of the Extra School Support Programme (ESSP) to aid struggling learners and orphans in the completion of their homework, which was found to be helpful. The study concludes by identifying policy, practice and research implications emerging from the findings. Keywords: Homework; formative assessment; Assessment; Homework policy; School leadership; Principal; Head of Department; Teachers; Learners; Parents

Conceptualisation and enactment of instructional leadership in underperforming schools in township settings in South Africa: a case study of two secondary schools in Soweto

Chimenya, Ulita Muidzo January 2016 (has links)
Research report submitted in partial fulfilment of the requirements of Masters Degree in the School of Education, Faculty of Humanities, University of the Witwatersrand, 2016 / This research report explores the significance of instructional leadership in raising learner outcomes in underperforming secondary schools in township settings. Literature suggests that, if principals possess strong instructional leadership skills, then the decline of the culture of teaching and learning may possibly be resolved (Blasé and Blasé, 1999; Elmore and City, 2007). This study was therefore done to investigate how the principals’ conceptualisation and enactment of instructional leadership might possibly promote an enhanced culture of teaching and learning in township settings. Research shows that some progress has been made in understanding relationships between instructional leadership and student achievement, but most of the complexities in instructional leadership have not been researched (Leithwood, Jantzi & Steinbach, 1999). Additionally, Hallinger (2003) argues that there is still little knowledge about conceptualisation and application of instructional leadership by principals in schools (Spillane, Diamond & Jita, 2003). This research explored the instructional leadership practices that principals engage in as they enact instructional leadership to improve teaching and learning in the two secondary schools. The study was based on the three fundamental questions which were meant to investigate the conceptualisation and enactment of instructional leadership and the challenges principals face in township settings. It adopted the qualitative research design and it was conducted through the case study approach. Interviews and observations were used to generate relevant data to the study. Semi-structured interviews were conducted with the four participants who were interviewed separately, one principal, one vice principal and two teachers. The study found out that the vice principal and principal 1 understand the concept of instructional leadership and they apply the concept as they monitor, supervise and assist teachers during their instructional practice in the schools. They also value the need to define the school vision for all members to participate towards achieving the school goals of teaching and learning. However, despite the schools’ efforts to raise learner outcomes, the challenges associated with multiple deprivations like lack of resources, educational poverty, political activities and teenage pregnancies tend to hinder their progress. Based on the findings of the research, the researcher concludes that even though the principals engage in the whole school supervisory roles as they apply different instructional practices, whether what they are doing is correct or not, this is beyond the scope of this study. The researcher therefore recommends for the need of ongoing professional development for school leaders on the issues of instructional leadership especially in township settings. Key words: instructional leadership, underperforming schools, multiple deprivation, educational poverty, township settings, challenges, teaching and learning.

Governance and leadership challenges in the schools of Ekurhuleni South District 16

Monareng, Madikana Joseph January 2016 (has links)
A dissertation submitted to the Wits School of Governance, Faculty of Commerce, Law and Management, University of Witwatersrand in fulfilment of the requirements of the degree of Master of Management in the field of Public and Development Management (MM.P & DM), 2016 / This study explored governance and leadership challenges at the Edenridge High School. The report uses a case study as well as an interactive qualitative analysis research methodology. It explores how the School Governing Body provides strategy to the school management team, with their educators, in order to implement the strategy in collaboration with the GDE policies, will ultimately lead to good governance and effective leadership and management in the school. The GDE policies and practices are used to address complex challenges in order to effect change. The researcher argues that despite the challenges which the SGB and SMT, as well as the educators in the school experience, change becomes evident. The stakeholders learn to work together, respect each other and forge ahead. These challenges brought about by insufficient provision of inservice trainings and relevant workshops to be conducted in schools contribute to shaping future developed and professional bodies of SGBs and SMTs in general, in their good governance strategies and effective leadership and management systems. If the systems in place are sustained, they then leave the stakeholders with the potential of becoming public servants of the future. The findings reveal that the Constitution of South Africa Act No. 108 of 1996, South African Schools Act (SASA) No. 84 of 1996, Employment of Educators’ Act (EEA) No. 76 of 1998, and the National Education Policy Act (NEPA) No. 27 of 1996 are not used sufficiently and substantively to influence change that must take place in schools. Discretion and common sense tend to have taken the place of education policies and practices in resolving problems and finding each other. While schools discuss embracing the ten fundamental values of the South African Constitution (Act 108 of 1996), living up to them continues to remain a challenge in practice. ii This study also investigates the role that SGB and SMT, together with the teaching staff (educators) play in governance, leadership and management of teaching and learning. The process takes place through the alternative approach of distributed - and instructional – leadership, in order to promote quality education. As a qualitative case study of only one township Gauteng secondary school, data was collected by means of questionnaires. Perceptions of the SGB, SMT and educators on distributed and instructional leadership embedded within governance, leadership and management were examined, as well as how the concept was applied in the day-to-day running of the school. It was found that the SGB’s, SMT’s and educators’ responses in the questionnaires, despite their extensive teaching and managing experience, related to the situation where the stakeholders were not fully aware of the implications of governance, leadership and management within the new dispensation. They vaguely referred to their roles as governors, leaders and managers without specifying how and what they were governing, leading and managing in their respective schools. Recommendations are that distributed leadership strategies in governance by the SGB could be found in the case study school to optimise the instructional leadership and management of teaching and learning by the SMT and educators, and that time should be granted for HODs and their principals within the SMT structure for the implementation of this instructional leadership and management. Challenges such as the ones mentioned above, including the recent fluctuation of matric results, which dropped by approximately 9% in 2015, (Basic Education Minister’s Speech, January 2015) moving the pass rate from 75,8% in 2014 down to 70,7% in 2015, will obviously be curbed / GR2018

