Around the world, managing the behavioural rights of teachers and learners in schools remains a complex problem for all involved in the teaching and learning situation. From a legal standpoint, the crux of this study relates to why school managers and teachers feel disempowered by learners’ rights. Over and above the duty of all citizens not to infringe on other peoples’ human rights (e.g. the horizontal application of the Bill of Rights contained in Section 2 of the Constitution, SA, 1996), teachers also have a legal obligation to promote and protect learners’ rights (e.g. a vertical application of the Bill of Rights contained in Section 2 of the Constitution, SA, 1996). It is this extra mandate that results in teachers feeling disempowered by learners’ rights. Learners’ rights are protected because teachers are representative of the state and, as such, the vertical application of human rights arises where learners are protected against any possible abuse of power. Moreover, a further ‘imbalance’ is created by children’s rights (Section 28, SASA, 1996). In particular, their right to protection and to having their best interests is regarded as of paramount importance. The study examined the role of the principal, SMT, SGB and RCL in managing the behavioural rights of teachers and learners. A qualitative investigation at three public high schools in the North Metropolitan District of Cape Town was done. Data were collected by means of document analysis as well as by in-depth interviews with five teachers and five RCL members at each of the three participating schools. The findings of the study revealed that the behavioural rights of teachers and learners are managed by the school management leadership style, by the ineffective support from teacher unions, by the functionality of the SGB, by the muted voice of the RCL and in a conflicting manner by some parents. The study recommends that principals, SMTs, SGBs and RCLs be empowered in order for them to manage the behavioural rights of teachers and learners effectively. The principals, SMTs, SGBs and RCLs that adopt a democratic leadership style which favours support, collaboration and conflict resolution can thus take firm hold of a golden opportunity – the opportunity to sustain and promote the managing of the behavioural rights of teachers and learners. / Educational Leadership and Management / M. Ed. (Educational Management)

