The role of the subject advisors as instructional leaders in South Africa has not been a field which has been given much focus. Few studies have been conducted on the role of the subject advisors even though the international literature shows that in developed countries much research has been done on the role of subject advisors. This study aimed at understanding the role of subject advisors in the South African context using one Education District in KwaZulu-Natal. In 2011 the Department of Basic Education introduced the Guidelines on The Roles and Responsibilities of Education Districts with the aim of addressing the functioning of the education districts. So it is also important to know how the subject advisors understand their roles. This research utilised a qualitative, case study approach. Data was generated through semi-structured interviews. Three subject advisors were the participants of this study. Data was analysed utilising Hallinger and Murphy‘s model of an instructional leader. The findings suggest that the subject advisors understand their roles of enhancing instructional leadership in schools. Through the findings it emerged that subject advisors understand their roles to be supporting educators through the implementation of the curriculum which includes conducting workshops, providing educators with the educator support materials and class visits. Class visits enable the subject advisor to understand what is actually happening in class so that he/she would be able to understand the nature of support that might be needed. There were challenges that the subject advisors experienced as they performed their duties. It emerged through the findings that the subject advisors involved other people in supporting teaching and learning in schools because of different reasons, which included the shortage of subject advisors in certain discipline and also the subjects which were introduced in schools when these subject advisors were already employed. Other challenges which emerged from the findings included the shortage of computers for the subject advisors which forced them to use one computer and also educator support materials like duplicating papers which were used for workshops and the materials that were to be used in the classroom. Recommendations to address these challenges include organising more workshops for subject advisors so that they would have the necessary skills, employing more subject advisors, partnerships with local private sector to address the shortage of educator support materials. / M.Ed. University of KwaZulu-Natal, Durban 2014.

The advent of democracy in South Africa in 1994 led to new areas of research interest, not least in the field of educational leadership and management (ELM). However, besides the Project on Postgraduate Education Research (PPER), not much research has been conducted to investigate the trends in research conducted by postgraduate students in South African universities. This study therefore aimed to contribute by investigating the trends in postgraduate research in ELM at a selected institution in the decade 1995-2004. Working in the interpretivist paradigm, the study employed an institutional case-study approach to conduct a study of 53 M.Ed. dissertations in the PPER database from the selected institution. The dissertations dealt with ELM topics. Statistical analysis on this dataset and content analyses of three selected dissertations were used to identify trends in education research at the selected institution. Robin Usher’s four concepts of con-text, pre-text, sub-text and inter-text were employed as a framework within which to interpret the findings. From the analysis it is evident that the first ten years of the democratic era in South Africa witnessed a change in the demographic profile of postgraduate research. The trends are that Black students completed more dissertations followed by Indian, White and Coloured students; there are more dissertations from males than females, although by the end of the decade the number of woman writing dissertations had increased significantly; research of ELM is mostly qualitative in approach and of small-scale studies; dissertation topics cover a range of five ELM areas of interest, with few authors exploring the con-text of ELM within the broader socio-political context of the decade under consideration. / M.Ed. University of KwaZulu-Natal, Durban 2012.

This study set out to investigate the role of values in educational leadership. The renewed interest in values in both educational and corporate environments in South Africa places new pressures on members in leadership positions especially in school life. Schools are described as the ‘nurseries’ of values. The understanding of the abstract nature of values, as well as instrumentalising and implementing values in vision statements and organisational life, poses challenges to present and future school leaders. This study, based in the interpretive paradigm, is an in-depth investigation into the role of values at a former model C primary school in the Eastern Cape. Through the use of observations, document analysis, focus groups and interviews as data collection tools, this research highlights the importance of values in school leadership and how this impacts the life of the school leader. This case-study research combines theoretical and contextual frameworks to question the nature of values in leadership and uses the real-life experiences of these school leaders to resonate with current understandings of values in leadership and organisational culture. The importance of understanding these complexities in the lives and experiences of these school leaders cannot be underestimated. My findings highlight the tensions between leading successful schools (task/person efficiency) and remaining congruent with the need for leadership for social justice in post-apartheid educational institutions. The uniqueness of the school environment (‘families’ and ‘communities’) is also featured and resonates with previous literature. Through the lens of emerging leadership trends, we discover these school leaders’ understandings of values in their daily lives: they do what they are and this is reflected in this school’s unique organisational culture, which could be said to ‘transcend’ present leaders’ influence. Finally I propose that further research is necessary in order to broaden our understanding of the unique role of values in educational leadership in South Africa.