A critique of school leadership : life histories of selected principals in Kwazulu-Natal.

Mpungose, Jabulani Everest. January 2007 (has links)
The central aim of this study was to describe through qualitative inquiry how school principals have dealt with the post-1994 changes in school governance and the change in their leadership roles as leaders and professional managers of public schools, and how these changes have impacted on the construction of their professional identities and redefinition of their leadership roles. The critical research questions that guided the study were: (1) How do principals interpret or understand their roles and functions as leaders in the democratised system which relies on participatory management approaches? (2) To what extent can the principal’s beliefs, personal and cultural values and interests shape or influence his or her leadership style? (3) To what extent has the principal’s socialization into the teaching profession shaped his or her self-definition and professional identity? (4) How do principals transform their personal knowledge into professional practice? A qualitative, interpretive research design that made use of stories, accounts, and narratives was used to investigate different areas of the leadership process in KwaZulu- Natal schools. Six principals were selected to participate in the research process using the purposive or selective sampling procedure. The procedure was judgemental because it was more informed by the researcher’s experience and knowledge of the area of study to select cases that are representative or typical. The selection was based on racial demographics of the province, socialization of the participants into the teaching profession, ex-departments of education of the apartheid era, experience of managing public schools in the old and the new democratic political dispensations, and experienced female principals. The data analysis in this study borrowed from three prominent approaches to life history analysis, namely: the realist, neo-positivist and narrative approaches. The outcomes of this study identified that the selected principals’ socialization into education was shaped and directed by their parents. This challenges the belief that the principals’ social lives, on entering the teaching profession, are determined and shaped by the structured rules and educational policies. The study also shows that the trends towards democracy and participation in work places have caused the situational approaches of leadership to be replaced by structural functional approaches that attempt to respond to current changes in education. The combination of the principals’ experiences with what was expected from them influenced the construction of their professional identities and the way they interpret their professional roles. The principals’ life stories revealed that after twelve years of democracy, they were still struggling with the implementation of the democratic education policies. / Thesis (Ph.D.) - University of Kwazulu-Natal, Durban, 2007.

Teachers' perceptions and experiences of teacher leadership : a survey in the Umlazi schools, KwaZulu-Natal.

Khumalo, Jabulisiwe Clarah. January 2008 (has links)
Teacher leadership is a term that is relatively new to the majority of educators in / Thesis (M.Ed.) - University of KwaZulu-Natal, Pietermaritzburg, 2008.

Varieties of recontextualisation in the implementation of the FET curriculum reform : a study of three schools in the Umzinyathi District KwaZulu-Natal.

Mkhonto, Bhekumuzi Sitwell. January 2008 (has links)
This dissertation contains three schools used as the sample when conducting the study on curriculum reform implementation. This change in curriculum follows the change in the South African politics in 1994. The year 2006 was the year for implementing the curriculum change in the Further Education and Training band (FET). Learners in grade 10 were the first ones to be taught following the OBE principles in secondary schools with FET. The purpose of this study was to explore how schools are managing the transition and implementation of the National Curriculum Statement. The research design followed the qualitative approach. All three schools are in the deep rural area of Msinga in the Umzinyathi District. The research was informed by two types of leadership theories which are: the Bureaucratic and Collegial theories; these theories helped to find how the principals are using their roles and understanding of the change process to bring about curriculum delivery in their schools. This study built upon the findings of the previous studies conducted by De Jager, Davey and Clark. Their findings revealed complexities and inequalities in the preparation for the curriculum change due to various factors including: lack of proper training and planning for change. My study sought to find how the principals and their school management teams including educators are recontextualising change to make it suitable to their schools' needs. The understanding of their roles in leading and managing change was the yardstick of how change was implemented. / Thesis (M.Ed.) - University of KwaZulu-Natal, Pietermaritzburg, 2008.

An exploration into teachers' perceptions on teacher leadership and their motivational levels to engage in leadership roles at school.

