published_or_final_version / Business Administration / Master / Master of Business Administration

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The purpose of the study was to investigate contemporary practices for structuring public school administrative salaries in selected school districts, to analyze administrative salaries in selected school districts, to analyze practices reported, and to develop a conceptual model for structuring public school administrative salaries.School districts perceived as being innovative by a panel of experts with a national perspective were selected. Respondent superintendents provided school district salary policy and administrative regulations or procedures with explanations, clarifications, or comments which might facilitate accurate interpretation of the salary structure. Responses were analyzed, structure classifications were identified, and frequency of application of selected classifications were identified for the sample school districts and descriptively presented. A conceptual model was prepared from the aggregated data coupled with findings from the literature review for application to structuring of public school administrative salaries.Seven structure classifications emerged from data analysis: (1) time, (2) base rate, (3) role, (4) education, (5) longevity, (6) performance assessment, and (7) index. Each of the seven classifications were defined as follows: (1) time - contractual commitment, (2) base rate - standard salary amount, (3) role - position held by the administrator, (4) education - minimum formal training necessary to enter administrative positions, (5) longevity - length of service in education, (6) performance assessment - evaluation of administrator achievement, and (7) index - administrative salary schedule based on teacher salary schedule.Five of the seven classifications were utilized to develop the following conceptual model:AS = BR x (EW1 + TW2 + RW3) + (PA x BR)whereAS = Administrative salaryBR = Superintendent annual base salary E = EducationT = Time (length of contract) R = RoleW = Weight of factor (W1 + W2 + W3 = 1.00)PA = Performance assessmentSchool districts could add other factors, but the design of the model dictates factor weights adding to 1.00.

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M.Ed. (Education Management) / Participation in an extra curricular activity is today no superfluous luxury, but an imperative social establishment, because, not only does it afford pupils the opportunity to enhance their cultural and educational development, it also presents the school with the opportunity to render a most important service in the task of educating the child to his/her full potential. It also affords the pupil the opportunity for relaxation and this in turn promotes academic progress and has a beneficial effect on the child's self esteem. Extra curricular activity also implies that pupils are enabled to equip themselves for two important dimensions of their adult lives, namely labour and leisure time and it therefore constitutes a indispensable part of the pupils' educational experience. Participation in extra curricular activities thus forms an important basis for socialisation and contributes towards the overall growth of the pupil. Teachers are best qualified to cultivate the potential of pupils, not only in the classroom, but also on the sport field. It is therefore essential that teachers, and not outside persons, be utilized to develop the full potential of pupils, also in the field of extra curricular activities. Teachers have in the past assumed the responsibility of training and coaching pupils. The organized teaching profession has, however, also in the past paid homage to the view that a teacher is a professional person, who receives an all inclusive remuneration for his or her services as professionals practitioner.