The study focused on the role of the principal as an instructional leader in the Motupa Circuit primary schools of Limpopo Province. The nature and effectiveness of the education system depend on the role of school principals as instructional leaders in the effective and efficient monitoring and support of educators' curriculum implementation in the classrooms, evidenced by learners' performance and the effective functioning of educational institutions. The literature review undertaken benchmarked on the instructional leadership roles of school principals. Qualitative research approach in the form of observations, interviews and the analysis of written documents was employed to elicit the principals' perceptions on their instructional leadership roles and how they enhance effective teaching and learning towards improving learners' performances. The study anticipated that principals as instructional leaders will be increasingly involved in ensuring that curriculum implementation in the classrooms is monitored and supported for effective teaching and learning to be realised. The study's findings revealed that this is not happening as it should. A synopsis of the research findings revealed that principals are beset with a number of contextual factors such as, an inadequate provision of teaching and learning resources and infrastructure needs, lack of monitoring and support of curriculum implementation, inadequate support from the Department of Basic Education, and lack of parental involvement and concern on the education of their children. It is anticipated that the literature review and the findings from the empirical study will contribute to, and strengthen principals' instructional leadership roles in creating conditions for effective teaching and learning, by monitoring and supporting educators in curriculum delivery and implementation in the classrooms. The research recommended that principals should conduct regular class visits and also ensure that strategies are developed to involve parents of learners in the education of their children, and that teaching and learning resources should be provided. The Provincial Department of Basic Education must provide the much needed basic school infrastructure and basic school resources such as LTSM, the national norms and standard for school funding (NNSSF) earlier during the first term, in support of principals' instructional leadership roles. It is recommended that attention to these issues by school principals and the Department of Basic Education will contribute towards effective teaching and learning and improve learners' performances in Limpopo Province and the Motupa Circuit in particular. / Educational Leadership and Management / M. Ed. (Education Management)

Education has been identified as a priority area by the South African government, in particular by the African National Congress as the ruling party. To this end, huge amounts of money are being spent on education as a service that has been approved by the legislators. Rules and regulations have been promulgated, and among others, the South African Schools Act, Act No. 84 of 1996, has been enacted. Rich research has also been funded with the sole intention of providing quality education to the people. Education of unacceptably poor quality has, however, been the result, as postulated by Peterson and Hassel (1998:55). The above are attested to by the findings that the political tensions emanating from the conduct of the South African Democratic Teachers’ Union and the Professional Educators’ Union, leading to class disruptions and general instability, erode the ethos of accountability on the part of educators and therefore impact negatively on service delivery. Furthermore, the Limpopo Department of Education is not immune to the challenges ranging from the elements of corrupt activities that often surface, teacher attrition which in the main is caused by lack of discipline. Winkler, Modise and Dawber (1998) indicate that teaching has never been easy, and many teachers are leaving their jobs because of the many problems with children in classrooms. Some of the problems cited are children who do not want to learn and learning that is becoming too difficult for the students because they do not want to listen. This study adopted sequential mixed methods namely, quantitative and qualitative research methods which are viewed as complementary rather than opposing approaches. Information was amassed from the subjects through interviews, observation, documentary survey and observation and the information has since been triangulated to validate the facts. All the methodologies employed proved to be useful in this study. The study sought to test the hypothesis “Good governance is informed by strong accountability and future-oriented organisation, continuously steering it towards its mission and vision, and thereby ensuring that the day-to-day management and administration are always linked with the organisation’s values and goals and thus eventually bringing about effectual and accelerated service delivery” to the South African populace without compromise. After empirically testing the hypothesis, showing mixed reaction informed by the findings of the study, five recommendations were made, based on the conclusions arrived at.

