This research is aimed at identifying the challenges facing the effective management of a multicultural teaching environment in Gauteng primary schools by the school management team and educators. The research addressing the problems and sub-problems involved a literature review conceptualising multicultural education. The empirical investigation included the use of observations, a questionnaire and interviews to gather data. The findings linked to the literature review, revealed areas of strength and weakness of the school management team and educators. Based on the findings recommendations were made for school management teams and educators to design development programmes to inculcate in school management teams and educators the competencies necessary to perform effectively in a multicultural environment. / Educational Leadership and Management / M. Ed. (Education Management)

DEd (Educational Management) / Department of Educational Management / This study focuses on safety and security in public schools. School violence is a sad reality encountered by whoever takes up the responsibility for the safety of learners and teachers. Both teachers and learners have the right to feel safe and secure at school. The aim of the study was to investigate how school management teams and school governing bodies take reasonable measures to ensure the safety and security of learners at schools. A mixed-methods research design was used in this study. The quantitative data, collected through questionnaires, were analysed through Statistical Package for Social Sciences version 23, while the qualitative data, gathered through semi-structured interviews, were thematically analysed. The study revealed that successful school leaders have the potential to tremendously reduce safety and security challenges when necessary support is provided. Establishing partnerships with other sectors not only manage and improve the learners' behaviour and lessen learning difficulties but also create a more supportive climate within the school, home and society. Unavailability of school psychologists and/or social workers who would join forces with teachers, parents, and other professionals to create safe and supportive learning environments increase the manifestations of school safety and security challenges.

Studien omfattar 50 observationer av bolag inom First North och undersöker två hypoteser relaterade till demografisk mångfald inom ledningsgrupper och strategiska beslut. I studien förväntades demografisk mångfald ha en negativ påverkan på effektiva strategiska beslut och en positiv påverkan på strategiska beslut av kvalitet. Hypoteserna accepterades delvis och studien konstaterade att endast en del av de demografiska karaktärsdragen har en påverkan på strategiska beslut. / The study contains 50 observations of companies in First North and examine two hypothesises related to demographic diversity in top management teams and strategic decisions. The study expected demographic diversty as having a negative impact on effective strategic decisions and have a positive impact on quality of strategic decisions. The hypothesises showed partial support and found that only some of the demographic characteristics had an impact on strategic decisions.

Thesis (M.Dev. (Planning and Management)) -- University of Limpopo, 2022 / The purpose of this study was to explore the role of SMTs in providing and sustaining schools’ sanitation infrastructure. Qualitative research approach was conducted to determine if the SMT members fully understand the role that they can play in sustaining sanitation facilities in their schools. Primary data was collected using semi structured questionnaires using qualitative research method. Twenty SMT members from five sampled schools from Man’ombe Circuit in Mopani East Education District were used as respondents. The study highlighted that provision of sanitation infrastructure which is not accompanied by effective management of those infrastructure cannot be sustained. Management was selected as a theoretical framework to clearly state the duties of SMT members as managers in the school community they are based in. Areas of potential effective role performance and areas of potential role conflict in school sanitation infrastructure were highlighted. The findings revealed that SMTs do not fully understand their role when it comes to school sanitation.

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With the rapid growth of industry 4.0 and the digital age, we can see that the use of digital tools, systems and solutions are becoming more standardized in all sectors. We are currently witnessing these tools becoming a much more integral part of future industry and therefore putting pressure on current organizations to adapt. Digital maturity is a phenomenon that has gained an abundance of exposure in recent years, and the importance of this phenomenon grows in relation to the growth of the digital environment. According to academia, questions about companies’ digital status have recently become topical. Digital maturity can act as a portal for possibilities and change. For example, exploiting opportunities, implementing technological processes and averting business risks that stem from advanced technologies. Academic research in this field mainly concentrates on the quantitative aspects and therefore we have engaged in a qualitative approach in order to fill the gap within this field of research. Moreover, we have identified that studies and contemporary assessment models do not consider the importance of management and aspect of change to the necessary extent. Academia mentions the importance of converting digital maturity assessments to company actions through a systematic engagement from managers. However, most studies in the field have focused on either giving overviews on different perspectives of assessments or answered questions regarding the success rate of digital transformations, we believe that management and change management are key components to digital maturity and transformational success. A qualitative approach is therefore suitable because of the exploratory nature of our interests. To gather data, we conducted interviews with participants chosen through a purposive sampling technique. The purposive sampling method was chosen to achieve a better and more qualitative result since the participants all had expertise within the field of digital development, digital maturity measurements and management. The interview questions were based on theories in our conceptual framework and served as a foundation for the interview guide. The intention was to see if our initial theories on digital maturity transformation would match the views of the participants. By using a thematic analysis method, we connected the participants answers to our identified framework themes, potentially altering our conceptual framework. The original components of our conceptual framework were: Importance of management and change management, which included theories of organizations, people, change kaleidoscope, the theory of constraints, PDSA-cycle and RACI-model. The result of the study showed that our predicted components of importance of management and change management were essential for the success of digital maturity. Our underlying theories also matched the participants views. However, new theories and components were added based on the empirical findings. These were: long term solutions and strategies, strong and motivating leadership, project triangle and communication plans. Our study indicates that management and change management can be success factors in the process of becoming more digitally mature.

The purpose of this study was to explore the experiences of School Management Teams (SMTs) in implementing and managing anti-bullying policies in public high schools in the Tshwane South District of the Gauteng Province. This study was prompted by the global concern about bullying in schools and the need for schools to create safe spaces for learning. While the literature regarding bullying is substantial and much literature points to the need for sound anti-bullying policies to curb bullying, bullying is still rampant in many South African Schools. In this study, a qualitative approach was taken to explore SMTs implementation and management of anti-bullying policies in high schools in the Tshwane South District. Interview schedules and a measurement rubric were used as research tools for gathering data to analyse the experiences of the SMTs in managing bullying through anti-bullying policies. / Educational Management and Leadership / M. Ed. (Education Management)

Self-management is a relatively new concept in South Africa. The transformation of education after 1994 resulted in the promulgation of the South African Schools Act (SASA) 84 of 1996, which started the process of decentralisation of education. The SASA mandates the school governing bodies (SGBs) to play an active role in decision making in schools. The justification for the self-management of schools is that it promotes effectiveness and efficiency in schools. The aim of the study was to investigate the challenges that are faced and the benefits/opportunities that exist for self-managing schools. The secondary aim of the study was to investigate how self-managing schools could be supported so that they become more efficient and effective. This study focuses on 2 ex-DET self-managing schools in Gauteng. The findings reveal that teamwork amongst educators, parents and communities is essential for self-managing schools to be effective and efficient. / Educational Studies / M.Ed. (Education Management)

In South Africa Outcomes-based Education (OBE) has been adopted as the approach to education in a new educational dispensation. A point of departure is that school managers have a managerial responsibility to educators. The effective implementation of OBE in secondary schools is essential to the success of OBE. The study investigates the impact of the attitudes of school managers on the implementation of OBE in secondary schools and makes recommendations for the improvement of practice. The problem was conducted by a literature study and empirical investigation using a questionnaire and semi-structured interviews administered to a small sample of principals, deputy principals and heads of departments in selected secondary schools in the Umlazi South district of Kwa-Zulu Natal. Findings showed that school managers in the sample have negative attitudes towards the implementation of OBE. The Department of Education should develop school managers by means of empowerment programmes to equip them with new management skills. / Educational Studies / M. Ed. (Education Management)

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))