The purpose of this study is to investigate how positive discipline of Grade 9 boys should be managed at a selected public fee paying school in KwaZulu-Natal and to determine how learner behaviour would improve through educators acting as mentors. Furthermore, how educators could assist in implementing positive discipline management strategies to help in improving learner behaviour, and which positive discipline management strategies have been successful. This study could be regarded as primarily descriptive and exploratory in nature, incorporating the basic characteristics associated with quantitative research. As such, it was predominantly deductive and positivistic in nature. This study highlighted the importance of effective management systems that would assist the educator in the classroom. Several theories regarding learner management were explained and the literature review focused on the need for positive discipline strategies to be employed in the classroom, which would ultimately make for better relationships between the educator and the learner. The study found that it is essential that the SGB, principal and senior management all get behind and support a managing behaviour mentor system as it has the potential to create a pleasurable work environment resulting in a reduction in the number of disciplinary matters for both the educator and the learner. / Educational Leadership and Management / M. Ed. (Education Management)

Violence in schools creates a climate of insecurity and fear, which impairs and impacts on the core educational purpose of schools. Accordingly, the main purpose of installing and implementing security measures at schools is to create a safer environment wherein individuals can move freely and feel secure in going about their daily schooling activities. The nature and extent of school violence was briefly examined within this study to assess the effectiveness of security measures within the schools. It is important for any institution to first examine and identify the specific risks it is facing before those risks can be addressed successfully. Security measures are valuable and helpful resources that can assist in creating safe and secure school environments. As this study highlighted, the more security measures a school had, the safer the scholars and the educators felt and the lower their crime rates appeared to be. / Educational Studies / M. Tech. (Security Management)

The current rapid school curriculum reform initiatives in the South African education system require teachers to develop continuously in order to understand and implement them effectively. Conversely, most teachers’ continuing professional development (CPD) activities based on curriculum change implementation are inadequate to produce their intended results. Teachers continue grappling with limited subject content knowledge, how to teach and assess in the outcomes-based way, and how to evaluate and select high quality textbooks. Extant studies suggest that most CPD approaches used thus far are typically loosely-matched to the teachers’ actual CPD needs, unrelated to classroom realities, and are seldom followed-up. These limitations imply deep-rooted problems and issues concerning how the relevant management structures within the various levels of the Department of Basic Education manage teachers’ CPD for curriculum change implementation. This qualitative case study examines the role of curriculum coordinators and school management teams (SMTs) in managing teachers’ CPD for curriculum change implementation, respectively, at the selected area offices and secondary schools in the North West Province. Through purposive sampling, this study involved the following participants: four curriculum coordinators, eight subject advisors, 24 principals, 24 Heads of Departments and 24 teachers. Empirical data were collected by means of interviews and document analysis. Data analysis followed Tesch’s steps for open coding. The findings suggest that the identified curriculum coordinators and SMTs are ineffective in discharging their role of managing teachers’ CPD for curriculum change implementation. They lack sound understanding of their role, and they also experience a litany of practical impediments. These barriers, inter alia, include limited training for CPD managers, shortage of relevant resources, difficulties of finding a suitable day and time for teachers’ CPD, CPD managers’ work overload and teachers’ change weariness. The implications of these findings on the quality of teachers’ CPD for curriculum change implementation are outlined. Relevant guidelines are developed to address the above challenges. It is anticipated that the findings and recommendations in this study will provide valuable and timely contributions in the fields of teacher development and curriculum change implementation. / Educational Leadership and Management / D. Ed. (Education Management)