This study is located within the field of Educational Leadership and Management and the research was undertaken in a boys’ private boarding school in Grahamstown, South Africa. Learner Leadership within the ELM field of study, has gained much interest in recent times and as the process of democratisation within schools continues to take place, it is important that research efforts be more focused in this area. The lack of learner voice initiatives within South African schools, in spite of policies being in place that encourage it, has created the impression that learner leadership is far more about rhetoric than actual practice. This appears to be the case in private education as well, owing to practices that are reliant on hierarchy and tradition to cement their position within these schools. It was with this in mind that a formative peer mentoring intervention was put in place in a boarding house at St Andrew’s College, a private boys’ school in Grahamstown, South Africa, with the object of developing authentic leadership in a boarding house context. This study was framed by Cultural Historical Activity Theory and sought to investigate how a guided learner leadership programme could foster authentic leadership in a boys’ boarding school context. The intervention consisted of three phases: 1) a pre-intervention questionnaire; 2) a Mentoring Course, during which Grade 12 learners were trained how to be mentors; and 3) a Mentoring Programme, during which Grade 12 learners were each allocated a Grade 8 learner to mentor during the course of the year. Data was collected during all three phases of the intervention and said data was obtained via questionnaires, interviews and from notes kept in an observation journal. The data was analysed inductively and later by using Cultural Historical Activity Theory, which acted as a lens through which data was interpreted. The findings reflected that learners responded well to the Mentoring Course and that they participated as active agents of change. It was during the Mentoring Programme, where contradictions became apparent and where the default to practices associated with hierarchy and tradition became evident. The Mentoring Programme did reflect some positive results, such as learners taking more ownership of the Programme and becoming critical of their own practice as mentors. This led to the further take-up of the Mentoring Programme in other boarding houses at St Andrew’s College after the intervention, and the course continues to grow and improve. My recommendations include that broader research be undertaken generally, to understand the role that tradition and hierarchy play, particularly in private schools, so that more authentic learner leadership can be put in place, and to conduct a longitudinal study to establish the success of the Mentoring Programme at St Andrew’s College specifically, over time.

The present study commences with an exposition of the problem statement with reference to the influence that school principals' perceptions have on outcomes based education and the implementation there off. A study of the relevant literature in connection to outcomes based education as well as "tutor leadership" is conducted. This literature study will show the change that outcomes based education has on the role and tasks of educators and principals. The qualitative research method as well as a detailed background of the study will be described. An analysis of data accumulated during focus group interviews and semi-structured interviews lead to the compilation of definitive categories and sub-categories in the research. Finally a specific conclusion is reached regarding the influence that school principals' perceptions have on outcomes based education and certain recommendations are made for further research. / Educational Studies / M. Ed. (Education Management)

The motive for conducting this study was to determine the extent in which aspects of transformational leadership identified during literature study are practiced in the sampled primary schools in Limpopo. The study was divided into seven interlinked chapters. Chapter one introduced the investigation. Chapter two presented the definition and description of the notion transformational leadership and its five constituting elements, namely shared vision, commitment, motivation, job satisfaction and participative decision-making. A transformational leadership model was also presented in chapter two. Chapter three focused on the primary education systems of Republic of South Africa and the three selected Southern African Development Community member states, namely Malawi, Lesotho and Namibia. The discussion focused on the structure, organization, objectives and the challenges facing each SADC member state. Chapter three further identified the challenges facing primary schools in Limpopo and compared these to the challenges of the three selected SADC member states. The details of the research design and methodology were presented in chapter four. The empirical study took a two-pronged approach. Phase one of the empirical study was conducted through the administration of questionnaires to sampled principals and educators. In the second phase, sampled principals, educators and circuit managers were interviewed. The empirical study was intended to give answers to the following research questions:  To what extent are primary school principals as leaders involved in: • initiating visions that are shared and owned by other role players? • making sure that educators remain committed to their profession? • ensuring that educators are kept motivated? • ensuring that educators remain satisfied in their profession?  To what extent do principals involve other role players in the decision-making processes? iv In addition to that, the following research hypothesis was tested: • There is a significant relationship (in terms of descriptive statistics) between identified leadership emphasis in Limpopo primary schools and the key features of transformational leadership. And conversely the null hypothesis tested was: • There is no significant relationship (in terms of descriptive statistics) between identified leadership emphasis in Limpopo primary schools and the key features of transformational leadership. In phase one, data was quantitatively collected through questionnaires (principals and educators). Data was further gathered through semi-structured interviews and observation in phase two. To give a clear and a logical presentation of the data analysis and interpretation, both quantitative and qualitative data were presented separately in chapters five and six. This study produced the following findings: The majority of primary school principals do: • involve other role players in the development of their school visions. • ensure that educators are committed to their responsibilities. • ensure that educators remain motivated. • ensure that educators are job satisfied. • create opportunities wherein role players are involved in decision-making processes. The views of respondents from the survey data (both principals and educators) indicated that there is a significant relationship (in terms of descriptive statistics) between identified leadership emphasis in Limpopo primary schools and the key features of transformational leadership. Based on the findings above, the conclusion deduced was that the majority of primary school principals exhibit transformational leadership attributes. / Education Studies / D. Ed. (Education Managment)

