Literacy is a critical aspect of learning in the Foundation phase and forms an important foundation for learners’ education. Studies, however, show that many learners in Grade 3 cannot read at the expected levels. This problem has generated increasing public demand for schools in South Africa in general and Limpopo Province, in particular, to produce learners who are able to read for pleasure, learning and enrichment. It is against this background that this study sought to examine the management of an instructional programme for reading English as First Additional Language in Grade 3. To achieve this aim, a qualitative research approach was followed to collect data through interviews, observations and document analysis. The results revealed weaknesses in the instructional leadership of School Management Teams, which the study attributes to a limited understanding of their roles in this area. The qualitative case study method was used for this study. The sample for this study comprised three principals, three Foundation Phase Heads of Department and three Grade 3 teachers drawn from three primary schools. Three qualitative data collection instruments, namely, semi-structured interview schedule, classroom observation schedule and documents analysis were used to collect data. Data on the management of teaching and learning were collected during interviews from principals and HoDs. Data on how reading is taught and assessed were gathered through observation of teachers’ lesson presentations. Documents analysed were curriculum management files, monitoring tools, planning files, lesson plans, mark-schedules and learners’ workbooks. Thematic analysis was carried out to analyse data collected through the three instruments. This study found that School Management experience challenges in managing the teaching of English reading in schools. The study calls for continuous professional development for primary school principals and English teachers on the methodology of teaching English First Additional Language as well as training of Curriculum Advisors. / Educational Leadership and Management / M. Ed. (Education Management)

The under-representation of women in positions of leadership in primary schools is common in many developing countries, raising issues of equity, social justice and sustainable development. Studies on gender and leadership have revealed that a number of barriers existed for women seeking positions of educational leadership. This includes social-cultural factors, the expectations of the society, as well as women’s perceptions of themselves, and of leadership. This study was concerned with the representation of women in leadership positions in Kenya’s rural primary schools. In particular, it explored the educational leadership experiences of women working in schools in the rural areas within Kajiado County. It sought strategies to enhance the participation of women in leadership roles in rural primary schools. The data were primarily gathered by means of qualitative methods. Semi-structured interviews were conducted with fifteen female head teachers drawn from public primary schools. Unstructured observation was done during visits to the schools, and during the interviews, field-notes were taken. The women gave rich descriptions of the various aspects of their work-lives within the context of sharing the challenges and strengths experienced in their careers. Secondary data were gathered by means of research, where the researcher reviewed the existing literature on women and leadership. The data that were collected were analyzed, categorized, synthesized and interpreted. The findings were presented in rich descriptions, which also included anecdotes from the participants. The key findings revealed administrative challenges, which included the grievances of the parents, limited resources, issues with accountability, time-management and the handling of difficult teachers. Personal challenges included wavering self-confidence, problems with trying to balance work and social lives, as well as home-work conflicts. The findings revealed the participants’ inadequate preparation for their leadership roles, and society’s initial skepticism on women’s school leadership. The study also revealed women’s reluctance to take up leadership positions, as was evidenced by their reluctance in applying for the positions.The study found that the participation of women in primary school leadership positions could be enhanced by means of attractive remuneration, effective mentoring, positive role-models, programmes for the preparation for leadership, and the assurance of limited geographical movement on promotion. / Educational Studies / M. Ed. (Education Management)

This research study sought to understand “how the implementation of universal primary education (UPE) policy in Ugandan primary schools is managed”. Furthermore, in exploring the challenges faced as they relate to UPE planning and organising, the research sought to provide evidence-based solutions in form of recommendations to address the planning and organising challenges identified. Considering the above, in order to understand how the implementation of UPE policy in Ugandan primary schools is managed, as part of the methodological procedures, the research process adopted by the researcher followed a qualitative study approach using a case study research design (collective) as the research design or strategy, and constructivism (interpretivism) as the research paradigm. As part of the triangulation of data, a review of relevant literature was conducted in combination with semi-structured individual interviews and focus group discussions with the purposively selected UPE stakeholders responsible for the management and implementation of the UPE programme in Uganda. The participants included: UPE school principals (school or implementation level); UPE policy makers (Ministry of Education and Sports officials at national level), and district education officials and local government representatives (district level). Inductive thematic analysis was used for data analysis of this research. The main findings concerning the strength of the current UPE planning and organising framework, among others, were: UPE management and implementation is executed at the national, district and school levels and each UPE stakeholder has a role; UPE implementation management is decentralised and authority is delegated to local governments; and UPE management and implementation constitutes of guidelines and directives. On the other hand, the findings concerning the UPE planning and organising weaknesses (challenges), among others, were: inadequate financial resources in form of low UPE capitation grants; the misuse and misallocation of UPE funds; the lack of consultation and involvement of frontline UPE stakeholders and the civil society in the planning and formulation of UPE policies and the lack of qualifications and skills of the UPE stakeholders responsible for the management of the implementation of the UPE programme. Considering the research findings, under decentralisation, the top-down UPE management and implementation framework that constitutes the current UPE planning and organising framework, has failed to address key UPE management and implementation challenges especially at the school level. Therefore, based on empirical and literature review findings of this research study, the management of the implementation of the UPE programme in Uganda, although it has registered some successes, it is still constrained, faces both monetary and nonmonetary challenges and is, therefore, internally and externally inefficient. In this regard, in order to address the challenges, the researcher proposes recommendations for the national, district and school levels for consideration and adoption by the Ministry of Education and Sports in order to address the bottlenecks impeding the efficient management and implementation of the UPE programme in Ugandan primary schools. In determining the recommendations and what constitutes a successful UPE planning and organising framework, the researcher considered among other things, the participants’ suggestions, and trends or lessons from international best practices. / Educational Management and Leadership / D, Phil. (Education Management)

