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Partners for possibility: experiences of cross-sectoral partnerships designed to improve school leadership in South AfricaKirori, Maureen Wambui January 2017 (has links)
A research project submitted in partial fulfilment of the requirements for Masters in Development Studies in the Faculty of Humanities, University of the Witwatersrand, Johannesburg, March 2017. / This study explores a partnership model designed by Partners for Possibility (PfP), a South African
non-profit organization (NPO) attempting to reform the country’s education system. Through its
partnerships, PfP aims to address the identified problem of weak school leadership in order to
improve the educational outcomes in schools. In this model, school principals of underperforming
schools are paired up with business people with leadership experience for a period of one year to
address the challenges facing their schools. The model includes a 12-month structured training
programme which seeks to capacitate and support the paired principal and business leader in their
partnership-building process.
This study provides an in-depth investigation of the experiences of the partnerships and of the
influence of the structured programme on these partnerships from the perspectives of the principals
and of the business leaders. The effect of social differences on the partnerships was also considered.
Among the theories used in this study are critical action learning and common ingroup identity. A
qualitative research design was employed and data was collected from 10 school principals of “no
fee” schools and from 12 business leaders.
The results of the study reveal that the functionality of these partnerships is determined by their
focus, which can be long-term and transformative or short-term and tending towards resolving the
school’s immediate material needs. Further, these partnerships were found to be capable of
improving school performance if the partners engaged in activities that promoted teaching and
learning. Despite this potential, there was little monitoring of school performance. The results also
indicate that the group-learning aspects included in the structured programme could encourage the
partnership to focus on short-term goals which tend not to lead to long-term sustainable change in
the school. The social tensions attributed to race and class divisions were found to have a minimal
effect on the partnerships studied since the partners’ common vision, namely, to improve schools,
allows them to maintain their unique identity either as principals or as business leaders. Because
education reform is a complex and long-term project, the recommendations following this study
point to the need for a more integrative approach in the PfP process, and a greater awareness of the
need for a longer time scale in order to bring about the desired transformation in schools and
consequently to South Africa’s education system. / XL2018
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Media representation of political leadership and governance in South Africa: press coverage of Jacob ZumaNkomo, Sibusiso January 2017 (has links)
A research report submitted to the School of Literature, Language and Media in the Faculty of Humanities, University of the Witwatersrand in partial fulfilment of the requirements for the degree of Master of Journalism and Media Studies by combination of coursework and research, Johannesburg, 2016 / This research report examines news media representation of political leadership and governance in South Africa between 2007 and 2013, when President Jacob Zuma served his first terms as ANC leader and later as the head of state. The research sought to find out what themes and ideas exist about political leadership in news media more than 20 years since the advent of democracy. Quantitative manifest content analysis is utilised to analyse newspaper articles from the City Press, Mail & Guardian, the Sunday Independent and the Sunday Times. The results show that media representation of political leadership is most discussed in opinion articles and editorials and relies on key democratic concepts such as freedom of expression and freedom of the media. The key themes and ideas that emerge include the personalisation of leadership, defining leadership, debate on how to lead, Zuma’s own leadership traits versus expectations and it became clear that news media evaluated Zuma as head of state or leader of the nation more often than as president of his party. / XL2018
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The impact of democracy on leadership and management styles in primary schools in the city of Johannesburg : a case study in the Gauteng Porvince of South Africa.Vergie, Claude 07 January 2014 (has links)
This study explored the impact of democracy on the leadership and management styles in two previously coloured primary schools in Johannesburg, Gauteng Province of South Africa. The report uses a case study as well as an interactive qualitative analysis research methodology. It explores how principals and educators use post-apartheid legislation policies and practices to address complex challenges in order to effect change. I argue that despite tensions between coloured and black educators, change is evident. The people learn to work together, respect each other and forge ahead. These challenges brought about by desegregation contribute to shaping a future non-racial, non-sexist South Africa. We see how mentalities of superiority and inferiority play itself out and how one group exercises its hegemony over another sometimes reflecting the social constructs of society during apartheid.