This study focuses on the manner in which the School Management Team (SMT) manages physical abuse among learners, providing guidelines on how to act in a proactive and constructive manner. A qualitative approach was used and the research was designed as a single case study. National education specific law and policy regulating learner misconduct, the SMT’s management of physical abuse of learners as well as the KwaZulu-Natal Department of Basic Education’s policies were used to benchmark my evaluation of current management practices with regard to physical abuse among learners against such laws and policies. The research findings on the current management practices, factors that contribute to physical abuse, reasons and effects of physical abuse and the role of the SMT in handling physical abuse were based on an analysis of School A’s Code of conduct for learners and its Discipline Policy and information extracted by means of interviews. / Educational Leadership and Management / M. Ed. (Education Management)

School Governing Bodies (SGBs) function across South Africa as governance structures aimed at improving effectiveness of the schools. The appointment of SGB's and their establishment to improve school governance is not only unique to South Africa but is a trend in all democratically elected countries such as the United States, Britain, Australia and Brazil. The purpose of this study was to explore the leadership role of the School Governing Bodies in selected South African secondary schools. The study was underpinned by four leadership theories namely, the contingency theory, participative theory, transformational theory and the instructional leadership theory. An empirical investigation was informed by the literature review. The qualitative study was guided by an interpretive paradigm. Purposive sampling was used to select four secondary schools in Nkomazi West Circuit, Ehlanzeni District, Mpumalanga. A total number of four SGB's from each school and the school principals participated in this study. Observations of SGB meetings, individual interviews with the principals of the participating schools and focus group interviews with SGB members were used to collect data, which were analysed using a qualitative approach. The findings revealed that SGB's in the four participating schools did not experience major challenges in executing their roles because they had a clear understanding of their responsibilities. However, lack of adequate training with regard to financial management was a challenge. Further findings indicated that all SGB members had received training on various aspects of school management before they commenced with their duties. Most training workshops were conducted in English and although this was not an obstacle to study participants, it was a challenge SGBs. It is therefore recommended that adequate financial management workshops be conducted and that further workshops be organised by principals at school level to address SGB members’ specific needs. / Educational Management and Leadership / D. Ed. (Education Management)

Abstracts in English, Zulu and Swazi / This study aimed to investigate and find strategies that might improve School A's Grade 12 results through the principal's visionary leadership. The theoretical framework that informed this study was the school principal as a visionary leader, which plays a critical role in ensuring the quality of teaching and learning is improved by providing necessary resources for teachers and learners and creating a sound culture of teaching-learning. Upper Echelon Theory's effectiveness is based on strategic choices by visionary leadership and school performance principles that served as the theoretical framework. A qualitative research approach was used for this study, as it allowed the researcher to conduct in-depth interviews with ten school principals in Ehlanzeni District, Mpumalanga, and examined relevant documents to collect data. The research indicates that most schools acknowledge the importance of visionary leadership and proved that there were many execution gaps in implementing the intervention strategies that needed to be addressed, such as lack of effective visionary leadership, lack of unity, support to teachers, monitoring of teaching and learning and recruiting quality teachers in Grade 12. The study recommends that school principals need to implement more effective leadership, strategic planning and implementation of policy, communication, parental involvement accountability, effective monitoring and