DEd (Educational Management) / Department of Educational Management / The study aims to compare the role of the principal in implementing the culture of learning, teaching and service (COLTS) in the effective, ineffective and schools experiencing fluctuating NSC results for the past five years. The study explores why secondary schools located within the same socio-economic environment, with the same resources, uniformly funded and controlled by the same government and ultimately there are commitment variation, hence effective schools, ineffective schools and schools with fluctuating results. Therefore, in an attempt to attempt to answer the main research question for this thesis: What role should be played by the secondary school principals in implementing the culture of learning, teaching and service? Other identified sub-questions were raised. Furthermore, a review of relevant literature was conducted and uncovered what makes a good and good school leadership, management and provision of quality service on international scale, that is, in developed, developing and under-developed countries. The Situational Leadership Theory (SLT) of Hersey and Blanchard was regarded as the most suitable theory since the theory proposes that individuals can change their leadership style (behaviour) depending on the situation and the readiness of the followers. Mopani District consists of 24 circuits and 6 circuits were purposively sampled and data was collected from these 6 circuits which have effective, ineffective and secondary schools experiencing fluctuating NSC results for the past five years. Quantitatively, a total number of 38 secondary school principals as key-informants subjects were given a questionnaire to respond on the set questions which was later analysed through the SPSS version 17.1 programme and empirical deduction was made. Additionally, qualitative method of data collection was used on 20 participants, on-site observation and document analysis. The researcher utilised the focus group (semi-structured) interview on 7 secondary school principals and 7 SGB members and one-on-one semi-structured interview on 3 Curriculum advisors and 3 Governance officers in order to gather rich qualitative data. The principle of anonymity was utilised on which codes were used in order to conceal the identity of the participants so that they could participate freely in data collection. The researcher analysed data collected from focus group interview and visited vi schools (on-site observation) of the principals who participated in the interview in order to verify the authenticity of data and also checked school records to validate collected data. All the collected qualitative data (from interviews) and confirmed through site-observation and school records. Collected data was analysed and themes were developed linked to the objectives of the study. A number of findings emanated from this study. The principals were found to be the final authority and accounting officer for the school on which teaching, learning and service is the primary duty. The study revealed that the principals play a substantial impact for the implementation of the culture of learning, teaching and service. The study recommends that principals must ensure that planning, monitoring and support of teaching and learning must be a priority duty of the principal. Furthermore, basic policies that are necessary for the school to be effective must be compulsory to all schools and the DBE must ensure that its implementation is strictly monitored, for instance school starting and departure time and school uniform. The researcher developed a model which contributes to the new body of knowledge which emphasises the support from different stake-holders that can contribute extensively towards the implementation of the culture of learning, teaching and service in schools. / NRF

MEd (Educational Management) / Department of Educational Management / Subject heads of departments (SHDs) play pivotal role in the leadership and curriculum delivery in secondary schools; yet they are still expected to lead departmental teams and to promote quality of teaching and learning. They find themselves in complex situations of leading departmental teams and of leading instructions in secondary schools. The purpose of this study is to investigate the challenges facing SHDs in promoting quality teaching and learning of dysfunctional Secondary schools. Qualitative research methodology was employed using case study research design to collect data through interviews and on-site observation checklists. Purposive sampling procedure was used to select four (4) out of seven (7) dysfunctional secondary schools. Sixteen (16) SHDs from the seven secondary schools were the population of this study. A total of ten (10) SHDs were sampled to be the participants in this study. Semi-structured individual interview schedules and on-site observation check list were used to collect data from participants. A voice recorder was used to record interviews and data collected was interpreted verbatim. The purpose of using on-site observation was to serve check the practicability and verification of data collected during interviews. Data from the two instruments was triangulated, analysed and interpreted verbatim. Common themes were drawn followed by interpretations and conclusions. The researcher presented general views of participants and linked them with relevant literature. The researcher hoped that this study will benefit teachers, school management teams (SMT) and researchers in understanding the challenges facing SHDs in promoting quality teaching and learning in dysfunctional Secondary schools (DSS). Empirical findings revealed that SHDs are facing complex challenges of promoting quality teaching and learning in dysfunctional Secondary Schools. Furthermore, it is recommended that SHDs should be supported internally by Principals and deputy principals. Equally importance is that external support by curriculum advisors should be ongoing. / NRF