Doctor Educationis / This study is based on an investigation into the way RCL members participate in the deliberation of their School Governing Bodies. The study was conducted in two primary schools in the Western Cape town of Vredenburg. The research participants were members of the Representative Council of Learners from these schools. Focus group discussions as well as in depth interviews were used to explore the RCL members' views on the nature of their participation during SGB deliberations. the main fining of this study is that, due to external as well as in-school factors, a huge gap exists between normative RCL policy exp[ectations and the actual manifestation policy in the real world of the RCL members' schools. the findings of the study reveal a lack of participative capacities among these RCL members, which, in combination with a non participative culture at their homes, the community and the school, leads to learners being excluded from democratic processes. / South Africa

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Typescript, etc. / Digitized by Kansas State University Libraries

Typescript, etc. / Digitized by Kansas State University Libraries

This study was prompted by the findings of a preliminary visit by this investigator to selected schools in the Mafikeng Area Office (AO) which revealed that some principals are overwhelmed by the work facing them in implementing policies. This study there fore seeks to understand, in an in-depth way. how principals respond to, react to and are affected by policy change both personally and professionally. The central question investigated in this study is: What are the experiences of high school principals regarding the implementation of the National Curriculum Statement? Two methods of investigation were used in this study. The first was a review of related literature on the topic and the second was an empirical investigation. This was an exploratory study undertaken within the qualitative research tradition and using the social constructivist framework. The information was gathered from high school principals from different geographical areas in urban and rural schools regarding the implementation of the National Curriculum Statement. The interview method was chosen by the researcher in order to obtain in-depth information from well experienced high school principals. The participants in this study consisted of six principals of high schools in the Mafikeng Area Office, three from rural urea schools and three from urban area schools. These participants were purpose fully sampled because of their experience and familiarity with the process of policy change in schools. Responses from each participant were analyzed for key themes and then summarized and patterns sought according to questions posed during the interview. Findings from the study revealed that principals have encountered challenges in the implementation of curriculum changes in general as teachers are frustrated by not being considered when changing curriculum. The manner in which curriculum is implemented in schools confuses principals, teachers, parents and the learners. It is recommended that high school principals as head of schools be trained and guided on matters related to curriculum implementation so that they assist teachers and learners. Curriculum planners need to involve principals as key agents of change in the school system. / Thesis (M. Ed.) North-West University, Mafikeng Campus, 2012

The purpose of this study was to look at the effectiveness of School-Based Management in schools in the Mafikeng Area Office. Various research reports have shown that a lot of work is still needed to thoroughly prepare SBM stakeholders in order to ensure that School-Based Management is user friendly to not just to a certain fraction of stakeholders in the school, but rather to all of them.The study unveiled that most of the stakeholders in the Mafikeng Area Office are still grappling to come to terms with SBM as they are facing issues and challenges that are school based such as shortages of resources and inadequate training. This study was designed as a qualitative exploratory survey. Data was collected by visiting schools and conducting interviews with SBM stakeholders. The findings indicated that stakeholders hold both negative and positive views about how School-Based Management operates at school level. In the light of the findings, recommendations were made to enhance the effectiveness of SBM in the Mafikeng Area Office. / Thesis (M.Ed) North-West University, Mafikeng Campus, 2011

Various research reports have indicated that principals are faced with a great challenge in the implementation 9f school policy. It is also indicated that the principals are not succeeding in overcoming these challenges. The main aim of the study was to investigate the challenges faced by principals when implementing school policy. The literature review on challenges faced by principals on policy implementation has been reviewed. The focus was also on policy making at international, national and local levels. The literature review stated and described various challenges, such as late-coming, absenteeism, school vandalism, and the disciplinary that school principals can employ. The literature revealed that the principals have long been experiencing challenges on the implementation of school policy. Research design (both qualitative and quantitative) and methods were outlined in chapter 3. Data was analyzed using descriptive statistics through the use of Statistical Packages for Social Sciences (SPSS 1.5 version) and interpreted in chapter 4. In the light of the findings of this research, it was found out that indeed principals do experience challenges in the implementation of the school policy. The study also revealed that factors such as learner late-coming, absenteeism, bunking classes, being disruptive in class, leaving school without permission, disrespecting and threatening their teachers and other learners, smuggling tobacco and drugs to school and carry dangerous weapons are a great concern. Chapter 5 entails a summary of the findings and recommendations were made which will enhance the practical application of school policy. It is recommended that: • The principals should be workshopped and trained on implementation of the school policy. This implies that proper measures need to be implemented to assist or empower the principals to cope with challenges they face in the implementation of the school policy • Principals need to regard consultation as a priority. They need to consult with all the stakeholders pertaining to the implementation of the school policy. Consultation should be given priority in the light of Batho-Pele Principle. • A healthy environment is needed in the school to enforce discipline. It is recommended that good relationship should prevail among all stakeholders within the school to encourage team work and create an open supportive climate in which a conducive and clean environment will prevail. • The Department of Education of Education should supply schools with learners support materials. When the schools have enough learner support material, learners will also be disciplined as they will be kept busy. There fore, all the departments in the school need to ensure that there is sufficient support material in their departments. This will help instill discipline in the classroom. • It should be clearly stated that every learner will be held accountable for his or her behaviour; to change ill-discipline, punitive strategies should be clearly communicated to the learners. / Thesis (M. Ed) North-West University, Mafikeng Campus, 2012

