Thesis (Ph. D.)--University of Hong Kong, 2006. / Title proper from title frame. Also available in printed format.

Thesis (Ph. D.)--Drexel University, 2007. / Includes abstract and vita. Includes bibliographical references (leaves 145-151).

Thesis (Ed. D.)--University of Texas at Austin, 2006. / Vita. Includes bibliographical references.

No description available.

D.Ed. / The White Paper on Education and Training (RSA, 1995:12) states that in many schools serving the majority of the population, there has been a precipitous decline in the quality of educational performance. The decline, amongst other things, is the result of ineffective school management and negative educators' work attitudes. Perhaps the most important challenge in improving the quality of education in South African schools is to prepare school managers and educators effectively to carry out their responsibilities in order to ensure that effective teaching and learning takes place. The White Paper on Education and Training (RSA, 1995:22) stresses the necessity of developing expertise and skills that will enable educators to stimulate learning. South Africa has introduced a new education system, Outcomes Based Education, that forms part of the government's plan to transform the country's education. In this way, the new generation will be better equipped for life (Lister, 1997:8). This means that educators need to adjust to a completely new way of teaching and school managers need additional skills and knowledge to manage the new education system effectively in their schools. Further, the new system of education, termed Curriculum 2005, gives an educator the room to create the kind of lessons that any creative educator would like to teach, and lessons should be designed to suit the learners. Curriculum 2005 introduces a remarkable amount of flexibility into the teaching process. 'Creativity' is the word that best encapsulates the new curriculum, which means that educators will have to be creative and committed (Lister, 1997:9). Whilst the new education system presents an exciting and stimulating challenge for educators and school managers, an inordinate amount of its success, rests on the positive work attitudes of educators, and effective school management.

M.Ed. / In dynamic times, a world of rapidly changing technology, with social and educational structures in transition, strategic management in school context implies the utilisation of all external and internal forces combined, to guide the institution towards improving its effectiveness. It can be defined as an alternative method of management in times of change and modernisation. Since these social and educational changes are making ever increasing demands on school management and the principal, schools have come under pressure to move towards modernisation and are at present actually facing a major challenge for survival. It is therefore imperative that any school system be continually evaluated and that it should adapt to changing circumstances, in order to ensure its consistent relevance to any new developments. The role of the principal has gradually changed from the traditional headmaster to an expert on management - to such an extent that the success of his school at present depends largely on his expertise as manager. However, defects in present-day school management pose serious obstacles in the path of dedicated principals who strive to improve their schools. This investigation confirms the need for in-service management training for both the principal and his management team. The principal inevitably forms. part of the teaching team, for, acting under constraint of set standards, regulations, policies and strategies, he has a direct influence on the teaching of pupils in his school. Seeing that the school is expected to not only meet the need of the child, but also of the community, strategic management which will lead to managerial development and ultimately result in efficient management - is imperative. Sound strategic management can assist any undertaking in improving its effectiveness by identifying and capitalising. On the potential of the institution, the people and their immediate surroundings. Therefore, in order to determine the views and opinions of both staff and pupils concerning the managerial aspects in the school, diagnostic questionnaires should be drafted. This could be the first step in instigating the necessary adaptations. Furthermore, the SWOT approach should be implemented as the basis or core of the strategic management process. It is one of the most effective methods firstly to assess the strengths and weaknesses of an institution like the school, and then counterbalance them against the opportunities and threats of the external surroundings. However, in order to formulate and implement such a strategy, it is important to be acquainted with the environment and link it to the organisational structure. This can be achieved. through exploring and monitoring the environment, whereby external and internal influences can be identified and their impact on the school be evaluated. strategies and programmes can then be developed and budgets prepared for implementation in schools. As strategic management dominates decision-making at all levels, and affects the entire functioning of the school, any change in strategy should be communicated to the staff directly, in order for them to co-ordinate all activities and planning accordingly. Communication, co-operation, creativity and leadership are all key-concepts of the strategic management process. After attaining the SWOT analysis by identifying the SWOT factors, the managerial team will be able to formulate possible strategies, develop attainableobjectives and eventually achieve the expected results. Lastly, strategic management in school context concerns itself with the formulation and implementation of goals and the achieving of objectives, which result in effective functioning and the ultimate success of the school in its entirety. It deals with change, and calls for principals who will boldly face the future and focus their attention, as well as their acquired managerial skills, on effective school management as their modest personal contribution towards creating a New South Africa.