Abstracts in English, Afrikaans and Xhosa / This research aimed at investigating the challenges white teachers face in the socialisation of diverse learners in a former Model C school in the northern suburbs of Cape Town. The research involved a literature review conceptualising democracy, human rights, diversity, equality and socialisation, in addition to the concepts of white fragility and the theoretical perspective of Bourdieu’s ‘habitus’. The empirical investigation consisted of interviews to gather data. The findings revealed the perspectives of the teachers and their understanding of the socialisation of diverse learners in a democracy. Based on these findings, recommendations were made for the school and the Department of Basic Education to develop a system to incorporate in schools, in order to enhance socialisation and the transformation of former Model C schools. As the title states, this study was focused on the challenges white teachers experience relating to the transition to democracy. The context of a former Model C school is a complex scenario, where the values and norms of a dominant culture have formed, and continue to form, a critical part of the school climate and culture. The research findings revealed that since the transformation process started in 1994, ‘ex-Model C’ schools have assumed different characteristics and encountered challenges depending on their demographical location. Teachers need to address both social and educational aims, especially as the findings suggest that the schools, and particularly the teachers, are unclear about how diversity contributes to norms and values. This reflects in the tendency to remain focused on a dominant white culture, with which the teachers identify as ‘normal’. / Hierdie navorsing het ten doel gehad om die uitdagings wat wit onderwysers ten opsigte van die sosialisering van diverse leerders in ʼn gewese model C-skool in die noordelike voorstede van Kaapstad trotseer, te ondersoek. Die navorsing het ʼn literatuuroorsig behels waarvolgens demokrasie, menseregte, diversiteit, gelykheid en sosialisering gekonseptualiseer word, benewens die konsepte van wit broosheid en die teoretiese perspektief van Bourdieu se “habitus”. Die empiriese ondersoek het bestaan uit onderhoude om data in te samel. Die bevindinge het onderwysers se perspektiewe en hul begrip van die sosialisering van diverse leerders in ʼn demokrasie onthul. Op grond van hierdie bevindinge is aanbevelings gedoen vir die skool en die Departement van Basiese Onderwys rakende die ontwikkeling van ʼn stelsel om in skole te inkorporeer ten einde sosialisering en die transformasie van gewese model C-skole te bevorder. Soos wat die titel aandui, het hierdie studie gefokus op die uitdagings wat wit onderwysers ervaar ten opsigte van die oorgang na demokrasie. Die konteks van ʼn gewese model C-skool is ʼn komplekse scenario, waar die waardes en norme van ʼn dominante kultuur ʼn noodsaaklike deel van die skoolklimaat en -kultuur gevorm het (en dit is steeds die geval). Die navorsingsbevindinge het getoon dat sedert die transformasieproses in 1994 begin het, “eks-model C”-skole verskillende eienskappe aangeneem het en uitdagings teëgekom het afhangende van hul demografiese ligging. Onderwysers moet sowel sosiale as opvoedingsdoelwitte bereik, veral aangesien die navorsingsresultate daarop dui dat daar onduidelikheid onder die skole, en veral die onderwysers, is oor hoe diversiteit bydra tot norme en waardes. Dit blyk uit die neiging om gefokus te bly op ʼn dominante wit kultuur waarmee die onderwysers identifiseer as “normaal”. / Olu phando lujolise ekuphandeni imingeni ejongene nootitshala abamhlophe ekuhlanganiseni ngokwezentlalo abafundi beentlanga ezahlukeneyo kwisikolo esasifudula siyiModel C kumahlomela edolophu asemantla esixeko saseKapa. Uphando lwenza uphononongo loluncwadi oluchaza ngedemokhrasi, amalungelo oluntu, ukungafani, ulingano noqheliso lwezentlalo, kwakunye nobuthathaka babamhlophe neenkalo zokucinga ngokwethiyori ka Bourdieu ekuthiwa yi’habitus’. Uphando olusekelwe kubungqina baquka iindliwano ndlebe ekuqikeleleni idatha. Okufunyanisiweyo kwadiza iimbono zootitshala nendlela abaluqonda ngayo uqheliso lwezentlalo lwabafundi abangafaniyo kwimeko yedemokhrasi. Okufunyanisiweyo kwakhokelela ekwenziweni kweengcebiso kwisikolo nakweSebe Lemfundo Esisiseko ukuba kuphuhliswe inkqubo yokubandakanya ezikolweni, ngenjongo yokukhulisa uqheliso lwezentlalo nenguqu yezikolo ezazifudula ziziModel C. Njengoko nesihloko sisitsho, esi sifundo sagxininisa kwimingeni ejongene nootitshala kwixesha lenguqu eya kwidemokhrasi. Imeko yesikolo esasifudula siyiModel C yimeko enzima, apho iinqobo zokucinga nezithethe zenkcubeko eyongameleyo zibumbe, kwaye zisaqhuba ukubumba inxalenye emandundu yesimo sentlalo nenkcubeko yesikolo. Okufunyaniswe kuphando kwadiza ukuba okoko kwaqala inkqubo yenguqu ngowe-1994, izikolo ezazifudula ziziiModel C zaba neempawu ezahlukileyo kwaye zajongana nemingeni ngokuxhomekeke kwiindawo ezimi kuzo. Ootitshala badinga ukuhlangabeza iinjongo zentlalo nemfundo, ngakumbi, ngokokutsho kophando, izikolo, ngakumbi ootitshala, bengacacelwanga kukuba ukungafani kuncedisa njani kwiinqobo zokucinga nezithethe. Oku kubonakala kumkhwa wokungagungqi kwinkcubeko yabamhlophe neyongameleyo, le ootitshala bayithatha ngokuba ‘yeyesiqhelo’. / Educational Studies / M. Ed. (Socio-Education)

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)

Research has shown that the extent of students' vocabulary in the language of learning and teaching, as an important component of overall language proficiency, plays a crucial role in reading and academic success, whether students are studying through their mother tongue or not. This study compares the vocabulary size of Grade 7 English second language immersion students with that of their English mother tongue classmates, focusing primarily on receptive vocabulary. Two aspects of immersion that South African children may experience are identified: length and quality. It is assumed that the longer the immersion, and the richer the immersion environment, the more positive the effect on vocabulary size will be. Overall results suggest that length has a slightly stronger effect on receptive vocabulary size than quality, though both are generally positive, and that most immersion students are beginning to develop a basic receptive vocabulary size comparable with that of their English mother tongue peers. / Linguistics / (M.A. (Linguistics))

