The purpose of this study was to investigate the roles that members of SMTs play in their efforts to manage the present educational changes in schools. Members of SMTs are leaders and managers who hold authoritative positions in schools. They are regarded as the key personnel who are supposed to manage schools successfully. Since the present education system in South Africa is characterized by a variety of changes, school managers are not only expected to understand these changes but also to be able to manage them effectively. The study commenced by outlining the concept change and its nature. The intention was to lay a foundation for understanding what change entails. Some of the common changes that are experienced in schools were also discussed. These included curricular and non-curricular changes that pose challenges to school managers. Focus was primarily placed on the educational changes and the way they impact on the managerial roles of school managers. These included the changes such as the implementation of OBE, NCS and IQMS. Reference was also made to the application of some of the educational policies that contribute towards the increasing managerial responsibilities of school managers. These include the application of the present policy on norms and standards for school funding, admission policy and the abolition of corporal punishment that pose managerial challenges to school managers. Empirical research was conducted in four randomly selected schools in Mogodumo region in Limpopo Province. Semi- structured interviews were conducted with members of SMTs in these four schools. The research findings revealed that the present school managers find it difficult to meet the new managerial expectations that are brought about by the transforming educational environment. It became evident from the research that insufficient professional development for school managers contributed towards their failure to execute their expected managerial roles. / (M. Ed. (Eduction Management))

Assessment is an integral component of outcomes-based education which requires a paradigm shift in assessment processes. Outcomes-based assessment is more intense than traditional assessment since it reports on many dimensions of performance. Performance is analysed in relation to outcomes and the learning demonstrated and record-keeping is more complex. This study explored the experiences of the Senior Management Team and Foundation Phase educators of a selected primary school regarding outcomes-based education, outcomes-based assessment and its management. A literature review of outcomes-based education, outcomes-based assessment and instructional leadership and an empirical study using a qualitative approach were conducted. Document analysis and semi-structured interviews with educators and school management were used for data-gathering. Findings indicated that the initial implementation of outcomes-based education was problematic, however, effective instructional leadership had improved educators' understanding and implementation of assessment. Thereafter recommendations were made for the improvement of practice. / Educational Studies / Thesis (M.Ed.)