D.Ed. / This research is particularly concerned with the lack of communication skills, such as reading, writing, conversing, listening, and the implementation of the language medium in an effective manner, displayed by the prospective management assistant. The management assistant is a frontline staff member, and as such should be fully competent in the aforementioned regard. Cognizance is taken of the controversy around outcomes-based education, as well as of the radical and sometimes unrealistic criticisms against this approach. For the purpose of this research and with regard to the education and training of the prospective management assistant a moderate and sober approach to curriculum renewal is advocated. The research questions hereunder formulate the problem with which the relevant study is confronted and address the issue of greater relevance regarding the education and training of the prospective management assistant. The issue of greater and more diverse skills in communication, including critically important attitudes and values not only for this particular learner, but for all people, is stressed: Which communication skills and knowledge, as well as underlying attitudes and values are demonstrated in the execution of the management assistant's task? In which way can a curriculum framework be designed to accommodate the aforesaid skills, knowledge, attitudes and values? The acquisition of skills in communication (including reading, writing, conversing and language skills) for all persons has already been addressed. The importance of communication skills for the prospective management assistant is the focus of this study.

M.Ed. (Educational Management) / This research has shown that developing educators who can compete locally and globally within the education sector is to a large extent the responsibility of school principals. The research further shows that educators can be developed effectively through the use of clinical supervision. Clinical supervision in this research is viewed as a strategy to improve the knowledge base, teaching skills and competencies of educators. Furthermore, the research reveals that in today's competitive environment, continuous educator development is key to enhancing the quality of education and classroom practice. One of the major challenges facing school principals today is to continually create and maintain contexts for effective teaching and learning. New demands for survival include the ability to provide better education, accessibility to learnership regardless of the diminishing essential resources. The background, aims, and research methods are provided in chapter one. The qualitative research approach was employed in the investigation of clinical supervision as a strategy to develop educators in the school. The literature search revealed that the principal as the supervisor can use different methods to develop educators. However, clinical supervision was identified as the most effective way of assisting educators to grapple with their day-today actions in the classroom. The data was collected and analysed using the constant comparative method. Focus group interviews were conducted with two groups of educators and individual interviews with two principals of senior secondary schools, in Mantserre Circuit in the Rustenburg District of Education, North West Province. The research revealed that some principals are not aware of clinical supervision as a strategy to assist educators with lesson preparation and effective teaching. In all schools that the researcher conducted interviews, the concept was strange. On the other hand, the research revealed that educators expected their principals to guide them with the execution of their work...

The introduction of school governing bodies provided communities with an opportunity to play a significant role in the organisation and governance of their schools. This involvement of significant stakeholders is purported to oversee that schools offer education of high quality to the learners. However, school governance is a legal responsibility, which requires the skills, knowledge and expertise to ensure that SGB members will be able to fulfil their concomitant legal duties. The aim of the study was to investigate the impact of the SGBs role in school governance in Kuyasa Secondary School, King Williams Town District. The findings revealed that the SGBs knowledge and understanding of their roles and responsibilities, and the type of training they receive have a marked effect on their functionality. There is also a need to recruit SGB members with a particular level of education, knowledge, understanding and expertise to minimise the chances of failure.

M.A. (Politics) / Public administration enables public institution officials to do their work, for instance educators to teach. The activity of public administration comprises six generic processes which are functions because they all have a specific purpose aimed at particular outputs. Secondary schools would not function without policy-making, organising, financing, determination of work procedures, control and staffing processes which are imperative to expedite functional activities. This studyis primarily based on the staffing process and staff development in particular. One of the mostserious and disturbing educational problems confronting educationists, policy-makers, learners, parents and the community is the restoration of the culture of teaching and learning. This studywill identify contributing factors towards the low performance morale of educators as a result of which mosteducators feel less motivated and committed to their tasks. Someeducators feel that they are not involved in all matters that affect their field of work, e.g. the budget. Staff development will ensure that educators' confidence is enhanced for the delivery of qualityeducation. The studywill indicate the role of the Department of Education, the principal and the governing bodiesin staff development and training activities. Intensive in-service training and retraining of educators is regarded as being essential for the successful implementation of the new education system of outcome-based education (OBE). The purpose of this studyis to cover such staff development aspects as the motivation of educators who lack commitment, the induction and orientation of newly appointed educators, building of a team spirit as stressed by OBE, delegation of authority for empowerment and the training and development for sustained performance...