Chatturgoon, Shobhana. January 2008 (has links)
The purpose of this study was to gain an understanding of teachers’ perceptions on teacher leadership and motivational levels to engage in leadership roles at school. The research study was conducted within a qualitative research paradigm and took the form of a single case study in one secondary school in Newcastle, KwaZulu-Natal. Multi-data collection techniques included semi-structured interviews, a focus group interview, semi-structured and unstructured observations and document analysis. / Thesis (M.Ed.)-University of KwaZulu-Natal, Pietermaritzburg, 2008.

Leadership for self management : an investigation into evidence for transformational leadership in a primary school in Durban, South Africa.

Chengladevar, Sulochana. January 2003 (has links)
During the apartheid era the South African education system was characterised as being authoritarian, non-consultative and non-participatory. Educational leadership tended to focus on technical and bureaucratic functions of management without integrating the skills of vision building, team building or promoting collaboration and participative management skills. The dawn of a democratic South Africa heralded major transformation in the education policies, systems and practices for all schools. The South African Schools Act places all South Africans firmly on the road to a school based system of education management. Educationalists were faced with a major challenge to transform education towards a participative and collaborative approach with the fundamental goal of promoting effective teaching and learning in all schools. The Task Team on Education Managements report, Changing Management to Manage Change 1996, emphasised that the move to self-management in itself offers no guarantee of positive change. Real transformation will depend upon the nature and quality of internal management. In this connection self-management must be accompanied by an internal devolution of power within the school and in transformational leadership. A transformational style of leadership is significant as this style of leadership embraces a charismatic, visionary, cultural and empowering concept of leadership. Emphasis is given to higher levels of personal commitment towards accomplishing the goals of the organisation. Evidence suggests that transformational leadership in particular is closely associated with both school effectiveness and school improvement (see Clark 1989) What is attempted is an assessment of the extent to which leadership in a primary school may be characterised as transformational. The mentioned school is substantially self-managing and is one which has clearly stated goals related to effectiveness and its mission implies an ongoing concern with continuing improvement. The main findings of the research exhibited a discrepancy between the principal's perception of his leadership style and the perception of the staff regarding the principal's leadership style. The principal perceived his role as leader as being more transformational than transactional while members of the staff believed that the principal was more a transactional leader. / Thesis (M.Ed.)-University of Natal, Durban, 2003.

Exploring principals' understandings and experiences of leadership and professionalism : case studies of three primary school principals in the Pietermaritzburg region.

James, Valencia Dawn. 22 May 2013 (has links)
This study focuses on principals’ understanding and their experiences of leadership and professionalism. The aim is to find out how principals’ understand and experience leadership and professionalism in their schools. Current South African education policy documents encourage visionary leadership, shared decision-making and devolution of authority.These policies focus on democracy and provide the enabling framework for the principals, School Management Team and School Governing Body. Despite these new policies and new structures, the schools are still controlled in a hierarchical top-down manner. The problem is whether these principals understand leadership, and what their view of professionalism entails. The study is qualitatively designed. In-depth interviews and reflective journals were used to collect data. The analyses of the three case studies were interpretive. In this research, the goal was to explore how principals understood and experienced leadership and what their view of professionalism in schools entails. Purposive sampling was used to select participants in the Pietermaritzburg Region of KwaZulu-Natal. The study revealed that leadership was understood as a participatory activity which involved others in decision-making. Principals act as facilitators, mentors, motivators and support structures rather than simply issuing orders and making demands. Principals linked professionalism to high personal and professional standards. The role of relationships, responsibility and professional knowledge were seen as important elements of professionalism. / Thesis (M.Ed.)-University of KwaZulu-Natal, Pietermaritzburg, 2012.

Principals' views regarding their own professional development needs in relation to teacher leadership.

Zondo, Bonakele Victoria. 09 September 2014 (has links)
Since the beginning of the new democratic regime, South African schools have experienced numerous change innovations in leadership and management. These changes have further brought high levels of complexities in relation to the roles of school principals as school managers and leaders. School principals seem to be overwhelmed by such changes and their complex roles. In order for principals to handle these complex situations they are faced with in the contexts where they are working, literature suggests that they require specialized skills and knowledge which will enable them to deal with their various contexts effectively. Some Professional Development programmes have been put in place to assist principals to better their skills and learn new strategies which will in turn influence and enhance effective teaching and learning in schools. This is a small-scale qualitative study which sought to establish principals’ views on their own professional development needs and support in promoting teacher leadership in schools. Literature is used extensively in this study to understand the need for professional development of principals as well as the need for principals to encourage and empower teachers to become leaders. In order to achieve this, the study uses a small scale qualitative research with in-depth face to face interviews to get the views and perceptions and views of school principals, as participants of the study, regarding the matter. Furthermore, the study employs document analysis as a secondary method to enhance the quality of the research findings in relation to the relevant literature. / Thesis (M.Ed.)-University of KwaZulu-Natal, Pietermaritzburg, 2013.

Page generated in 0.1205 seconds