In this study, the researcher explored the prevalence of distributed leadership practices in schools in Johannesburg South in order to illustrate how the principals in effective schools collaborated with different members of staff to ensure the school’s success. To this end, a literature study was undertaken on relevant theories and on the results of previous research on the issue. The study explored literature from local and international perspectives on distributed leadership to understand how this form of leadership impacted the functioning of primary schools in Johannesburg South. This was followed by an empirical investigation using judgemental and purposive sampling methods to select participants. A mixed methods research design was employed to elicit both quantitative and qualitative data from a single, structured questionnaire. Participants included 86 respondents from 9 primary schools. Throughout the research study, ethical considerations like keeping confidentiality of information provided and anonymity of research participants were upheld. Data analysis involved a mix of quantitative data analysis and content analysis. Based on the findings, recommendations were made to the GDE and school principals on support needed by teachers if distributed leadership is to ensure school effectiveness. The study found that distributed leadership not only motivated teachers, but compelled them to recognise their own strengths and weaknesses, and contribute to school leadership by taking on roles that interest them. Schools in Johannesburg South have created a culture in which distributed leadership tends to flourish. Distributed leadership ensures that a myriad of well-developed teachers exist at all ranks of the school, who have the capacity to fill vacant positions when a need arises to ensure the smooth functioning of schools. / Educational Management and Leadership / M. Ed. (Education Management)

The management of school finances is one of the major responsibilities facing principals and School Governing Bodies (SGBs) since the implementation of the South African Schools Act (SASA) in 1996. Schools and their governing bodies have broad financial responsibilities, including managing funding from the respective provincial department, setting and managing school fees, preparing the school’s budget as well as raising additional funds to augment the school budget. As democratically elected structures, School Governing Bodies stand to account to various stakeholders for public funds they manage. The South African Schools Act of 1996 provides guidelines on how schools should manage their finances - roles and responsibilities of individuals entrusted with school funds are also outlined. This study was undertaken to determine the extent of accountability and transparency practised by some Johannesburg South primary schools in managing school finances. A comprehensive literature study was explored, encompassing different aspects or components of financial school management such as budgeting, financial organisation as well as financial control and reporting. This study employed a qualitative research methodological approach. In order to establish the issue of accountability and transparency in managing school finances, semi-structured interviews were conducted to principals, SGB members, finance officers and finance committee members of various selected schools. Data were qualitatively analysed and findings from the study objects revealed that some schools lack accountability and transparency in managing their finances - SGBs experience major challenges in executing their financial responsibilities. Results further delineated that insufficient training of SGB members, overlapping responsibilities and dysfunctionality of finance committees are some underlying factors that hinder schools from managing their finances efficiently, effectively and economically. / Educational Leadership and Management / M. Ed. (Education Management)

This study encompasses a reflection of the way back at the beginning of the democratic South Africa when there was an immense yearning for a curriculum which could transform the education system in South Africa into a new national system for schools. After numerous attempts, in search of a tangible, user-friendly curriculum, Curriculum and Assessment Policy Statement (CAPS) was finally brought forth and at the moment, it is regarded as being the turning point of our education system and also geared at promoting the highest possible standard of education in all schools in South Africa. This study investigates some problems experienced at the apex of the management and implementation of CAPS, especially in some schools in rural areas. It focuses on some of the drawbacks which are putting a strain on the smooth running of schools during these prime stages of curriculum implementation such as disciplinary problems, overcrowded classes, large workloads for educators, the gap between well-resourced and under resourced schools as well as non-delivery of textbooks to schools in some provinces. This study examines how school management teams (SMTs), imbued with management and leadership responsibilities are able to put up systems that will ensure that evaluation, assessment and monitoring tools are utilised effectively in support of teaching and learning in schools. It is against this background that this study is therefore informed and guided by the instructional leadership paradigm which, if correctly engaged, can effectively strengthen curriculum management and implementation. For the purpose of conducting empirical research, the mixed method design was used as it offers a wider scope of collecting data and promotes triangulation. Six schools were selected on the basis of proximity to the school I am attached to, two primary schools and four secondary schools. All these were done after having obtained ethical clearance with the College of Education at Unisa and permission from the Limpopo Department of Education. Questionnaires were distributed to all educators in the six schools to fill, while one-to-one interviews were conducted with the principals of each of the six selected schools. The research highlighted that instructional leadership is critical in the implementation of CAPS with the SMTs members affirming their commitment to various aspects of instructional leadership. Furthermore, the findings also affirmed the opportunities that shared leadership offered schools to share moral purpose. However, the findings also enumerate lack of resources, lack of curriculum knowledge and larger workloads of teachers as crucial factors that inhibit the implementation of CAPS. As a result of this research, a number of recommendations and opportunities for further research are offered to Limpopo schools and their SMTs, the systemic authorities responsible for Limpopo Education and for those responsible specifically for policy making and curriculum development in the South African education system. / Educational Leadership and Management / D. Ed. (Education Management)