The findings reveal that the Constitution of South Africa (1996) and the South African Schools Act (SASA) (1996) are not used sufficiently and substantively to influence change. Discretion and common sense are often used to resolve problems and to find each other. Desegregation and integration create a space where tolerance, acceptance and forgiveness have been able to be practiced in different ways. The leaders have worked with their staff, students and communities to make headway on the path from the received apartheid past to a brighter more integrated future.” While schools discuss embracing the ten fundamental values of the Constitution of South Africa, living up to them continues to remain a challenge in practice.
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Exploring principals' institutional instructional leadership practices in primary schools: a case study of two underperforming township primary schools in Ekurhuleni South District, Gauteng provinceVilakazi, Nicholas Sibusiso January 2016 (has links)
A thesis submitted to the Wits School of Education, Faculty of Humanities, University of the Witwatersrand in fulfilment of the requirements for the Degree of Master of Education. Johannesburg 2016 / Instructional Leadership has been researched extensively in secondary schools in South Africa, and not much is known about it in South African primary schools. Instructional Leadership is concerned with teaching and learning and the behaviour of teachers in enhancing student or learner performance as the core business and function of schools. However, many principals in the low-functioning township primary schools do not conceptualise instructional leadership as such. Many of these schools continue to perform poorly academically. In a longitudinal study for the Matthew Goniwe School of Leadership and Governance (MGSLG) it was discovered that more than 500 school principals in Gauteng province did not conceptualise instructional leadership as their main role. The management of teaching and learning was ranked only seventh out of ten leadership activities. Principals shift their instructional leadership role to deputy principals and Head of Departments. This research explores principals’ structional leadership practices in relation to student achievement. This study employs a mixed-method approach which incorporates a qualitative and quantitative design and observation of principals’ instructional leadership practices. The participants in the study involve all levels of the teaching force which includes the principal, the deputy principal, the Head of Department (HoD) and the teachers in two township primary schools. The research findings reveal that school principals shift their instructional leadership to their lower level management colleagues.
Key words: Instructional leadership, distributed leadership, student achievement, under-performance, curriculum management
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A biographical study of P.R Mphephu (1925-1988), with special reference to political leadership in a twentieth century South African societyKhangala, Peterrocks Benjamin January 1999 (has links)
Thesis (M. A.) -- University of the North, 1999 / Refer to the document
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Leadership in schools and its Impact in grade twelve (12) results in Sekgosese West Circuit (Botlokwa) in LimpopoMorifi, Tshebedi Johannes January 2012 (has links)
Thesis (M.Dev.) --University of Limpopo, 2012 / This study explores leadership in schools and its impact in grade twelve results
productive school culture, and focuses on school leadership at selected schools in the
Sekgosese West Circuit at Capricorn District in the Limpopo Province. Leadership
plays a vital role in the functioning of any organisation, be it in business or in
education, and the concept of leadership has become more prominent over the last
decade. In order to develop a better understanding of leadership, a literature review is
conducted. This review highlights the differences between leadership and
management, and explores different leadership styles.
This study finds that leadership challenges pose a serious threat to the attainment of
good results in grade twelve (12) in Sekgosese West Circuit. These challenges
emanate from a variety of factors such as lack of discipline, dysfunctional School
Management Team, Involvement of parents, culture of teaching and learning,
curriculum and possible solutions to leadership.
Further, administering schools in a democratic fashion still pose tremendous
challenges to the school leadership as a whole. It seems as if some schools which are
part of this investigation still struggle to adjust to a democratic dispensation. This
research therefore concludes that school leaders need to ensure that they are both good
managers and effective leaders. They must also ensure that the culture at their schools
is conducive for teaching and learning.