Life Orientation, a core subject of the South African secondary school curriculum since 1996, is still not taught successfully in the majority of secondary schools. This study was conducted in former Model C secondary schools in the Nelson Mandela Metropole in order to identify challenges and problems with regard to the management of the teaching of the subject. If the subject were managed properly by principals the Departmental outcomes would have been achieved and problems would not have existed. In this study the managerial challenges of the teaching of Life Orientation have been identified by means of mixed method research, in terms of the four main management tasks, namely leading, planning, organising and controlling. The views of principals were obtained through a questionnaire and semi-structured interviews. The data was synthesised, multi-dimensional management problems were identified and recommendations were made with regard to managing the important subject of Life Orientation. / Educational Leadership and Management / M. Ed. (Education Management)

The researcher became interested in the topic regarding job satisfaction amongst male teachers when he attended his university reunion, more than 40% of the male teachers who graduated with a degree in education left the education system within 5 years. After making contact with some of the graduates, the researcher found that all of them left the education system because they were not satisfied within their work environment; hence, the researcher became interested in the topic. The most rewarding aspect of being a teacher is the joy of being in the classroom with learners and seeing them progress. However, what if there is no progression, but only statistics indicating failure to educate learners, an education system in crisis and educators without proper qualifications? A shortage of teachers, increasing learner enrolment and work overload are enough to create a highly stressful profession. The learning environment of a school depends on teachers, because they are in the frontline and directly involved with the transfer of knowledge. Teachers have a direct impact on a school’s success. Therefore, it is important that principals identify ways to support their staff in order to promote job satisfaction and motivation. The aim of this study is to investigate, from an educational management perspective, the factors that influence job satisfaction amongst male teachers in schools in the Ehlanzeni school district, Mpumalanga. The sequential explanatory mixed-method approach is used during this study; the quantitative phase investigated factors affecting job satisfaction amongst male teachers by means of distributing 200 Likert-scale questionnaires amongst male teachers in the Ehlanzeni school district. Structured interviews is being scheduled with twelve school principals (three rural primary school principals, three former Model-C primary school principals, three rural secondary school principals and three former Model-c secondary school principals) in the Ehlanzeni school district in order to determine the cause and effect of factors affecting the job satisfaction amongst male teachers. / Educational Leadership and Management / M. Ed. (Education Management)