MGS / Institute of Gender and Youth Studies / See the attached abstract below

Thesis (MBA.) -- University of Limpopo, 2021 / Local government is seriously affecting governance due to lack of leadership, management, technical skills and knowledge within government. Shortage of skills is a continuous challenge at district level and in skills development activities despite considerable expenditure on skills development. The district officials are compromised because human resource development directorates have poorly planned effective training. The Local Government Municipal Systems Act (South Africa, 2000) relating to municipalities state that staff development is important for effectiveness and efficiency in compliance with legislation and enabling the performance of functions. The above challenges have stimulated the researcher to embark on this research. The study was aimed to investigate the importance of managerial skills in the implementation of the Regional Bulk Infrastructure Grant in Mopani District Municipality, Limpopo Province.The study determined the managerial skills possessed by officials, attempted to understand how the officials in Mopani District Municipality manage the implementation of the Regional Bulk Infrastructure Grant. The study further explored training programmes that can equip municipal officials with managerial skills. Mopani District Municipality has a mandate as the local government to service communities. National Treasury funds the Regional Bulk Infrastructure Grant; usage of the grant must be accounted for, regulations and frameworks guide its implementation. An overview of Water Infrastructure development by the Deputy Director-General NWRI from the Department of Water Affairs, shows that there are 27 District including MDM that are allocated the Regional Bulk Infrastructure Grant for the new infrastructure development, refurbishment, for the ageing infrastructure to be upgraded and replaced and extensive areas across municipal boundaries to be serviced. The Department of Water Affairs report indicates that due to delays in the procurement of material, engineering new appointments and other services, projects for 2017/18 financial year in Limpopo province have been delayed to the 2018/19 financial year. The research approach that was used in this study is qualitative research because it enables the researcher to critically investigate the importance of managerial skills in the implementation of the Regional Bulk Infrastructure Grant in Mopani District Municipality, Limpopo Province. The study employed both interviews and questionnaires for data collection. The interview was done at Mopani District Municipality and Mopani Community (Beneficiary) were given semi-structured questionnaires. The findings reveal that officials in Mopani District Municipality do not possess business skills. The officials that are trained received either traditional or competencybased training and do not possess managerial skills for implementation of RBIG. The study further noted that Mopani District Municipality is no longer an implementing agent due to the challenges the district encountered. The project had challenges that made the project not being completed within a stipulated period which was 2018. The Department of Water Affairs appointed Lepelle Northern Water as RBIG implementing agents due to the above challenges. Based on the findings, the following recommendations were made to Mopani District Municipality officials: • The district Human Resource Development office must afford officials training prior to being appointed. The HRD must conduct a skills audit to be able to know which officials need skills development. • Department of Water Affairs, Lepelle Northern Water and Mopani District Municipality must forge good intergovernmental relations ensuring that end service is delivered to residents. • Mopani District Municipality must partner with the University of Limpopo, University of Venda, Tshwane University of Technology, University of South Africa and so forth for providing effective traditional training.

Thesis (Ph. D. (Education)) -- University of the Limpopo, 2001 / Refer to document

MCom (Human Resource Management) / Department of Human Resources Management and Labour Relations / The objective of this study was to investigate the relationship between ethical leader behaviour and the five factors of personality in Vhembe District, South Africa. This research used a quantitative method. A self-administered questionnaire was used to collect data from a stratified random sample of n=202 participants. All categories from selected government departments of the Vhembe District were included in the strata meaning that junior and senior employees both participated. The Statistical Package for the Social Sciences (SPSS) version 25 was used for descriptive and inferential statistics (Correlation and ANOVA) to determine relationships between ethical leadership and personality factors of agreeableness, consciousness, neuroticism, extroversion and openness to experience. The Personality Factor Scale was used to collect data on the five factors of personality, and the ethical Leaders Scale was used to collect data on the dependent variable of ethical leader behaviour. The findings of this study confirmed that out of the five factors of personality, consciousness had the most a positive significant relationship with ethical leader behaviour. Therefore, this study concludes that selected government departments of the Vhembe District should exhibit ethical leadership to their employees. The study also discovers that fairness, role clarifications and power sharing were the aspect of ethical leadership which is required in every leader to become ethical. / NRF