placement of quality teachers to teach Grade 12 learners. / Izindlela ezsetshenziswa ngothisha-nhloko abanobuholi obubhekela phambili ekwenzeni ncono izinga lokuphumelela ebangeni leshumi nambili kuzikole ezinemiphumela emihle. Lolucwaningo lugcile ekufunisiseni izindlela ezingenza ncono izinga lokuphumelela ngamalengiso ebangeni leshumi nambili ngokuholwa ngothisha-nhloko ababonela phambili izinto.Lolucwaningo lusekelwe ngolwazi olutholakele kwabanye ababonise ukuthi ubukhona bukathisha-nhloko obukela izinto phambili budlala inzima enkulu ekucinisekiseni ngezinga eliphezulu lokufundisa nokufunda ngoku nikeza izinsiza zokufunda nokufundisa kubothisha nakubafundi kanye nokwakha isiko lokufunda nokufundisa .I- ‘Upper Echelon Theory’, ukuphumelela kwayo kusekeleke kuzindlela nakuncubo-mgomo yabaholi abanombono. Lolucwaningo olukhethekile lokuthola ulwazi ngokukhulumisana nalabo abathinteka-ngco ivumela ukuthi uhlolo lwenziwe ngendlela yamanje yobuchwepheshe ngokukhulumisana nabothisha-nhloko abalishumi kusiyingi sase- Ehlanzeni, e-Mpumalanga, nokuthola eminye lanemininngwane ezincwadini zesikolo . Lolucwaningo luthole ukuthi abahlanganyeli abaningi bavumelana ngokuthi othishanhloko abanemibono babalulekile ekucinisekiseni ukuthi izindlela ezintsha zokuphumelelisa imiphumela; ukuncenga othisha abasezingeni eliphezulu kudinga ukwakhiwa .Lolucwaningo lusekela umbono wokuthi izikolo zidinga othisha –nhloko abazocinisekisa ukusethenziswa kwezindlela ezintsha kanye neku heha othisha abasezingeni eliphezulu ukuze bafundise abafundi bebanga leshumi-nakubili ukuze kukhushulwe imiphumela yebanga leshumi nakubili. / Tindlela letisentjentiswa ngubothishela-nhloko labanemibono kwenta ncono lizinga lekuphumelela ebangeni lelishumi-nakubili etkolweni letinemiphumela lemihle. Lelicwaningo ligxile ekufunisiseni tindlela letingenta ncono lizinga lekuphumelela ngemalengiso elibangeni lelishumi nakubili Lelicwaningo lelikhetsekile lokutfola lwati ngekucocisananalabo labatsintseka-nco kuloko lokukhulunyiswana ngako, ivumela nekutsi lokucocisana kungentiwa ngetindlela tamanje tebuchwepheshe ngekukhulumisana nabothishela-nhloko labalishumiesiyingini sase-Ehlanzeni, eMpumalanga, nekutfola leminye mininngwane etincwadzini tesikolwa letigciniwe. Lelicwaningo litfole kutsi labahlanganyeli kulelicwaningo bayavumelana ngekutsi bothishela-nhloko lababukela tintfo phambili babaluleke kakhulu ngobe ngibo labacinisekisa kutsi kusetshentiswa kwetindlela letisha nekuheha bothishela labasezingeni lelisetulu kuyayikhuphula miphumela yetikolwa. ngekuholwa ngubothishela-nhloko lababonela tintfo phambili. Lolucwaningo lutfole kutsi kuliciniso kutsi bothishela-nhloko lababonela tintfo phambili bayakwati kutsi kuheha bothishela labasezingeni lelisetulu nekusebentisa tindlela letihlukahlukene ekufundziseni kuyayi phakamisa imphumelelo yebafundzi nemiphumela yesikolo. / Educational Management and Leadership / M. Ed. (Education Management)

The study analysed the management constraints in the distribution of qualified mathematics and science teachers in a post-1994 education system of South Africa. The study was qualitative and 14 participants were purposively sampled and semi-structured interviews were used to collect data from the identified participants. The interview transcripts were constantly compared and analysed and the data was classified into three main categories of management constraints and patterns: beliefs, experiences on management constraints and strategies for the elimination of management constraints. Turning vision into practice (TVP) framework was used to explain the relationship between its seven pillars of managing teacher recruitment and the links in the development, adoption, implementation, monitoring and evaluation of a teacher deployment system, focusing on mathematics and science. Findings of this study suggest that the current hybrid post establishment model is generic and focuses more on cost curtailment than on the supply of qualified mathematics and science teachers. The shortcomings of the model are exacerbated by the transgressions of the Employment of Educators Act. Contrary to the Employment of Educators Act, entry-level vacancies are not advertised in the province. In addition, the appointment and service conditions of qualified teachers are differential. While teachers from government bursary schemes are appointed immediately on permanent status and without probation, other qualified and long-serving mathematics and science teachers remain on temporary status for almost two years and without fringe benefits. The differential treatment leads to job insecurity and facilitates the exit of these qualified mathematics and science teachers from the profession. Moreover, schools horde and use qualified mathematics and science teachers in subjects they are not qualified to teach. It is recommended that through the suggested TVP framework, the current teacher recruitment and deployment strategies be revisited regularly to ensure effectiveness of teacher usage in mathematics and science. It is further recommended that school principals and other educational leaders should be provided with personnel management skills to ensure maximum effective recruitment and deployment of qualified mathematics and science teachers, particularly to the impoverished schools. / Educational Management and Leadership / D. Ed. (Education Management)

