No description available.

No description available.

No description available.

Thesis (M. Ed)--University of Hong Kong, 1998. / Includes bibliographical references (leaf 102-105).

Thesis (M.Ed)--University of Hong Kong, 1998. / Includes bibliographical references (leaves 102-105). Also available in print.

No description available.

Thesis (MBA.) -- University of Limpopo, 2011 / The functioning of the school within the new education dispensation has brought about radical changes in the management of schools where the formation of school management teams (SMTs) became a necessity in order to assist principals in the day to day management of schools so that effective, proper management can be applied. The introduction of the New Management System compelled the heads of institutions and all other relevant stakeholders to undergo comprehensive management training in order to contribute towards the management of schools. However, very little has been done to evaluate the perceptions of people who have to implement the new management system as to whether it is working or not. This study was aimed at finding out the perceptions of the School Management Teams (SMTs) and School Principals towards the effectiveness of the new management system within the Malamulele West Circuit of the Limpopo Province. The study also intended to explore the gap existing between schools management policy and the way it is understood and implemented by the School Management Teams in schools. The study utilized a questionnaire as an instrument of collecting data. Interviews were arranged with the respondents and they were interviewed following the standardized questionnaire. The findings show that School Management Teams did not feel effective in managing schools using the new management system. The SMTs did not have confidence in implementing the strategic management plans and practicing management effectively. The School Management Teams recommended amongst others, that they be sent for training. They envisaged that training programmes would assist School Management Teams in developing the competencies they need to perform their best in their current jobs. The study has also revealed that both School Management Teams and School \principals feel that they are not properly trained in management skills.

published_or_final_version / Education / Master / Master of Education

Teachers in South African schools are one of the most valuable role players in the execution and implementation of curricular and co-curricular activities. They perform almost every formal and informal task in their daily work to ensure the effectiveness of our schools. Teacher leadership, a relatively new leadership in South African education, which is embedded in a distributed leadership theory, places the emphasis of leadership not only on the principal and the school management team (SMT) but can be located to a wide range of people who work effectively to improve the organisation. The purpose of this study was to determine Post Level (PL) 1 teachers' perceptions of whether the SMT contributes towards teacher leadership in the school. In this case study, through purposive sampling, the researcher made use of one school in a case where a total of 19 teachers participated in the study. The researcher used one instrument to collect data on the PL 1 teachers' perceptions. A set of questionnaires was distributed to elicit responses from PL 1 teachers and the result was analysed by means of themes. Evidence revealed that teachers are not aware of the existence of the new model of teacher leadership. However, findings also revealed that some teachers are ready to perform as leaders. These findings can influence leadership practices, collaboration, improvements in the school, motivation, and job satisfaction, as well as learner performance.

A thesis submitted in fulfilment of the Requirements for the degree of Master of Arts in Communication Science University of Zululand, 2003. / This thesis entails a literature survey of the forms of communication required for the successful management of primary schools and high schools by principals and their management teams, followed by an empirical survey of the management team communication practices of 367 principals in the northern section of the eThekwini Region (the area that until 2003 was known as the North Durban Region) in the KwaZulu-Natal Province, on the eastern seaboard of South Africa. In brief, my research shows that female principals predominate in primary schools and male principals in high schools. My research further shows a number of significant differences in the way that female and male principals communicate with parents.