Text in Afrikaans / 'n Bewustheid van die bruikbaarheid van rekenaarfasiliteite om die onderrigproses en die administrasie van die onderwys meer effektief te maak het in Transvaal posgevat. Rekenaarstudie is reeds as 'n buitekurrikulere vak gevestig en op die administratiewe gebied is verskeie substelsels reeds onafhanklik van mekaar gerekenariseer. Met 'n moontlike uitbreiding van rekenaardienste in die onderwys in gedagte is 'n literatuurstudie onderneem om die inligtingsbehoeftes van die verskillende besluitnemingsvlakke te peil. Die belangrikheid van die stelselbenadering om hierdie inligtingsbehoeftes te bevredig het na vore getree. 'n Historiese oorsig het egter getoon dat onlangse ontwikkeling met betrekking tot die gebruik van die rekenaar in die Transvaalse Onderwysdepartement nie die stelselbenadering volg nie. Bywyse is gevind dat leerintegrasie 'n belangrike bydrae tot die voorkoming van suboptimering van die inligtingstelsel lewer. Dit het geblyk dat die voorgestelde gedistribueerde stelsel 'n ekonomiese en effektiewe manier was om leerintegrasie te bewerkstellig. / An awareness of the usefulness of computer facilities to make teaching and administration in education more effective, has taken root in Transvaal. In the instructional field Computer study is being offered as an extra curricular subject. For administration purpose various subsystems are being computerized independent of one another. With an imminent expansion of computer services to a wider field in education, a literature study was undertaken to determine the informational needs of the various levels of decision making. The importance of the systems approach towards satisfying these informational needs was distinct. A review revealed that recent developments regarding the use of the computer in the Transvaal Education Department did not heed this approach. File integration proved to be an important factor to prevent suboptimation of the information system. A proposed distributed system, using microprocessors as terminals, was shown to be an effective and economic method to achieve file integration. / Computer Science / M. Sc. (Computer Science)

Thesis (MTech (Public Management))--Cape Peninsula University of Technology, 2016. / There is always much debate about the performance of high schools, especially around the lack of learners excelling and the Grade 12 poor pass rate. This dissertation nvestigates the impact of mentorship on the performance of principals, deputy principals and subject heads at a selection of high schools in the Cape Town metropolitan area. Literature on the topic indicates that various types of mentorship programmes exist. The literature review consisted of journal articles, books and policy documents. For the purpose of the empirical study, the research question of whether mentorship has a positive impact on the performance of senior personnel in high schools was best answered by following a quantitative approach to research. The study population comprised 42 senior staff members from three high schools in the Cape Town metropolitan area. A questionnaire survey was used to collect data from the sample of 21 senior staff members, and the data analysis was done by means of a Microsoft Excel spreadsheet using pie charts to illustrate the results. The study found that mentoring subordinate educators and principals is a Key Performance Area (KPA) of the convenience randomly selected schools that fall within the respective district under the jurisdiction of the Western Cape Education Department (WCED), that key personnel are familiar with mentorship, but that there are some issues that need to be resolved. It is envisaged that the implementation of mentorship programmes at high schools will positively influence the development of educators, and impact positively on the performance of key personnel and the performance of the affected schools.

M.Ed. / The problem in this research lies in the absence of women in management positions and women being poorly represented in decision-making in Soweto Schools. The purpose of this research is to argue for the increased number of women in educational management and to discuss the problems that women encounter in management positions in the Gauteng Department of Education. This is a qualitative research. The researcher interviewed, observed and recorded four school principals, five heads of Department and SADTU gender president. The findings are that the legacy of women discrimination still prevails from the apartheid era and male colleagues enjoy seniority. The researcher's recommendation is that no person may unfairly discriminate, directly or indirectly against an employee in any employment policy or practice on one or more grounds including gender, race, sex, ethnic or social origin, colour, sexual orientation, age, political opinion, marital status and culture. There should be no harassment of employees.

MEd

Department of Curriculum Studies and Education Management / PHD (CS)