South African School Governing Bodies play a crucial role in the governing of schools. One of the key challenges facing the School Governing Bodies is to contribute towards the creation of an atmosphere which is conducive for effective learning and teaching. This, among other ways, could be done by formulating a code of conduct for learners. The purpose of this study was to find out the role of the School Governing Body in formulating the code of conduct for learners. The subjects of the study were the parent and teacher components of the School Governing Bodies. Data collection for this study included questionnaires which were completed by parents and teachers who are members of the School Governing Bodies. Such data has been used to analyze and interpret the role played by the School Governing Bodies in formulating the code of conduct for learners. Among others, the study found that some members of the School Governing Bodies were not aware about their respective roles in the formulation of codes of conduct for learners and the policy relating to the code of conduct for learners. However, some School Governing Bodies have adopted the Provincial guidelines on the code of conduct as the code of conduct for their schools. The study recommends that the members of the School Governing Bodies should be empowered through, among others, continuous training courses relating to their respective roles in school governance.

One role of an administrator is to provide and assess staff development programs. The purpose of this study was to measure the impact of a 120-hour standards-based, technology-connnected staff development program on participating teachers' instruction.

The two main purposes of this study were to document the events leading to the establishment of the nondiscriminatory employment policy for certificated personnel from ethnic minority groups in the Stockton Unified School District and the subsequent practices which have developed since the adoption of the policy in 1947.

This case study explores the experiences of eight newly appointed teachers at a school for intellectually disabled learners. A qualitative phenomenological approach was employed to interpret interview data. The literature study investigates the phenomenon of staff turnover and includes key literature themes such as adult learning theories of Senge and Vygotski, the life cycle of a teacher, the special school context and problems and needs experienced by beginning teachers. The key findings of the research were that beginning special education teachers experienced various problems and needs but that, with well planned structured support, these problems could successfully be overcome. The researcher has developed a set of guidelines, which could be used in developing a staff induction programme, aimed at raising the effectiveness of newly appointed teachers at a school for intellectually disabled learners. This research once again emphasizes the need for a well planned, structured induction programme. / Further Teacher Education / M. Ed. (Education Management)

This study investigated human resource challenges besetting school managers in Vryheid district in Zululand region in KwaZulu-Natal: an educational management perspective. The target population consisted of school managers in the service of KwaZulu-Natal Province, Zululand Region in Vryheid district in the Department of Education. For educators to perform satisfactorily, their skills, abilities and motives to perform duties must match their job requirements. Managers must recruit and select qualified and dedicated staff members for the effectiveness of the school depends on the effectiveness of the staff. The challenges of school managers are to attract, recruit, retain, motivate and develop the staff. They should not unfairly discriminate directly or indirectly against anyone. They have to redress the past imbalances when appointing the staff. They work under stressful conditions with different types of people, all with their own beliefs, values, cultures and work ethics. Educators with best results are promoted to senior positions where they are sometimes not utilised. Learners are becoming more uncontrollable, rude, violent and undisciplined. some are promoted and others. Endless strikes, turnover, absenteeism, redeployment, late coming, over-crowded classrooms, many changes, poor performance; hostility is very common in schools. The growing numbers of educators, who die, retire, promoted and resigning each year, resulting in the shortage of experienced educators to substitute them. The lack of reliable resources or help within the Department of Education. . A qualitative explanatory and descriptive approach has been adopted in the present research to investigate school managers’ challenges. The research findings of the investigation confirmed that numerous challenges exist in schools and that school managers require training and intervention strategies to help them cope with the changes in the education system in South Africa. The limitations and recommendations were discussed. / Educational Studies / D. Ed. (Education Management)