The study analysed the management constraints in the distribution of qualified mathematics and science teachers in a post-1994 education system of South Africa. The study was qualitative and 14 participants were purposively sampled and semi-structured interviews were used to collect data from the identified participants. The interview transcripts were constantly compared and analysed and the data was classified into three main categories of management constraints and patterns: beliefs, experiences on management constraints and strategies for the elimination of management constraints. Turning vision into practice (TVP) framework was used to explain the relationship between its seven pillars of managing teacher recruitment and the links in the development, adoption, implementation, monitoring and evaluation of a teacher deployment system, focusing on mathematics and science. Findings of this study suggest that the current hybrid post establishment model is generic and focuses more on cost curtailment than on the supply of qualified mathematics and science teachers. The shortcomings of the model are exacerbated by the transgressions of the Employment of Educators Act. Contrary to the Employment of Educators Act, entry-level vacancies are not advertised in the province. In addition, the appointment and service conditions of qualified teachers are differential. While teachers from government bursary schemes are appointed immediately on permanent status and without probation, other qualified and long-serving mathematics and science teachers remain on temporary status for almost two years and without fringe benefits. The differential treatment leads to job insecurity and facilitates the exit of these qualified mathematics and science teachers from the profession. Moreover, schools horde and use qualified mathematics and science teachers in subjects they are not qualified to teach. It is recommended that through the suggested TVP framework, the current teacher recruitment and deployment strategies be revisited regularly to ensure effectiveness of teacher usage in mathematics and science. It is further recommended that school principals and other educational leaders should be provided with personnel management skills to ensure maximum effective recruitment and deployment of qualified mathematics and science teachers, particularly to the impoverished schools. / Educational Leadership and Management / D. Ed. (Education Management)

The study was limited to three national education policies, which were the teacherlearner ratio policy, teacher workload policy and learner discipline policy. The problem was the learner moral decay, which was conspicuous to the public who saw learners all over the school grounds during contact time, along streets strolling to their schools without showing any remorse long after schools had started at 8h00. Poor academic performance in public secondary schools in the Tshwane South District is a cause for concern, whereby one of the schools in Tshwane South had only 6% of learners passing in 2018 out of 300 in Grade 8, and the rest were progressed. Qualitative methodology was used, and one-on-one interviews were conducted to collect data from the SGBs, SMTs and teachers of five poorly performing schools in the district. The study revealed that the incorrect development and implementation of the new national education policies had a negative impact on learner discipline and academic performance. The classrooms were overcrowded which meant the teacher-learner ratio and teacher workload were high. The learners and the parents were not provided with the Code of Conduct, and some teachers never read the education policies and did not know that the Code of Conduct is an alternative policy to the corporal punishment policy. Consequently, learners who misbehave and are under the leadership of COSAS defy it because they are aware that teachers are ignorant of the correct procedure to enhance the Code of Conduct implementation. This implies that any case against the learners was considered unprocedural and nullified. It