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South African principals' perceptions of shared leadership and its relevance for school disciplineMtsweni, Jim 06 1900 (has links)
This study focuses on the South African principals’ perceptions of shared leadership and its relevance for school discipline. In a mainly qualitative investigation, empirical data from ten secondary schools in the Nkangala District of the Mpumalanga Province were collected by means individual interviews and observation. These data were analyzed in accordance with accepted procedures for qualitative data processing. The preponderance of evidence collected in this study indicates that school principals indirectly contribute to school effectiveness and learner achievement through actions they take to influence what happens in the schools and classrooms. The skillful leadership of school principals is a key contributing factor when it comes to explaining successful change, school improvement, or school effectiveness. Schools should provide a stable, caring environment for all learners, irrespective of whether they are working with support or indifference of families. The role of the schools in relation to learners’ cultural and social differences should be supportive. Shared leadership is regarded as the state or quality of mutual influence in which team members disperse the leadership role through the group, participate in the decision-making processes, fulfill functions traditionally reserved for hierarchical leaders, and when appropriate, provide guidance to others to achieve group goals and objectives. The relevant stakeholders should work collaboratively in the education of learners. Principals and educators must understand that their traditional roles have changed and improved organizational teamwork will be fostered by all members of the learning community assuming decision-making roles. For the haul of school improvement school principals have to develop and expand their leadership repertoires. The collaborative process in shared school leadership should offer the opportunity for educators, learners, parents and the other stakeholders to study, to learn about shared leadership and also to share and to enact leadership. The management of discipline in schools is central to effective teaching and learning. A school that does not have an effective discipline policy (that includes strategies and support mechanisms that are available to all the members of the school community) and that does not maintain a climate of sound discipline, will not function as a centre for teaching and learning. The process of implementing a discipline policy should involve collaborative decision-making. All relevant stakeholders of the school community should have the opportunity to participate in the decision-making process. The study confirmed most of the views found in the existing body of knowledge on shared leadership and its relevance for school discipline. In the thesis, detailed attention is paid to the challenges those principals who were interviewed, experienced, and to the perceived origin of those challenges and suggested solutions. To conclude the study, a model for exercising sound school discipline through shared school leadership, including ten strategies to promote the implementation of shared school leadership in secondary schools, were proposed. / Educational Leadership and Management / D. Ed. (Education Management)
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The compliance of selected schools in Swaziland with law and policy on corporal punishmentShongwe, Elmon Jabulane 12 1900 (has links)
The researcher aimed to investigate the laws and policies regulating the use of corporal punishment in Swaziland schools by benchmarking these against HRL, and to investigate the non-compliance of selected schools in the Hhohho and Manzini regions with these legal prescripts. This was done in the two participating schools in the study.
The study employed the qualitative approach, using two cases to source the information from the participants. Interviews and questionnaires were used to collect the data from the participants. The principals and their deputies were interviewed, whilst the teachers and learners responded to questionnaires.
The literature review revealed that the teachers tend not to adhere to the prescripts in respect of the abuse of corporal punishment. The literature review focusing on the Swaziland situation brought to light that the teachers go beyond the legal prescripts when administering corporal punishment.
The results indicated that in Swaziland corporal punishment is legal while, according to the Human Rights Law, it is a crime. The study indicated that teachers do not adhere to the legal prescripts on corporal punishment. Of the ten requirements for corporal punishment, the teachers complied fully with only two. It was also found that the teachers were not conversant with the legal prescripts. Some of the requirements did not seem viable to them to comply with.