The aim of the research was to reflect phenomenologically on the role of the school principal as educational manager and instructional leader in enhancing a culture of teaching and learning in schools, and to reflect critically on this state of affairs in Limpopo Province. A literature study was undertaken to expose problems that deter principals from fulfilling these roles. Qualitative research in the form of ideograms, as well as, unstructured interviews with principles, was used to elicit principals' views concerning how they perceive their roles in an attempt to enhance a culture of teaching and learning in schools. Research findings indicated that principalship is beset with many problems which have to be addressed in order to restore the collapsed culture of teaching and learning in schools. Results revealed among other issues that: - The training of principals for the introduction of Outcomes Based Education in schools was not well carried out. It was incomprehensible for the Education Department to exclude principals from the training when the whole system of teaching and learning was supposed to change with the introduction of Outcomes Based Education - The redeployment and rationalisation of teachers has given rise to many complicated problems in schools, leaving teachers demoralised and being a major cause of job dissatisfaction for principals The research findings revealed that the role of principals as educational managers and instructional leaders in Limpopo Province is not authentically enacted. Recommendations include among other issues that: - The Department of Education in Limpopo Province review the implementation of Outcomes Based Education, particularly the training of principals - Attention should be given to problems arising from the process of redeployment and rationalisation of teachers in schools - There is a need for ongoing, effective and in-service lifelong training for teachers, principals and the School Governing Body with regard to education management. Attention to these issues, amongst others, it is proposed, will contribute to the effective implementation of the role of school principals as educational managers and instructional leaders, particularly in Limpopo Province. This will reinforce the desired culture of teaching and learning in schools. / Educational Studies / D. Ed. (Philosophy of Education)

This study encompasses a reflection of the way back at the beginning of the democratic South Africa when there was an immense yearning for a curriculum which could transform the education system in South Africa into a new national system for schools. After numerous attempts, in search of a tangible, user-friendly curriculum, Curriculum and Assessment Policy Statement (CAPS) was finally brought forth and at the moment, it is regarded as being the turning point of our education system and also geared at promoting the highest possible standard of education in all schools in South Africa. This study investigates some problems experienced at the apex of the management and implementation of CAPS, especially in some schools in rural areas. It focuses on some of the drawbacks which are putting a strain on the smooth running of schools during these prime stages of curriculum implementation such as disciplinary problems, overcrowded classes, large workloads for educators, the gap between well-resourced and under resourced schools as well as non-delivery of textbooks to schools in some provinces. This study examines how school management teams (SMTs), imbued with management and leadership responsibilities are able to put up systems that will ensure that evaluation, assessment and monitoring tools are utilised effectively in support of teaching and learning in schools. It is against this background that this study is therefore informed and guided by the instructional leadership paradigm which, if correctly engaged, can effectively strengthen curriculum management and implementation. For the purpose of conducting empirical research, the mixed method design was used as it offers a wider scope of collecting data and promotes triangulation. Six schools were selected on the basis of proximity to the school I am attached to, two primary schools and four secondary schools. All these were done after having obtained ethical clearance with the College of Education at Unisa and permission from the Limpopo Department of Education. Questionnaires were distributed to all educators in the six schools to fill, while one-to-one interviews were conducted with the principals of each of the six selected schools. The research highlighted that instructional leadership is critical in the implementation of CAPS with the SMTs members affirming their commitment to various aspects of instructional leadership. Furthermore, the findings also affirmed the opportunities that shared leadership offered schools to share moral purpose. However, the findings also enumerate lack of resources, lack of curriculum knowledge and larger workloads of teachers as crucial factors that inhibit the implementation of CAPS. As a result of this research, a number of recommendations and opportunities for further research are offered to Limpopo schools and their SMTs, the systemic authorities responsible for Limpopo Education and for those responsible specifically for policy making and curriculum development in the South African education system. / Educational Leadership and Management / D. Ed. (Education Management)