became evident that the Department of Basic Education needed to invest even more in education to deal with the issue of overcrowding by deploying more teachers and teacher assistants. The intervention was also necessary to equip stakeholders with skills in the adoption and implementation of national education policies. The intervention should empower the SGBs to develop and adopt the Code of Conduct correctly, teachers to maintain discipline with confidence and effectively to improve academic performance. As well as the powerful tools for planning correctly by the SMT to involve policy authorities for stakeholders’ development. The implementation of the teacher-learner ratio policy, teacher workload policy and learner discipline policies required monitoring, and to be reviewed if necessary, to avoid disparity between policy and practice. / Thuto ye e akareditšwe ka melawana e meraro ya thuto ya naga, lenaneo la ditekanyetšo ya barutiši le barutwana, lenaneo la mešomo la barutiši le lenaneo la maitshwaro la baithuti. Thuto ye e dira dinyakišišo mabapi le maitshwaro a go phuhlama a baithuti: barutwana ba ba kantle ga diphapuši tša bona ka nako ya thuto, ebile go nale setlwaedi sa go fihla ka morago ga nako sekolong. Se se hlola dipoelo tša go se kgotsofatše dithutong tše di phagamego seleteng sa borwa bja Tshwane, gomme se ke tlhobaboroko. Mohlala, dikolong tsa borwa bja Tshwane, ke diperesente tše tshela fela tša baithuti ba mphato wa seswai go ba makgolo a mararo bao ba phasitšego ka noši ngwageng wa ketepedi lesome seswai, mola ba bangwe ba fitišitšwe. Thuto ye e šomiša mokgwa wa di nyakišišo wa khwaliteitifi, mme dintlha di kgobokantšwe ka go šomiša molawana wa go botšiša dipotšišo thwii, re lebelelane ka mahlong go dihlopha tša go buša dikolo (SGBs), dihlopha tša taolo ya dikolo (SMTs) le go tšwa go barutiši ba dikolo tše hlano tša go se šome gabotse seleteng seo. Thuto ye e tšweletša gore go hloka tšweletšo ya maleba le tšhomišo mpe ya melawana e meswa ya thuto ya naga e nale khuetšo e mpe taolong ya baithuti le mešomong ya sekolo. Palo e kgolo ya barutwana diphapušing e baka morwalo o boima go barutiši. Baithuti le batswadi ga ba fiwe Melao ya sekolo ya maitswaro, gomme barutiši ba bangwe le bona ga senke ba ipha nako ya go bala melawana ya thuto ebile ga ba tsebe gore melao ya maitšhwaro ke mokgwa o mongwe wa go fapana le kotlo ya go betha. Ka lebaka leo, baithuti bao ba sa itshwarego gabotse ebile ba huetšwa ke COSAS ba nyatša melao ya maitšwaro gobane ba lemogile gore barutiši ba hlokomologile mokgwa wo o nepagetšego wa go matlafatša tšhomišo ya maleba ya melao ye. Se se bolela gore kgafetša kgafetša melato kgahlanong le barutwana e tšewa okare ga se ya maleba ebile e phošagetše. Go molaleng gore Lefapha la Thuto ya motheo le hloka go lokiša taba ya go tlala ga barutwana ka diphapušing ka go thwala barutiši bao ba lekaneng le bathuši ba barutiši. Go tsea karolo go thuša batšeakarolo ka tsebo ya go amogela le go šomisa melawana ya thuto ya naga gwa hlokega. Se se ka matlafatša dihlopha tša go buša dikolo go amogela le go šomiša Melao ya maitswaro ka nepo, ele ge barutiši ba holega ka go netefatša maitshwaro ama botse le go kaonafatša dipoelo tša thuto ya barutwana. Dipoelo di hlagiša gore lenaneo la tekanyo ya barutiši le barutwana, lenaneo la mešomo la barutiši le lenaneo la maitshwaro la baithuti di hloka go hlokomelwa le go lekolwa, gomme moo go hlokegago e hlahlobje gore go efošwe thulano magareng ga lenaneo tshepedišo le tiragatšo ya lenaneo leo. / Hierdie ondersoek word beperk tot drie nasionale onderwysbeleide: die beleid op die onderwyser-leerder-verhouding, die beleid op onderwyserwerkslading en die beleid op leerderdissipline. Die navorsing ondersoek wat meestal beskou word as die morele agteruitgang van die leerder: leerders is gedurende kontaktyd buite die klaskamer en daar is gedurige laatkommery. Die kommerwekkende gevolge hiervan is swak akademiese prestasie in openbare sekondêre skole in die TshwaneSuiddistrik. By een skool in Tshwane-Suid het byvoorbeeld slegs 6% uit 300 Graad 8 leerders in 2018 geslaag, terwyl die res oorgeplaas is. Die ondersoek maak gebruik van ’n kwalitatiewe metodologie, en data is ingesamel in een-tot-een onderhoude met lede van die skoolbeheerliggame (SBL’e), skoolbestuurspanne (SBS’e) en onderwysers van vyf swak presterende skole in die distrik. Die navorsing toon dat die onvoldoende ontwikkeling en implementering van nuwe nasionale onderwysbeleid ’n negatiewe uitwerking op leerders se dissipline en akademiese prestasie het. Die hoë onderwyser-leerder-verhouding in oorvol klaskamers het vir onderwysers ’n hoë werkslading tot gevolg. Leerders en ouers word nie van ’n Gedragskode voorsien nie, en sommige onderwysers het