Thesis (MPhil)--University of Stellenbosch, 2002 / ENGLISH ABSTRACT: Unique demands are made on management of combined schools in the Southern Cape because it must accommodate seven to eighteen year old learners, each with their specific needs. This includes the adolescent who has to adapt to several changes in his/her own body as well as in the environment. Elementary and middle schools in Japan and the USA have restructured to be more effective by accommodating the specific needs of the learners, as well as the demands which the society in the twenty-first century will make on learners. The success of these schools encouraged high schools to adopt a more personal nature in the relationship between adults and learners and to prepare learners for jobs which would be very different from those of a few years ago. There are quite a few aspects in favour of combined schools, for example, fewer learners, a long relationship with the school and a close relationship between school and community. These aspects should be used to their fullest to ensure that these schools remain the "good" schools they were in the past. Criteria for being effective schools are changing drastically and combined schools cannot just rely on their previous success for growth. A generation of learners with a unique nature and of whom unique demands will be made in the future are entering these schools. Schools will have to provide more than mere subject knowledge. Learners must receive education in character, ethics, self-discipline and stress management. Schools will have to be managed from a new paradigm to accomplish these aspects. Change can only happen when people change and that would create a new culture. When schools are managed from a principle-centered paradigm, people are empowered to experience private and public victories. It is then possible to align the managerial and organizational levels with the values embedded in the school mission. / AFRIKAANSE OPSOMMING: Daar word besondere eise aan die bestuur van gekombineerde skole in die Suid-Kaapse platteland gestel aangesien leerders van sewejarige tot agtienjarige ouderdom, elk met sy besondere behoeftes, geakkommodeer moet word. Dit sluit ook die adolessente in wat by verskeie veranderings in hulle eie lewens en die omgewing moet aanpas. In Japan en die VSA het veral die laerskole begin herstruktureer om skole meer effektief te maak deur die behoeftes van leerders aan te spreek, veralook ten opsigte van die eise wat die samelewing van die een-en-twintigste eeu aan leerders sal stel. Hulle sukses het ook hoërskole aangespoor om aanpassings te maak, veral ten opsigte van die skepping van In meer persoonlike aard van die verhoudings tussen leerders en volwassenes, en die voorbereiding van leerders vir In arbeidsmark wat drasties verskil van enkele jare gelede. Gekombineerde skole het baie faktore wat kan veroorsaak dat hulle effektiewe skole kan wees, byvoorbeeld min leerders, In lang verbintenis van die met die skool en In sterk band tussen skool en gemeenskap. Daar moet egter doelbewus beplan word om hierdie aspekte te benut sodat verseker kan word dat hulle ook in die toekoms die "goeie" skole kan bly wat hulle in die verlede was. Kriteria vir effektiewe skole is besig om drasties te verander en gekombineerde skole kan nie net op ou suksesse voortbou nie. In Geslag leerders met In unieke aard en aan wie unieke vereistes in die toekoms gestel gaan word, betree nou die skole. Skole moet meer as net vakkennis oordra. Karakteropvoeding, etiek, selfdissipline en streshantering is aspekte wat binne die skoolkurikulum aangespreek moet word. Om bogenoemde suksesvol te laat wees, moet daar vanuit In nuwe paradigma bestuur word. Verandering kan net plaasvind indien mense verander en daar sodoende 'n nuwe kultuur in skole gevestig word. Wanneer daar vanuit 'n beginselgesentreerde paradigma bestuur word, word mense bemagtig om eers privaat oorwinnings en dan publieke oorwinnings te behaal. Dis dan moontlik om die bestuurs- en organisatoriese vlakke in lyn met die waardes van die missie van die skool te bring.