The aim of the research was to reflect phenomenologically on the role of the school principal as educational manager and instructional leader in enhancing a culture of teaching and learning in schools, and to reflect critically on this state of affairs in Limpopo Province. A literature study was undertaken to expose problems that deter principals from fulfilling these roles. Qualitative research in the form of ideograms, as well as, unstructured interviews with principles, was used to elicit principals' views concerning how they perceive their roles in an attempt to enhance a culture of teaching and learning in schools. Research findings indicated that principalship is beset with many problems which have to be addressed in order to restore the collapsed culture of teaching and learning in schools. Results revealed among other issues that: - The training of principals for the introduction of Outcomes Based Education in schools was not well carried out. It was incomprehensible for the Education Department to exclude principals from the training when the whole system of teaching and learning was supposed to change with the introduction of Outcomes Based Education - The redeployment and rationalisation of teachers has given rise to many complicated problems in schools, leaving teachers demoralised and being a major cause of job dissatisfaction for principals The research findings revealed that the role of principals as educational managers and instructional leaders in Limpopo Province is not authentically enacted. Recommendations include among other issues that: - The Department of Education in Limpopo Province review the implementation of Outcomes Based Education, particularly the training of principals - Attention should be given to problems arising from the process of redeployment and rationalisation of teachers in schools - There is a need for ongoing, effective and in-service lifelong training for teachers, principals and the School Governing Body with regard to education management. Attention to these issues, amongst others, it is proposed, will contribute to the effective implementation of the role of school principals as educational managers and instructional leaders, particularly in Limpopo Province. This will reinforce the desired culture of teaching and learning in schools. / Educational Studies / D. Ed. (Philosophy of Education)

This study encompasses a reflection of the way back at the beginning of the democratic South Africa when there was an immense yearning for a curriculum which could transform the education system in South Africa into a new national system for schools. After numerous attempts, in search of a tangible, user-friendly curriculum, Curriculum and Assessment Policy Statement (CAPS) was finally brought forth and at the moment, it is regarded as being the turning point of our education system and also geared at promoting the highest possible standard of education in all schools in South Africa. This study investigates some problems experienced at the apex of the management and implementation of CAPS, especially in some schools in rural areas. It focuses on some of the drawbacks which are putting a strain on the smooth running of schools during these prime stages of curriculum implementation such as disciplinary problems, overcrowded classes, large workloads for educators, the gap between well-resourced and under resourced schools as well as non-delivery of textbooks to schools in some provinces. This study examines how school management teams (SMTs), imbued with management and leadership responsibilities are able to put up systems that will ensure that evaluation, assessment and monitoring tools are utilised effectively in support of teaching and learning in schools. It is against this background that this study is therefore informed and guided by the instructional leadership paradigm which, if correctly engaged, can effectively strengthen curriculum management and implementation. For the purpose of conducting empirical research, the mixed method design was used as it offers a wider scope of collecting data and promotes triangulation. Six schools were selected on the basis of proximity to the school I am attached to, two primary schools and four secondary schools. All these were done after having obtained ethical clearance with the College of Education at Unisa and permission from the Limpopo Department of Education. Questionnaires were distributed to all educators in the six schools to fill, while one-to-one interviews were conducted with the principals of each of the six selected schools. The research highlighted that instructional leadership is critical in the implementation of CAPS with the SMTs members affirming their commitment to various aspects of instructional leadership. Furthermore, the findings also affirmed the opportunities that shared leadership offered schools to share moral purpose. However, the findings also enumerate lack of resources, lack of curriculum knowledge and larger workloads of teachers as crucial factors that inhibit the implementation of CAPS. As a result of this research, a number of recommendations and opportunities for further research are offered to Limpopo schools and their SMTs, the systemic authorities responsible for Limpopo Education and for those responsible specifically for policy making and curriculum development in the South African education system. / Educational Leadership and Management / D. Ed. (Education Management)