nog nooit die onderwysbeleid gelees nie en weet nie dat die Gedragskode ’n alternatief vir die lyfstrafbeleid is nie. Leerders wat hul wangedra en deur COSAS beïnvloed word, minag gevolglik die Gedragskode omdat hulle bewus is dat onderwysers oningelig is oor die juiste prosedure ter bevordering van dié kode. Dit beteken dat sake teen leerders dikwels as prosessueel ongeldig beskou word en nietig verklaar word. Dit is duidelik dat die Departement van Basiese Onderwys aandag moet bestee aan die kwessie van oorvol klaskamers deur meer onderwysers en onderwysassistente aan te stel. Ingryping is ook nodig om belanghebbendes toe te rus met vaardighede vir die ingebruikneming en implementering van nasionale onderwysbeleide. So ’n ingreep sal SBL’e bemagtig om die Gedragskode korrek te ontwikkel en aan te neem, waardeur onderwysers bygestaan sal word in die handhawing van dissipline en die verbetering van akademiese prestasie. Die bevindinge dui aan dat die implementering van die beleide op onderskeidelik die onderwyser-leerder-verhouding, die onderwyserwerklading en leerderdissipline monitering en, waar nodig, hersiening vereis ten einde skeiding tussen die beleid en die praktyk te vermy. / Educational Management and Leadership / M. Ed. (Educational Management)

Abstract is in English, Xhosa and Afrikaans / By means of a qualitative multiple case study, I investigated the compliance of the administrations of three rural secondary schools in the Chris Hani West District, Eastern Cape Province with the constitutional democratic principles of cooperation, accountability and transparency. I consulted legal sources to identify provisions dealing with the implementation of these principles and to create a framework for data analysis and interpretation. Fieldwork commenced with a document analysis of relevant school documents, followed by focus groups with members of representative councils of learners, school management teams and school governing bodies. I concluded with semi-structured interviews with principals. I discovered a general lack of compliance with the identified principles, possibly attributable to the exclusion of learners from decision-making processes, unhealthy relationships among educators, autocratic leadership style, lack of communication, and lack of knowledge of the legal prescripts on the part of learners and the parent component of the school governing body. / Ngokwenza uphando olusebenzisa imizekelo yeemeko ezininzi, ndiphande indlela eziyithobela ngayo imigaqo yolawulo izikolo ezithathu kwisithili sakuKomani eMpuma Koloni ngokumalunga neenqobo zedemokhrasi zentsebenziswano, ukwamkela uxanduva nokusebenza ngokungafihlisiyo. Ndithethe namaziko omthetho ngenjongo yokuchonga izibonelelo eziphathelene nokusetyenziswa kwezi nqobo, ndifuna nokuqulunqa uphahla lokwakha isakhelo sokuhlalutya nokutolika iinkcukacha zolwazi eziqokelelweyo. Umsebenzi wasentsimini (ukutyelela amaziko achaphazelekayo) uqale ngokuphengulula imibhalo yesikolo ebalulekileyo, kwalandela amaqela angundoqo namalungu eekomiti ezimele abafundi, abalawuli besikolo nabameli babazali abakwiikomiti ezilawula isikolo. Kugqityelwe ngodliwano ndlebe oluphantse lwaqingqwa neenqununu zezo zikolo. Ndifumanise ukungathotyelwa jikelele kweenqobo ezichongiweyo, mhlawumbi ngenxa yokungabandakanywa kwabafundi kwiinkqubo zokuthatha izigqibo, ukungavisisani kwabafundisi ntsapho, ukuphatha ngegqudu, ukungabonisani, nokungabi nalwazi lomthetho kwabafundi nabazali abangabameli bekomiti elawula isikolo. / Die navorser het ’n kwalitatiewe veelvoudige gevallestudie gebruik om die administrasies van drie landelike sekondêre skole in die Chris Hani West-distrik, Oos-Kaap, se nakoming van die grondwetlik demokratiese beginsels van samewerking, aanspreeklikheid en deursigtigheid te ondersoek. Die navorser het regsbronne geraadpleeg om bepalings rakende die implementering van hierdie beginsels te identifiseer en ’n raamwerk vir die ontleding en vertolking van data tot stand te bring. Die veldwerk het met ’n analise van tersaaklike skooldokumente begin, wat deur fokusgroepsessies met lede van verteenwoordigende leerlingrade, skoolbestuurspanne en skoolbeheerliggame opgevolg is. Die veldwerk is met semigestruktureerde onderhoude met skoolhoofde afgesluit. Die navorser het ’n algemene gebrek aan nakoming van die geïdentifiseerde beginsels gevind, wat moontlik aan die uitsluiting van leerders van besluitnemingsprosesse, ongesonde verhoudings onder opvoeders, ’n outokratiese leierskapstyl, ’n gebrek aan kommunikasie en ’n gebrek aan kennis van die tersaaklike regsvoorskrifte onder leerders en die ouerkomponent van die skoolbeheerliggame toegeskryf kan word. / Educational Management and Leadership / M. Ed. (Education Management)