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To lead or not to lead : principals' constructions of leadership in a climate of school transformation.Bhagowat, L. January 2006 (has links)
This dissertation assumed the style of the narrative to document how principals lead school transformation within the realm of a fledgling democracy after decades of apartheid rule. It zooms in to the school site to portray how principals construct themselves to orchestrate change that is consistent with the national policies of redress and equity. Located in the quantitative paradigm, the study depicts a general sense of school transformation. Thereafter, it is relocated in the qualitative paradigm to document the topical life histories of three principals from diverse backgrounds to illustrate how their experiences - lived and living - give definition to their constructions of leadership. Working within the interpretative paradigm, with the theory of transformational leadership underpinning the theoretical orientation of the study, has led to the understanding that the role of the principal is a conflicted one. The principal is conflicted by the incremental demands and the evolutionary nature of the role, the principal's interpretation of transformation and his/her expectation to manage and lead transformation. As a result, principals construct themselves mainly as managers of change, but perceive themselves to be leaders of change. While leadership gurus are adamant about attributing distinguishing features to the process of managing as opposed to the process of leading, they also recognize that organizations need both managers and leaders. It is undisputable that schools are organizations that also need managers and leaders. Therefore, it is incumbent on principals to manage and lead schools in transformation. In analyzing the data collated from principals and teachers in the study, it is evident that the processes of management and leadership are interdependent. Principals are expected to act as managers or leaders, depending on the situation, and at other times they are expected to draw on both skills of managing and leading. In the final analysis, it has been detected that while principals are leading transformation at different tempos because of their varied lived experiences, the important thing is that they are beginning to break the bonds with apartheid education. A colossal task indeed, when one considers that the findings of the investigation illustrate that principals are charged with the following conflict situations. The past oppressive system with the present democratic system, decentralization of education while maintaining core elements of centralization, stakeholders that support transformation as opposed to those who resist the process and the roles of management versus roles of leadership. While implementing change the principal is responsible for ensuring the stability of the institution. All the time dealing with the fact that she/he hails from a background that is vastly different from the one she/he currently works and lives in. / Thesis (Ph.D) - University of Kwazulu-Natal, 2006.
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Experiences and practices of school principals in creating, leading and governing democratic schools.Naidoo, Renuka. January 2012 (has links)
A predominantly authoritarian nature of schooling is still evident internationally and
nationally (Maitles & Deuchar, 2007; Harber, 2004; Grant, 2006). In accordance with
the Constitution of South Africa, schools in this country need to foster a democratic
way of life and principals need to be instrumental in creating, leading and governing
democratic schools. Dewey (1916) asserts that if individuals are to pursue and
establish a democratic way of life, they must be afforded opportunities to learn the
meaning of that way of life. Thus democratic schools play a pivotal role in their
contribution to democratic societies (Beane & Apple, 1999; Gutmann, 1987) and to
democracy at large. This empirical study explores the experiences and practices of
school principals in creating, leading and governing democratic schools in an urban
area, south of Durban in KwaZulu-Natal.
Situated within an interpretive paradigm, this study is embedded in qualitative
research. For a deep understanding of the phenomenon a case study approach was
appropriate. Two secondary schools whose principals were willing to participate and
which had some characteristics of democratic schools as outlined in the literature
review comprised the sample. Data were gathered through observations of the
principals. In addition staff meetings, staff briefing sessions and school governing
body (SGB) meetings were observed. Semi-structured interviews were conducted and
various school documents were reviewed.
Findings at both schools revealed that the principals associated democratic schools
with the Constitution of the Republic of South Africa, and as such they claimed that
democratic schools are linked to democratic principles. At both of the case study
schools the respondents made reference to a range of democratic principles. These
included shared decision-making, with emphasis on inclusion of all stakeholders, and
the need for a shared purpose and shared vision. Both of the schools advanced the
notion of democratic schools promoting critical thinking and respecting the rights and
dignity of all individuals. Other democratic principles referred to were representation
of various stakeholders, democratic schools embracing diversity, the notion of
interconnectedness between the school and the community, individuals being
accorded equal value, trust, transparency and openness. Thus there was a shared
language with regard to the notion of a democratic school.
The participants concurred that the principal plays a pivotal role in promoting and
practising democracy in the school. At both schools the principals seemed to move
away from stereotypical authoritarian behaviour. They viewed leadership as a
collective endeavour and promoted participative leadership. This study revealed that
at the case study schools, leadership was extended to others in the school community
and there seemed to be a flattening of traditional leadership hierarchies. There was
also evidence of servant leadership and distributed leadership.
Although both principals believed in democratic school governance and were moving
towards shared school governance, the learners’ voice in SGB meetings was minimal.