This research study investigates the current staffing processes at the former South African Model C schools in the Eastern Cape Department of Education and aims to identify critical issues regarding staffing processes employed by SGBs of former South African Model C schools. It suggests guidelines in support of a more transformative staffing process to address the gap between the staffing needs of SGBs and departmental policy for transformative staffing, and recommends strategies that can be applied by SGBs to address challenges concerning transformative staffing. An in-depth investigation of the literature revealed that much of governance depends on partnerships among different institutions and the great need to teach SGBs and other stakeholders how to collaborate—not just how to monitor or adhere to contracts. The literature revealed that school governance, although complex, is an important part of the education systems around the world (especially in South Africa). A qualitative research design and methodology were employed to investigate the phenomenon of staff transformation at former Model C schools in the Eastern Cape Department of Education by means of interviews with participants. A complete and strict process for ethical clearance was followed to validate the study. The empirical investigation revealed that there are no clear transformational guidelines from the Department of Education (DoE), which creates the notion that former Model C schools are not compelled to transform their staff to be representative of the demographics of their learners. In addition, the data revealed that some SGBs are particularly resistant to staff transformation at their schools because (as some have put it) their schools are for white people in the same way as township schools are for black and coloured people. They do not see the need for the transformation of staff at their schools, because even black parents choose to send their children to former Model C schools for the quality of education offered by these schools. The study further revealed that most of the principals are concerned about the lack of role models for the overwhelming number of learners of colour at their schools; they acknowledge the need for urgent staff transformation at their schools. Based on the findings of the study, a transformative framework for staffing former Model C schools was developed. This framework requires the collaborative cooperation of all the stakeholders to transform the staff of the former Model C schools in the Eastern Cape Department of Education successfully and efficiently. / Hierdie navorsingstudie ondersoek die huidige personeelvoorsieningsprosesse by die eertydse Suid-Afrikaanse Model C-skole in die Oos-Kaapse Departement van Onderwys en stel ten doel om kritieke vraagstukke ten opsigte van personeelvoorsieningsprosesse te identifiseer wat deur skoolbeheerliggame (SBLe) van eertydse Suid-Afrikaanse Model C-skole gebruik word. Dit stel riglyne voor ter ondersteuning van ’n meer transfomatiewe personeelvoorsieningsproses om die gaping tussen die personeelbehoeftes van skoolbeheerliggame en die departementele beleid vir transformatiewe personeelvoorsiening te vernou en stel ook strategieë voor wat deur die skoolbeheerliggame gebruik kan word om uitdagings wat betref transformatiewe personeelvoorsiening die hoof te bied. ’n Omvattende ondersoek van die literatuur dui daarop dat die bestuur in ’n groot mate afhang van vennootskappe tussen verskillende instellings en die groot behoefte om skoolbeheerliggame en ander belanghebbers te leer hoe om saam te werk ‒ nie net hoe om kontrakte te moniteer of na te kom nie. Die literatuur het ook aan die lig gebring dat die bestuur van skole, hoewel ’n kompleks saak, ’n belangrike deel van onderwysstelsels wêreldwyd is (veral in Suid-Afrika). ’n Kwalitatiewe navorsingsontwerp en -metodologie is gebruik om die verskynsel van personeeltransformasie by eertydse Model C-skole in die Oos-Kaapse Departement van Onderwys te ondersoek deur onderhoude met die deelnemers te voer. ’n Volledige en streng proses vir etiese uitklaring is gevolg om die studie te bekragtig. Die empiriese ondersoek het gewys dat die Departement van Onderwys (DvO) geen duidelike transformasieriglyne gegee het nie, wat die opvatting ondersteun dat eertydse Model C-skole nie verplig is om te transformeer ten einde hulle personeel verteenwoordigend van die demografie van hulle leerders te maak nie. Bykomend hiertoe het die data aan die lig gebring dat sommige skoolbeheerliggame besonder weerstandig staan teenoor personeeltransformasie by hulle skole omdat (soos sommiges dit gestel het) hulle skole vir wit mense is op dieselfde manier as wat townshipskole vir swart en bruinmense is. Hulle sien nie die nodigheid om die personeel by hulle skole te transformeer nie omdat selfs swart ouers verkies om hulle kinders na eertydse Model C-skole vir die gehalte van die onderrig wat hierdie skole bied, te stuur. Die studie het ook gewys dat die meeste van die skoolhoofde besorg is oor die gebrek aan rolmodelle vir die oorweldigende aantal leerders van kleur by hierdie skole; hulle erken die behoefte aan dringende personeeltransformasie by hulle skole. ’n Transformatiewe raamwerk, gebaseer op die bevindings van die studie, is vir die personeelvoorsiening van eerstydse Model C-skole ontwikkel. Hierdie raamwerk verg die samewerking van al die belanghebbers om die personeel van die eertydse Model C-skole in die Oos-Kaapse Departement van Onderwys suksesvol en doeltreffend te transformeer. / Esi sifundo siphanda iinkqubo zokuqesha ezisetyenziswa kwizikolo zoMzantsi Afrika ezazifudula ziziiModel C kwiSebe lezeMfundo kwiphondo leMpuma Koloni. Injongo yaso kukuchonga imibandela etshis’ibunzi kwiinkqubo ezisetyenziswayo xa kuqeshwa abasebenzi ziikomiti ezilawula izikolo (iiSGB) zoMzantsi Afrika ezazifudula ziziiModel C. Sicebisa izikhokelo zokuxhasa inkqubo yenguqu ekuqesheni abasebenzi ukwenzela ukulungisa umsantsa ophakathi kwezidingo zokuqesha kweeSGB nomgaqo nkqubo wokuqesha obonakalisa inguqu, kwaye sinika iingcebiso ngamacebo anokwenziwa ziiSGB ekusabeleni imingeni emalunga nokuqesha okulandela inkqubo yenguqu. Uphando olunzulu loncwadi ludize ukuba ulawulo oluninzi luxhomekeke kwintsebenziswano phakathi kwamaziko ahlukeneyo kwanakwisidingo esikhulu sokufundisa iiSGB nabanye abathathi nxaxheba ngendlela yokusebenzisana – hayi nje ukuhlola okanye ukubambelela kwizivumelwano zengqesho (iikhontrakthi). Uncwadi ludize ukuba ulawulo lwezikolo, nangona lungxakangxaka, luyinxalenye ebalulekileyo yeenkqubo zemfundo kwihlabathi liphela (ngakumbi eMzantsi Afrika). Kwasetyenziswa indlela yophando lomgangatho ekuphandeni umbandela wokuqesha okubonakalisa inguqu kwizikolo ezazifudula ziziiModel C kwiSebe lezeMfundo kwiphondo leMpuma Koloni ngokwenza udliwano ndlebe nabathathi nxaxheba. Kwalandelwa inkqubo engqongqo yokuhlela ngendlela engenabuqhophololo xa kwakuqinisekiswa esi sifundo. Uphando olusekelwe ekuqwalaseleni amava lwadiza ukuba akukho migaqo nazikhokelo zokulandela inguqu kwiSebe lezeMfundo (iDoE), nto leyo inika uluvo lokuba izikolo ezazifudula ziziiModel C azinyanzelekanga ukuba ziguqule ubume babasebenzi ngendlela eya kuhambelana nobume namanani abafundi bazo. Ngaphezulu, idatha yaveza ukuba ezinye iiSGB aziyifuni inguqu ekuqesheni kwizikolo zazo ngoba (ngokokutsho kwabanye) izikolo zazo zezabantu abamhlophe ngendlela efanayo nokuba izikolo zasezilokishini izezabantu abantsundu nabebala. Ezo SGB azisiboni isidingo senguqu ekuqesheni abasebenzi kwizikolo zazo ngoba nabazali abantsundu bayazikhethela ukuthumela abantwana babo kwizikolo ezazifudula ziziiModel C kuba kufundiswa kakuhle kwezi zikolo. Esi sifundo saphinda sadiza ukuba uninzi lweenqununu luyakhathazeka kukungabikho kwabantu abangumzekelo omhle kubantwana abantsundu ezikolweni zazo; ziyavuma ezi nqununu ukuba kukho isidingo esingxamisekileyo senguqu ekuqesheni iititshala ezikolweni zazo. Okufunyaniswe kwesi sifundo kukhokelele ekuphuhliseni isikhokelo sokusebenza sokulandela inkqubo yenguqu ekuqesheni kwizikolo ezazifudula ziziiModel C. Esi sikhokelo sokusebenza sifuna intsebenziswano phakathi kwabathathi nxaxheba ekuguquleni abasebenzi kwizikolo ezazifudula ziziiModel C kwiSebe lezeMfundo kwiphondo leMpuma Koloni ngempumelelo nangokufezekileyo. / Educational Management and Leadership / Ph. D. (Education)