The involvement of teachers, parents, and administrators in shared decision making is a critical component in recent attempts to implement site-based decision making in Texas schools. This involvement is usually maintained through the school council, which is the sanctioned forum for discourse as defined by Texas laws. The purpose of this qualitative study was to describe and analyze the content and patterns of decision making discourse in three Texas elementary school councils. The research questions focused on (a) council member role descriptions, (b) training, (c) patterns of deliberation, and (d) varieties of issues discussed. A total of 44 council members participated in the research. Observation, interviews, structured group interviews, decision-making inventories, and documents were used to collect data from December 1992 until January 1994.

Recently, a great deal of interest has been generated around the role of principal and its effectiveness, especially its impact on improving teacher instruction and student learning. Waters, Marzano, and McNulty (2003) concluded that one quarter of all "school effects" on achievement can be attributed to principals. While there is general agreement on the principal's importance and affect, do we understand how principals have adapted to changes in schools with reduced resources and increased learning needs of students? How have principals made decisions in an environment where resources have been reduced over time? Given the stories of retired principals from high poverty elementary schools, the purpose of this narrative inquiry is to understand how principals made sense of their experience when having to respond to decreasing resources and the need for increased student achievement. Participants in the study included retired principals from high poverty elementary schools who were employed during the time period extending from 2008 through 2014. Findings from the study make sense of the meanings elementary principals have constructed and attached to the phenomena of decision -making in times of financial reduction in order to help other principals who have been challenged by similar circumstances. Three categories of leadership styles and seven skill areas emerged in the study. Principals made use of these styles and skills in their responses to the crisis.

The purpose for this study was to analyze conflict management according to the challenges experienced by the women principals in the Hammanskraal area in the Gauteng Province when they attempt to maintain superior- subordinate relationships in primary schools. The objectives of the study were identified as follows: 1. Literature investigation into the nature of conflict management and the feminist theoretical perspective regarding the under-representation of women in the higher managerial positions in the public institutions 2. The semi-structured interviews were conducted to collect information with regard to conflict management from a woman principal, two heads of the departments and two educators in a primary school in the Hammanskraal area, Gauteng Province. The findings supported the literature review that women principals are more effective in the area of conflict management than are the male principals. 3. The study has recommended that women should be afforded an opportunity to occupy the principalhood in the schools. / Educational Studies / M.Ed (Education Management)

In the climate of poor student achievement and a lack of skilled teachers in natural science and mathematics, the main research question of this study was: How can the professional development of primary school teachers be managed by means of action research? The aim of the study was to develop, implement and evaluate a site-based collaboration programme to promote the professional development of the teachers in these subjects within a home-based or semi home-based teaching context. The theory of situated learning within a community of practice (CoP) was used as conceptual framework. Purposeful and convenient sampling was implemented to select participants. Five grade 4 teachers, five grade 5 teachers, four grade 6 teachers and eight members of the school management team participated in the three year study. During the planning phase a needs analysis was done. During the action phase, lead teachers were responsible for the planning in one or two subjects. The teachers met once every six school days (about 30 meetings per year), for up to two hours to discuss content and methodological issues, plan assessment strategies, analyse and reflect on results and decide on intervention strategies. The grade 4, 5 and 6 groups completed six, four and two action research cycles respectively, and the school management team six action research cycles of about six months each. To evaluate the professional development that resulted, data collection was by means of observation, field notes, typed minutes, four focus groups, 12 individual interviews, teachers’ files, a questionnaire and students’ books and achievements. The results indicate that the professional development of primary school teachers could be managed and constantly improved by means of action research. When school managers organise teachers into communities of practice and implement action research cycles, the teachers learn in a context-sensitive way. This learning is characterised by two social stages involving participation in the subject and grade CoP, and an independent stage of personal involvement when teachers internalise knowledge and practices of other teachers. The professional development of the teachers was in the areas of content knowledge, pedagogic content knowledge, assessment literacy and professional attitudes. Student achievement improved. / Educational Leadership and Management / D. Ed. (Education Management)