The quality of teaching and learning is the first priority of the Department of Education and Training. School Management Teams are responsible for quality of teaching and learning. For them to improve the quality of teaching and learning effectively and efficiently, they should he able to manage their roles and functioning successfully. School Management Teams need to assist the educators in imparting the knowledge they have to the learners. This will happen only if School Management Teams are trained and inducted in their roles and functioning. They are responsible for daily management of activities in the school. They should understand departmental policies and Acts to enable them to perform their duties well with confidence. A literature study and empirical research were undertaken and the role and functioning of School Management in School-Based Management were explored. A number of their roles were explored. Qualitative in-depth interviews formed the basis of the empirical research. Finally a consent analysis was used to categorize and evaluate data. The findings revealed that SBM is widely followed throughout the world especially in developed countries including South Africa. The role and functioning of School Management Teams under school based- management has become more important in providing the professional leadership required to provide positive learning environment. Recommendations in this study showed the need to train School Management Teams on their roles and functioning. An induction programme for newly appointed School Management Teams is viewed as ideal. Workshops are recommended for both School Management Teams and educators. The study finally identified areas where further should be done. / Thesis (M. Edu Management) North-West University, Mafikeng Campus, 2013

Discipline and disciplinary measures in South African public schools are regarded as one of the principal concerns expressed by all stakeholders in the educational process. A study conducted by Thompson (2002:7) suggested a complete breakdown in discipline at primary and secondary schools in South Africa. Disciplinary problems in South African schools range from physical violence, vandalism, verbal abuse, disobedience, assaults, theft, threats, disrespect for authority, violation of the schools' code of conduct, gambling, truancy, gangsterism, rape, alcohol abuse and even murder in and around school premises (Nthite, 2006:3; Fourie, 2006:8). These misdemeanours greatly increased after government abolished corporal punishment in schools. The question therefore arises: Are these misbehaviours merely coincidental? Most educators and principals seem to agree that the authority of educators has, to a large extent, declined due to the abolition of corporal punishment and the reluctance of government officials to deal firmly with the offenders. This is confirmed by Morrel (2003:292) who maintains that discipline has become a serious concern since effective alternatives were not readily available with the banning of corporal punishment in 1996. The abolition of corporal punishment and the resultant poor discipline in schools, as well as learners not considering teaching as a possible profession (Park, 2006:154) sensitised the researcher to the seriousness of the problem. Being a high school teacher himself for many years, the researcher was concerned about the poor levels of respect shown to teachers by the learners, as well as the ill discipline which contributed to unpleasant working conditions, prompted the researcher to undertake this study. This study therefore, investigated the influence that corporal punishment and other disciplinary measures had on the teaching and learning fraternity. In conducting this study, the survey method was used. Literature review consisted of both primary and secondary sources, while questionnaires and interviews were used to gather information from learners, educators, principals/deputy principals as well as parents/SGB members. The population and sample size for the study was drawn from schools in the Mafikeng, Vryburg and ltsoseng areas of the North West Province of South Africa. The investigation involved 400 learners, 100 educators, 20 principals/deputy principals and 60 parents/SGB members. The response rate ultimately was 90% as two schools did not return the questionnaires, while the response rate from the parents/SGB members was 100%.The researcher was guided by the post positivist approach to data analysis and the data collected was subjected mainly to quantitative analysis, but the qualitative approach was also used. Four empirical hypotheses were tested and the first three results showed no significant relationship between the dependent variable (academic achievement, teaching/learning environment, misdemeanours) and the independent variables (teacher authority, abolition of corporal punishment}, while the fourth indicated a significant relationship between motivation and abolition of corporal punishment using the Chi- Square and Pearson Coefficient Correlation tests respectively. The findings of the study revealed that 61% of learners and educators were sceptical about using corporal punishment as a disciplinary measure and strongly believed that the reintroduction of corporal punishment will retard progress. The findings further indicated that 60% of the parents/8GB members were in favour of the reintroduction of corporal punishment as a means of disciplining students at school. The results of this study also pointed out that the abolition of corporal punishment did not diminish the morale and motivation of educators. In view of the find ings, this study highly recommended: The use of alternative interaction techniques which could contribute to better understanding of learners such as giving them advice and curtailing their allowance and perks, rather than applying the traditional punitive measures. • Teachers could use the detention method and place students in isolation for few hours,failing which, the use of physical (corporal) punishment in a very controlled way where permission of the parents concerned is obtained before resorting to any physical beating. Research conducted by Lessing & Dreyer (2007:128) showed that using these alternative interaction techniques had a more pleasant impact on the teaching-learning environment than the use of any other technique. Teachers were quick to realise that a positive approach to ill discipline encourages good classroom behaviour. / Thesis (Ph.D. (Educational Psychology) North-West University, Mafikeng Campus, 2012

<p> In education, much emphasis is placed on academic achievement without fully understanding the role counseling programs can have to ensure all students are learning at high levels and are college and career ready. The staff of Midwest School District believes that guidance and counseling is an integral part of each school&rsquo;s total education program. As a commitment to this belief, the district developed a program evaluation plan to both consistently and effectively evaluate district programs. An essential component of a school counseling program&rsquo;s accountability is to provide evidence that what school counselors do makes a measurable difference in the lives of students, particularly academic achievement and school success. The purpose of Midwest&rsquo;s guidance and counseling evaluation was to examine the current reality and establish expectations related to programming and design, K-12 alignment of services, and best meet student needs. The district program follows the Missouri Comprehensive Model Guidance Program (MCMGP) and addresses the academic, personal/social, and career planning of every Midwest student. At the end of the program evaluation, the school district and other educators will have an assessment of the professional school counselors, college and career specialist and school social workers as well as considerations for improvements and a perspective on the service delivery models employed by the district to address the needs of K-12 students.</p>