Thesis (MTech (Public Management))--Cape Peninsula University of Technology, 2010 / This research study investigates the impact of different leadership and management styles on Grade 12 learners’ performances in Philippi high schools in Cape Town. The literature that was consulted, explains the nature of performance, performance management, characteristics of good and bad leaders, characteristics of good and bad managers, emotional intelligence, strategic management and different leadership styles. All the above topics were explained in full; the multifactor questionnaire was used to determine the leadership and management styles of principals within their schools. Information was gathered using three instruments, from a sample of seven principals (Leaders) and 150 educators (Raters). Firstly, a set of interview questions for the leaders was compiled, to determine their experience, management and leadership qualifications. This was to ascertain whether the performance of Grade 12 learners in their various schools is directly proportional to their qualifications. Secondly, the multifactor Leadership Questionnaires, which were completed by the leaders (principals), were used to determine leadership and management styles of leaders in the respective schools. The principal rated himself or herself to determine the kind of a leader or manager he or she is, by answering a set of closed questions. Thirdly, the multifactor Rater Questionnaires, which were completed by the raters (Educators and School Management Team), were used to determine leadership and management styles of leaders in the respective schools. The educators rated their principal to determine the kind of a leader he or she was, by answering a set of closed questions.

M.Ed. (Management and Leadership) / After the election of the new democratic government in 1994, bold steps were taken to transform the South African education dispensation, seeking for an appropriate approach to address the educational imbalances of the past. Transformational leadership emerged as the key focus in restricting the educational system. A qualitative research design was employed to answer the research question which would be integrated with the aim of the study in a logical way. The aim of the study was to explore leadership styles practiced by the principals in a changing educational system. Data was generated by means of interview to provide rich descriptions and explanations of how principals experience transformation in this particular context. The literature review revealed that principals as transformational leaders have an important role to play in setting the tone to provide direction, executing their tasks as leaders and managers and building democratic schools. To keep up and cope effectively with constant and rapid transformation, principals are also urged to demonstrate positive, supporting leadership and professionalism, and to acquire new learning and thinking skills to manage change. By developing a better understanding of transformation, the principals will be able to give effective direction and empower their staff, guiding and supporting them in the process of accepting transformation. While leadership skills are essential for providing effective leadership, principals must also possess a sense of purpose and direction. The challenge is to develop leaders’ sensitivity and knowledge so that they will know when to be directive and when to act within a collaborative framework, or to delegate responsibility to others. The research findings indicate that principals do fulfill their new roles and responsibility as educational leaders.

The implementation of a new curriculum has become a very relevant issue in South Africa with the implementation of Curriculum 2005 (C 2005) since 1998. The school principal plays a very important role at school level in the implementation of change in general and a new curriculum in particular. The aim of this study was to have a closer look at this role. It is a qualitative study executed in six schools in the Port Elizabeth area. It investigates the problems school principals experienced with the implementation of C 2005 with the objective of identifying guidelines for the role of the principal in the implementation of a new curriculum The most important findings include the importance of equipping the principal to provide guidance with the implementation of a new curriculum. This equipping refers to the principal’s knowledge of the new curriculum, the ability to employ various leadership styles, as well as the maintenance of a certain balance between supporting and putting pressure on the staff. Other findings refer to the importance of well-trained and prepared facilitators of workshops, as well as the role the Department of Education needs to play in the training and preparation of these facilitators. The ongoing support of schools in the implementation process also needs to be emphasized. The principal should play a key role with respect to this last role of the Department. The study also emphasizes the principal’s responsibility to bind the educators together in building a shared vision, so that their focus will remain on the curriculum implementation.

The study investigated the self-reflection practices of School Management Teams (SMTs) in the Capricorn District. The purpose of the study was to establish self-reflective practices employed by SMT in performing their management functions, and to suggest a reflective model for the enhancement of SMT performance. The study followed the qualitative approach with a case-study research design. The population consisted of SMTs from primary, secondary and special schools. Purposive sampling was utilised to select 8 Head of Departments from less experienced to more experienced in management positions, while 9 principal and 9 deputy principals were randomly selected. Literature reviewed focused on the aims of self-reflection; the functions of SMT; the strengths and weaknesses of self-reflection; self-reflective practices and enhanced performance; models of school management; challenges in school management; and previous studies on SMT and school management. Henderson’s Ethical Model of Enquiry on reflective practice was used. The theory discusses what characterises reflective practitioners. Data was collected from quest views, individual interviews and focus group interviews. The interpretation and understanding were organised in the form of descriptive accounts. Tape-recorded interviews and data from quest views were transcribed verbatim. After transcribing data a sense of the whole was obtained by reading carefully with understanding, and then summarizing the salient aspects. Themes were identified from the responses and discussed. The study found that SMT members were not fully aware of all of their daily functions and poor reflective practices made it difficult for them to effectively fulfil their management functions. Furthermore, the study revealed that SMT members experienced challenges, such as dealing with unprofessional teachers, poor parental involvement, poor communication, poor infrastructure and lack of resources amd these impacted negatively on their performance. The study provided insights into the practice of self-reflection and how SMT members could become reflective practitioners. A new framework was suggested that SMTs should continuously and critically reflect on their management practices and decisions. The study recommends that SMT be trained and oriented about management functions prior to their appointment in the positions. The study further recommends that SMTs consider self-reflection as part of their daily activities.