Workplace bullying studies have gathered an increasing impetus among researchers throughout the world in the last decade. Previous research has concentrated on bullying in the context of students. Recent research has shifted focus towards workplace bullying of staff by managers. Little is known of upwards bullying where staff members bully managers or students bully their teachers. In this study, workplace bullying focuses on the bullying of teaching staff by the School Management Team. The researcher used the qualitative method for this study. Questionnaires were administered to 80 teachers. Interviews were held with eight members of the School Management Team (SMT) and ten teachers who perceived that they had been subjected to bullying. Data was coded and arranged thematically using Colaizzi’s (1978) phenomenological method of analysis. Results indicate that bullying of the teaching staff thrives in all schools but with varying degrees to certain teachers who are vulnerable due to social and environmental circumstances. The researcher recommends that schools identify cases of bullying and develop an anti- bullying policy that is incorporated in the whole school development strategy. / Educational Leadership and Management / M. Ed. (Education Management)

The purpose of this study was to investigate the roles that members of SMTs play in their efforts to manage the present educational changes in schools. Members of SMTs are leaders and managers who hold authoritative positions in schools. They are regarded as the key personnel who are supposed to manage schools successfully. Since the present education system in South Africa is characterized by a variety of changes, school managers are not only expected to understand these changes but also to be able to manage them effectively. The study commenced by outlining the concept change and its nature. The intention was to lay a foundation for understanding what change entails. Some of the common changes that are experienced in schools were also discussed. These included curricular and non-curricular changes that pose challenges to school managers. Focus was primarily placed on the educational changes and the way they impact on the managerial roles of school managers. These included the changes such as the implementation of OBE, NCS and IQMS. Reference was also made to the application of some of the educational policies that contribute towards the increasing managerial responsibilities of school managers. These include the application of the present policy on norms and standards for school funding, admission policy and the abolition of corporal punishment that pose managerial challenges to school managers. Empirical research was conducted in four randomly selected schools in Mogodumo region in Limpopo Province. Semi- structured interviews were conducted with members of SMTs in these four schools. The research findings revealed that the present school managers find it difficult to meet the new managerial expectations that are brought about by the transforming educational environment. It became evident from the research that insufficient professional development for school managers contributed towards their failure to execute their expected managerial roles. / (M. Ed. (Eduction Management))

