This research focuses on the analysis of the selection process for the appointment of educators in selected schools in Gauteng East District. The selection process includes advertising the post, shortlisting, interviews, ratification, as well as recommendation and appointment by the HoD. This study confines itself to how the selection processes and procedure for the appointment of educators are followed by the school governing body. The research is also concerned with the ability of the governing body to manage the impact of the selection process. It is essential for them to have the necessary skills and knowledge to manage the selection process. The legislative principles in terms of the selection process were also investigated. The study focuses on the selection process for the appointment of educators in four township schools, namely two primary and two secondary schools. The researcher used a qualitative approach to gather the information for the research. Semi-structured interviews with open-ended questions were conducted. Interviews were conducted with four principals and four chairpersons of school governing bodies. Findings of this research emanating both from a literature review and interviews reveal the importance of following the proper selection processes, procedures and the legal principles when appointing educators. The study also reveals the inadequate training of some school governing bodies to carry out the process. The type of training provided by the Department of Education has a negative impact on the outcomes of the selection process. This study also reveals that the legal requirements of the selection process are not considered during the selection process. The recommendations made are based on the findings of this research. The focus is on the importance of intensive training of school governing bodies to enable them to handle the selection process properly. These bodies have to deal properly with external influences that tend to have an undue influence on the outcome of the selection process. Objectivity has to prevail throughout the process. It is therefore imperative to empower school governing bodies in this regard. Copyright / Dissertation (MEd)--University of Pretoria, 2011. / Education Management and Policy Studies / unrestricted

Text in English / Guided by Connell’s social constructionist theory of hegemonic masculinity, in a study conducted at a township primary school in Gauteng East, I explored the way boys in Grade 7 interact with each other and girls, as a well as the way in which they understand the world around them in the context of gender relations. A purposive sampling method was used to select boys and girls to participate in this qualitative study. A total of 30 research participants, 17 boys and 13 girls, took part in this study. The methodology included the use of individual diaries and focus groups to solicit information and observe gender relations in boys and girls in the construction of masculinity. Masculinity in this study was constructed through power relations. The themes identified when analysing the social relationships between boys and girls were sexuality, the sturdy boy, homosociality, sex roles, defying authority and the comedian. / Sociology / M.A. (Sociology)