MEd / Department of Education Management

The study investigated challenges in School Guidance and Counselling (SGC) services provisions for children with disabilities in Zimbabwean inclusive primary schools as a context for strategizing on overcoming them and proposing a model of School Guidance and Counselling services provisions for children with disabilities. The survey design, which was mainly quantitative in nature, was used. Self-administered questionnaires were used to collect data. Three hundred inclusive primary school administrators and three hundred school counsellors participated in the study. The Statistical Package for the Social Sciences, version 11.0 was used to analyze data. Frequency tables, ratios and Chi-square tests were computed. The study revealed that Zimbabwean inclusive primary school counsellors lacked training in School Guidance and Counselling and Special Needs Education. The school counsellors also lacked experience in teaching children with disabilities and the stakeholders had negative attitudes towards School Guidance and Counselling services provisions for children with disabilities. It was further revealed that inclusive primary schools lacked materials and supplies, time, finance, physical and curricular resources. The study revealed that there was no mandatory School Guidance and Counselling policy and legislation, clear mission statement, School Guidance and Counselling Framework, school counsellor certification requirements nor a School Guidance and Counselling national model. These facilities, together with Special Needs Education, experience in teaching children with disabilities and staff development, were found to positively impact on SGC services provisions for children with disabilities. School counsellors’ training in School Guidance and Counselling, advocacy on disabilities, stakeholders’ collaboration, passing mandatory School Guidance and Counselling policy and legislation, adequate budgetary and time allocation were seen as strategies to overcome challenges in SGC services provisions for children with disabilities in Zimbabwean inclusive primary schools. It was recommended that School Guidance and Counselling services provisions for children with disabilities in Zimbabwean inclusive primary schools would improve if there would be promulgation of mandatory School Guidance and Counselling policy and legislation, school counsellors’ training in School Guidance and Counselling, requisition of adequate resources and development of positive attitudes among stakeholders. Recommendations for further research were made. / Inclusive Education / D. Ed. (Inclusive Education)

School districts face tremendous budget challenges and, as a result, professional development has been "trimmed" from many school budgets. (Habegger & Hodanbosi, 2011). School administrators responsible for planning professional development face a daunting task and often focus on PowerPoints, district mandated training, one-shot presentations, and workshops that are delivered by expensive experts. These types of activities lack teacher collaboration, time for sharing of ideas and opportunity for reflection and analysis (Torff & Byrnes, 2011, Coggins, Zuckerman & Mckelvey, 2010). The problem addressed in this study is that teacher professional development is usually planned by school administrators who are provided little support or training. This study used the problem-based learning approach designed by Bridges and Hallinger (1995) to determine the usefulness of a handbook for principals to utilize as they plan professional development. The handbook was developed, field tested and revised using Borg and Gall's (2003) research and development cycle. This qualitative study included surveys, observations, interviews and workshops to determine the usefulness of the handbook. The study consisted of preliminary field testing and product revision followed by the main field testing. The main field test was a workshop for K-12 school and district level administrators on how to use the handbook in planning meaningful, ongoing teacher professional development. The data collected in this study determined that the handbook,Teachers Teaching Teachers: Designing Successful Teacher Professional Development on a Shoestring Budget, is a useful tool for school administrators responsible for planning teacher professional development.

The problem with which this study is concerned is to determine the perceived attitudes of medical and health school deans toward selected factors that are related to employee assistance programs (EPAs). These factors, which are variables in this study, include perceptions toward EPAs of necessity and desirability, purposes and goals, services offered, policies and procedures, sources of referrals, and barriers to successful implementation.

Indiana University-Purdue University Indianapolis (IUPUI) / Bully victimization takes place within a social context of youths’ parents, peers, teachers, school administrators, and community. Victims often rely on parents, educators, or peers for support. However, there is a gap in the literature in understanding parents’ experiences of what occurs before, during, and after reporting bullying to school officials. Therefore, this dissertation study examined parents’ experiences in discovering, reporting, and living through the aftermath of their child being bullied. This study used a purposeful sample that was criterion-based. Nine mothers and one mother/father pair were tape-recorded using face-to-face semi-structured interviews. Follow-up phone interviews followed. Key themes and patterns were analyzed using the philosophical method of interpretive phenomenology based on Heidegger’s philosophy of being. Exemplars were used to illuminate several themes. Results suggest three unique stages. In the first stage, discovery, parents often noticed psychosocial changes in their child related to bullying. Parents often responded initially by providing advice to their children. When signs of their schoolchildren being bullied persisted, parents decided to report the incidents to school officials. Nine parents reported incomplete interventions that let their youths’ victimization continue. One parent, a paradigm case, shared understandings of how her son’s school official provided a full intervention that was restorative. However, all other parents who received an incomplete intervention found themselves rethinking how to protect their children from bullying. In this aftermath, several parents moved their children out of the school into a new district or began to home school. However, half the parents were left unable to move their child and therefore could not provide protection. Indiana’s anti-bullying law was unknown to eight parents and was unsuccessful in leveraging protection for one parent who used it with school officials as a threat. School official’s responses to bullying were incongruent with student handbook procedures. Recommendations from a parent’s perspective indicate school officials must: 1) have a clear process in place for parents to report, 2) follow through by calling parents back with results from investigating and procedures that will be taken to intervene, and 3) call the bullies’ and victims’ parents to notify what has occurred and what will be done to ensure safety. Discussed are implications for school officials, including social workers, and state policymakers. There is a proposed intervention model (Appendix J) that addresses how parents can respond to school officials who are hesitant to provide bullied youth protection.