However, the respondents concurred that more can be done with regard to inclusion of
stakeholders in major decisions. The principals also referred to some challenges that
retard the practice of democracy in schools.
The embedded nature of democratic principles in shared leadership and democratic
school governance is emphasized, and a model for creating a democratic school is
presented. In this way, this study can contribute to the growing body of literature on
democratic schools. / Thesis (Ph.D.)-University of KwaZulu-Natal, Edgewood, 2012.
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The challenges faced by female teachers in assuming leadership roles in schools : a study of two schools in Pietermaritzburg and two schools in a small town just outside Pietermaritzburg.Govinden, Yvonne Jane. January 2008 (has links)
Prior to the first democratic elections in South Africa , the education system was structured around a hierarchical and bureaucratic style of management. This meant that the control of schools and the decision-making in schools was centralized, and leadership was understood in terms of "position, status and authority" (Grant, 2006).
This study intended to look at how this understanding of leadership could have contributed to creating a situation in the education system where female teachers were,
and are still not being given the same opportunities to assume leadership positions as their male counterparts.
Using semi-structured interviews and questionnaires, two female teachers occupying different post levels, in each of the four schools who had, in their teaching career,
expressed an interest to take on leadership roles and who have/have not succeeded and who have experienced/are experiencing challenges in this regard, were asked to volunteer for this study.
The interviews were tape-recorded and transcription of the interviews for analysis was done both quantitatively and qualitatively, making use of tables to illustrate numbers and
percentages in different aspects in the study, as well as thematic content analysis using the tool of zones and roles as outlined in Grant (2008).
Being female they have also experienced a number of challenges in their careers as well as in the areas of being mothers and spouses, and it would seem that these female
teachers are still feel ing the strain of what is socially expected of them as mothers and spouses and their desires to advance their careers in what appears still to be a male dominated and patriarchical society, especially when it comes to taking on leadership and management positions in school. The findings in this study have led to the conclusion that for some of these female teachers, teaching was not their career of choice, but are now committed to this profession and are very aware of the gender inequalities in education and the challenges
they face as female teachers, and have expressed sincere wishes that this be addressed. / Thesis (M.Ed.) - University of KwaZulu-Natal, Pietermaritzburg, 2008.
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Assessment in further education and training (FET) life sciences : an analysis of assessment tasks in three selected schools in the Mpumalanga Province.Mkholo, Bhekeni Stuart Maxwell. January 2011 (has links)
This study describes the extent to which summative assessment tasks assess the different cognitive levels and learning outcomes with reference to the SAG (2008) for Grade 10 Life Sciences. Essentially, it describes the fit between the intended and implemented assessment, using documentary analysis as a research strategy. In order to determine the fit between intended and implemented assessment the Life Sciences SAG (2008) and question papers on summative assessment tasks were analysed. The question papers were obtained from three schools which were sampled purposively in the Mpumalaga Province. The Life Sciences SAG (2008) was analysed in order to determine the official percentage weightings (marks) of the cognitive levels and learning outcomes which must be assessed in the summative assessment tasks (intended assessment). Using the Revised Bloom’s Taxonomy as an analysis tool, question papers on summative assessment tasks were also analysed in order to determine the average percentage weightings (marks) of the cognitive levels and learning outcomes which were assessed (implemented assessment).
When the intended and implemented assessments were compared the following results were obtained: For practical tasks and end-of-year examinations there was an incongruity between the intended and implemented assessment in terms of the cognitive levels and learning outcomes. The discrepancy between the intended and the implemented assessment was also found in controlled tests but only in terms of the learning outcomes. In controlled tests the fit between intended and implemented assessment in terms of the cognitive levels could not be determined because the SAG (2008) does not prescribe the cognitive levels which must be assessed. Furthermore, a weak fit between the intended and the implemented assessment in terms of the lower cognitive levels and learning outcomes was found in mid-year examinations. However, there was a strong fit between the intended and implemented assessment in terms of the higher cognitive levels in mid-year examinations. Lastly, for the research projects the fit between the intended and implemented assessment could not be determined because the Life Sciences SAG (2008) does not prescribe the cognitive levels as well as the percentage weightings of the learning outcomes which must be assessed.
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