The purpose of this study was to undertake an investigation into the investigation into the management of Grade 3 mathematics curriculum in a Transformational leadership Approach in Johannesburg East public school which is in D9 District of the Gauteng Department of Education. The role of the Leader in the school is to make sure the educative function us carried out to the desired level. Curriculum management referred to the provision of effective leadership and supervision by HOD's and other education managers of the activities of teaching staff in a school in order to maximize the effectiveness and efficiency with which the curriculum is delivered. The managers must ensure that quality teaching and learning is being provided and it is the responsibility of all education managers. A qualitative approach was undertaken to enable the researcher to explore the experiences, feelings and perceptions of the educators, Heads of department (HODs) and Deputy Principals to have a wider and richer assortment of current, valid and relevant data of how management of Grade 3 Mathematics in curriculum in Transformational Leadership approach. The quality of teaching in schools strongly influences levels of pupil motivation and achievement, Fullan (2001). The managers in schools has been consistently alluded to as the most significant factor in the success and quality of the school’s improvement process (Petersen, 2001: 159) The data collected for the research was analysed by using qualitative techniques and the findings showed that through the responses from the educators, Heads of Department, Principals showed that not enough support was given by the Department, workshops presented were not enough and educators , HOD and Deputy Principals were unable to implement as required. Educators felt that they did not receive proper and enough support from the SMT as the SMT was not fully equipped to support them. The HOD and Deputies responded that they felt limited in taking part in the Grade 3 mathematics curriculum transformational approach as educators were confined to a classroom management style of thinking. The deputy principal, the heads of department and subjects heads in primary schools as formal leaders, all have crucial responsibilities in assist the principal in meeting the school’s instructional goals. / Educational Leadership and Management / M. Ed. (Education Management)

This study focused on learners’ assessment practices in overcrowded classes in Kamwenge District, Uganda. Apart from a literature review, an empirical investigation based on qualitative and quantitative methods were used to collect data by the researcher at 4 primary schools in Kamwenge district so as to find answers to the research questions. The empirical findings elicited that all teachers agreed that assessment was useful to them and had a clear idea of what classroom assessment was all about. An interpretive paradigm made it possible for the researcher to gain an in-depth understanding of learners’ assessment practices within their school contexts. There was a mismatch between what teachers said they do and what they practiced and this follows that the majority of teachers may have the theoretical knowledge of methods and tools used to assess learners but fail to translate it to classroom practice. / Educational Leadership and Management / M. Ed. (Educational Management)

In this study, the researcher explored the prevalence of distributed leadership practices in schools in Johannesburg South in order to illustrate how the principals in effective schools collaborated with different members of staff to ensure the school’s success. To this end, a literature study was undertaken on relevant theories and on the results of previous research on the issue. The study explored literature from local and international perspectives on distributed leadership to understand how this form of leadership impacted the functioning of primary schools in Johannesburg South. This was followed by an empirical investigation using judgemental and purposive sampling methods to select participants. A mixed methods research design was employed to elicit both quantitative and qualitative data from a single, structured questionnaire. Participants included 86 respondents from 9 primary schools. Throughout the research study, ethical considerations like keeping confidentiality of information provided and anonymity of research participants were upheld. Data analysis involved a mix of quantitative data analysis and content analysis. Based on the findings, recommendations were made to the GDE and school principals on support needed by teachers if distributed leadership is to ensure school effectiveness. The study found that distributed leadership not only motivated teachers, but compelled them to recognise their own strengths and weaknesses, and contribute to school leadership by taking on roles that interest them. Schools in Johannesburg South have created a culture in which distributed leadership tends to flourish. Distributed leadership ensures that a myriad of well-developed teachers exist at all ranks of the school, who have the capacity to fill vacant positions when a need arises to ensure the smooth functioning of schools. / Educational Management and Leadership / M. Ed. (Education Management)