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)

Life Orientation, a core subject of the South African secondary school curriculum since 1996, is still not taught successfully in the majority of secondary schools. This study was conducted in former Model C secondary schools in the Nelson Mandela Metropole in order to identify challenges and problems with regard to the management of the teaching of the subject. If the subject were managed properly by principals the Departmental outcomes would have been achieved and problems would not have existed. In this study the managerial challenges of the teaching of Life Orientation have been identified by means of mixed method research, in terms of the four main management tasks, namely leading, planning, organising and controlling. The views of principals were obtained through a questionnaire and semi-structured interviews. The data was synthesised, multi-dimensional management problems were identified and recommendations were made with regard to managing the important subject of Life Orientation. / Educational Leadership and Management / M. Ed. (Education Management)

The researcher became interested in the topic regarding job satisfaction amongst male teachers when he attended his university reunion, more than 40% of the male teachers who graduated with a degree in education left the education system within 5 years. After making contact with some of the graduates, the researcher found that all of them left the education system because they were not satisfied within their work environment; hence, the researcher became interested in the topic. The most rewarding aspect of being a teacher is the joy of being in the classroom with learners and seeing them progress. However, what if there is no progression, but only statistics indicating failure to educate learners, an education system in crisis and educators without proper qualifications? A shortage of teachers, increasing learner enrolment and work overload are enough to create a highly stressful profession. The learning environment of a school depends on teachers, because they are in the frontline and directly involved with the transfer of knowledge. Teachers have a direct impact on a school’s success. Therefore, it is important that principals identify ways to support their staff in order to promote job satisfaction and motivation. The aim of this study is to investigate, from an educational management perspective, the factors that influence job satisfaction amongst male teachers in schools in the Ehlanzeni school district, Mpumalanga. The sequential explanatory mixed-method approach is used during this study; the quantitative phase investigated factors affecting job satisfaction amongst male teachers by means of distributing 200 Likert-scale questionnaires amongst male teachers in the Ehlanzeni school district. Structured interviews is being scheduled with twelve school principals (three rural primary school principals, three former Model-C primary school principals, three rural secondary school principals and three former Model-c secondary school principals) in the Ehlanzeni school district in order to determine the cause and effect of factors affecting the job satisfaction amongst male teachers. / Educational Leadership and Management / M. Ed. (Education Management)