This study sought to explore perspectives and experiences of leaders of secondary schools’ stakeholders on leadership. The experiences of parents and learners who are not necessarily leaders in schools about secondary schools leadership were also explored. Participants were afforded the opportunity to suggested strategies for leadership improvement in secondary schools. This study is underpinned by academic literature and the shared leadership theoretic framework. The study espoused a qualitative research methodology and used a case study approach as a research design. The study included secondary school principals, deputy principals, HODs, teachers, parents, SGB chairpersons, RCL presidents and learners. Semi-structured interview questions, focus group interview questions, notebook, a voice recording device and observation sheets were used as data collection tools. The findings showed that there is little-shared leadership in schools; principals do not share their leadership with their deputy principals where deputy principals are overshadowed by principals. SMTs drive their resolutions through teachers’ throats during staff meetings where teachers rubberstamp SMT decisions. RCLs are not recognised and in many cases, they are not part of SGBs. Leaders of stakeholders are encouraged to use the democratic leadership style, autocratic leadership style and laissez-faire leadership style. Principals of secondary schools should involve all stakeholders in decision making. Leaders of stakeholders should be workshopped by the principal and the Department of Education on shared leadership. There should be shared leadership in secondary schools. The following leadership styles should be upheld in secondary schools based on character traits which are; honesty, loyalty, kindness, and forgiveness. Leaders should also uphold democratic principles which are consultation, collective planning, collective accountability, debates and stakeholder involvement. / Educational Management and Leadership / M. Ed.

The transition from apartheid education to the present education system in South Africa caused a myriad of challenges pertaining to curriculum implementation and management. Therefore, this study was aimed at exploring the extent to which School Management Teams (SMTs) were able to manage curriculum implementation in primary schools within Sekhukhune District, Limpopo Province in South Africa after the inception of the contemporary curriculum, CAPS. The study focused primarily on the SMTs, which comprise the principal, deputy principal, Heads of Departments, subject heads, and senior teachers. The purpose of this qualitative study was to explore the experiences of SMTs in terms of curriculum management in primary schools. A qualitative research approach was chosen, employing data collection methods which included individual interviews, focus group interviews, non-participant observation and documents analysis. Therefore, this study is embedded in a constructivist or interpretivists paradigm which is used to understand and describe human nature. A phenomenological model of naturalistic inquiry categories was used to describe the meanings of lived experiences. Instructional leadership and classical management theories were used as a lens for interpreting aspects about the management of curriculum implementation. Purposive sampling was used to select information-rich participants; the SMTs because they were considered to be knowledgeable and informative concerning the management of curriculum implementation in schools. Sekhukhune District consists of five local municipalities. One primary school was purposefully selected from each local municipality. Thus, five primary schools were selected for the purpose of this study. vi The study revealed that for effective management of curriculum implementation, the SMTs need to incorporate both management and leadership constructs in their application. Without appropriate leadership and management, effective teaching and learning cannot prevail in schools. Moreover, the quality of leadership and management in schools is a prerequisite for the schools’ efficacy. / Educational Management and Leadership / D. Ed. (Education Management)

In South Africa Outcomes-based Education (OBE) has been adopted as the approach to education in a new educational dispensation. A point of departure is that school managers have a managerial responsibility to educators. The effective implementation of OBE in secondary schools is essential to the success of OBE. The study investigates the impact of the attitudes of school managers on the implementation of OBE in secondary schools and makes recommendations for the improvement of practice. The problem was conducted by a literature study and empirical investigation using a questionnaire and semi-structured interviews administered to a small sample of principals, deputy principals and heads of departments in selected secondary schools in the Umlazi South district of Kwa-Zulu Natal. Findings showed that school managers in the sample have negative attitudes towards the implementation of OBE. The Department of Education should develop school managers by means of empowerment programmes to equip them with new management skills. / Educational Studies / M. Ed. (Education Management)

The National Senior Certificate Grade 12 results in the Pinetown District between 2010 and 2015 revealed that a number of township and rural schools are struggling to obtain an overall 60% pass rate. But some schools in similar circumstances managed to achieve above this pass percentage. The study sought to enquire about the role of school management teams (SMTs) in managing factors that influenced learner academic performance in Grade 12 examinations The study was conducted in three purposely selected public schools that each surpassed the 60 percent overall pass in the National Senior Certificate (NSC) examinations in the Pinetown District, KwaZulu-Natal. The study employed a qualitative approach and was located in the interpretive paradigm. Data was collected by means of semi-structured interviews and document analysis. The identities of all respondents were protected. Upon analysis of results, several measures the schools applied emerged. Topics for future research are also suggested. / Educational Leadership and Management / M. Ed. (Education Management)

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)