M.ed. / This research focuses on the management of allocated funds in Gauteng schools. April 1994 witnessed the birth of a new and democratic South Africa. This birth has meant the need for changes in various areas in the efficient and effective governance of the new South Africa. Education is one area affected by this change. It poses a challenge that includes a range of problematic issues such as inadequate resources, the absence of a culture of learning and teaching, and most recently, the management of allocated funds to schools by the provincial education departments. The effective management of allocated funds is critical for the payment of services such as electricity, water and sewerage the purchase of learning material for teaching; and the maintenance of the school buildings. The aim of this research is to: • analyse the official documents for the management of allocated funds for section 21 schools; • critically evaluate the management of allocated funds m three countries (Botswana, Australia and Malawi) • evaluate and compare the management of school funds in schools that have section 21 functions, and those without these functions. The following research methods were employed to gather the relevant research data: (1) Literature study; (2) Focus group interviews and site analyses of two schools (one with Section 21 functions and one without) on how they manage the allocated funds. This included observations and interviews with the principals and chairperson of the fmance committee. The study concludes with recommendations and guidelines for the management of allocated funds for section 21 schools.

M.Ed. (Educational Management) / As the leader of a group of teachers, the principal of a school has a managerial task to perform. This would include the creation of an educational environment wherein effective teaching and learning can take place. Many of the principal's managerial functions are described in the literature, but the ideal school climate is not the result of purely organizational, administrative and supervisory management. Harmonious interpersonal relations are just as important. Meaningful education in schools can only take place if a congenial relationship between principal and staff exists. Where the principal and staff of a school are interdependent upon each other, sound relationships are essential. The principal should thus practice his style of management and leadership so as not to offend his staff. This would include characteristics such as empathy, respect, warmth and to be explicit in his manner. Furthermore, the personal characteristics of the principal as well as effective communication and motivation can promote job satisfaction and influence the creation and maintenance of interpersonal relations. Practice shows indisputable evidence that the importance of good personal relationships is of great importance in a people-oriented enterprise such as a school. Principals should thus also be sure to maintain a healthy balance between their people- and task orientated styles of management. The handling of conflict should take place in a manner which is not detrimental to the processes of teaching and learning. Conflict should therefore not be seen as only having a negative influence.

M.Ed. (Education Management) / In this dissertation it is endeavoured to explore and discuss the problem of student alienation from an educational management view point. Such perspective inevitably aims at the special task of the management team and particularly to that of the management leaders of schools up to counteraction of student alienation. At first the question of the necessity of successful management for meaningful educational instruction and study events is raised. It is also indicated that student alienation and organization climate fall within the field of educational management because they link with staff-student and classroom- affairs as management areas. Management committees are ever conscious of the alarming trend of alienation in schools. By clearing up this trend it is not only endeavoured to point out how it is manifested at school, but to draw the attention of management committees to the importance of creating a healthy climate for counteracting student alienation in the school environment. One dimension of organization climate that is particularly connected with student alienation is the reigning discipline policy. Specific accent is put on democratic ideas of co-responsibility and involvement of management committees, staff and students by discipline policy development. Odd basic-, organizational and operational principles that can be taken as guide lines for management leaders. are discussed. In totality, management committees and -leaders are to be made conscious of the urgent problem of student alienation by means of this dissertation.

D.Ed. / The research report in this study deals with the role of co-operative management in Environmental Education (EE): A study conducted around the Mafikeng District of the North West Province. It also seeks to identify necessary mechanisms through which the roles of stakeholders may be recognised in introducing Environmental Education within their various workplaces. A purposive Sample of twenty- two (22) participants from the district took part in the study. Interviews were used as a major tool for data gathering from the participants viz: teachers, departmental officers and NGOs’ representatives. The study revealed that teamwork is the base for the successful teaching of Environmental Education. It also highlighted the fact that successful teamwork operates like a gear system in a mechanistic way, if one gear is dysfunctional entire system becomes useless and does not yield expected outcomes. The same principle applies for the effective environmental practice. Similarly, no structure in a social system can survive and operate in isolation successfully without the support of others. Based on the above assumptions, this study suggests that stakeholders have special roles to play in effective Environmental Education practice. Their successes are informed by co-operation, communication and involvement of other stakeholders. Lastly, the study recommends that the dove-tailing of the principles of management and environmental education should be in co-operated in the curriculum design, development and implementation of effective environmental education practice at all levels, i.e., macro, meso and micro levels.