The researcher recommended that the Swaziland Constitution be aligned with the Human Rights Law, and that principals monitor the abuse of corporal punishment. / Educational Leadership and Management / M. Ed. (Education Management)
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The leadership role of the principal in creating a culture of teaching and learning in the rural public schools of Mopani District, Limpopo ProvinceMohale, Assan Bottomly 21 September 2018 (has links)
DEd (Educational Management) / The purpose of this study was to investigate the leadership role of principals in creating a culture of teaching and learning in rural public schools of Mopani District, Limpopo Province. The performance of learners below the expected standards in the National Senior Certificate (NSC) examinations, despite, massive resources that the Department of Basic Education (DBE) is providing annually to schools to improve quality of teaching and learning, has raised public concern. When seeking answers to these schools’ dysfunctionality, focus, however, was laid on the leadership role of school principals in some rural public schools of Mopani District, Limpopo Province. The study was guided by Hersey and Blanchard Situational Leadership theory, complemented by Maslow’s Hierarchy of needs. This study was conceptualised within the interpretive paradigm, subsumed under a qualitative research approach. A qualitative case study was used with four rural public high schools. A total of sixteen participants were purposefully selected, made up of four school principals, four deputy principals and eight Heads of Departments (HoDs). Research data were gathered through individual interviews, observations and documents analysis. Data from interviews were thematically analysed, and data from documents and observations were analysed descriptively in words. Findings from interviews revealed that school principals do not monitor and support curriculum implementation. In supporting the findings from interviews, the documents analysed revealed the absence of an administered class-visits monitoring-tool. Data from the observations revealed that schools were without vision and mission statements and had inadequate resources. The study recommended principals to monitor and support curriculum implementation, and develop staff professionally. Suggestions for further study were provided. A proposed model of Action-Based COTL was developed to assist school principals in creating a COTL in schools. / NRF
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Principal leadership and school performance : a case study in Gauteng schoolsSmith, Chane 10 1900 (has links)
This study investigated the relationship between principal leadership and school
performance in Gauteng schools. The study examined the role and functions of the
school principal, the differences between schools which perform well and schools
which perform poorly, and what influence the leadership style of the principal has on
the performance of the school. It was a qualitative study. Principals and teachers were
interviewed. The study found that the leadership style of the school principal influences
the performance of the school. The study also revealed that the principal, the
management team, the teachers and the community all need to be invested in the
success of the school in order to provide the learners with quality education. / Educational Management and Leadership / M. Ed. (Education Management)
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Démystification de la résilience et des liens avec la santé psychologique en contexte organisationnelLe Boeuf, Élodie 04 1900 (has links)
Thèse de doctorat présentée en vue de l'obtention du doctorat en psychologie - recherche (Ph.D) / La santé psychologique est une composante essentielle au bon
fonctionnement quotidien des individus. Celle-ci est influencée par plusieurs
facteurs, dont leur emploi. Un employé possédant une bonne santé psychologique
n’est pas seulement fondamental pour son propre bien-être, mais également pour
les objectifs de l’organisation qui l’emploie. Effectivement, un employé qui vit
beaucoup de bien-être psychologique au travail est plus satisfait de son emploi et
est plus productif et efficace à la tâche. A contrario, un employé en détresse
psychologique à son travail est à risque de développer plusieurs troubles
psychologiques, dont la dépression, le burnout et l’anxiété, menant à plusieurs
comportements indésirables et à un roulement du personnel accru. La résilience est
un phénomène permettant aux employés de mieux gérer les conséquences toxiques
des adversités caractéristiques du milieu organisationnel sur leur santé
psychologique en protégeant leur bien-être et en limitant les impacts négatifs sur
leur détresse psychologique. Les objectifs de cette thèse sont donc de rapporter les
principales lacunes de la littérature scientifique au sujet des liens entre la résilience
et la santé psychologique en milieu organisationnel et de proposer un modèle
prédictif de la santé psychologique chez les directions et directions adjointes des
établissements scolaires francophones.
Le premier article est une revue de portée qui cartographie la connaissance
scientifique sur les liens statistiques directs et indirects entre la résilience et deux
facteurs de santé psychologique : le bien-être et la détresse psychologique. Cet
article recueille les résultats d’études sur un large éventail d’emplois et de pays
d’origine. Plusieurs biais et lacunes en lien avec la validité externe sont observés. La
majorité des études proviennent des pays catégorisés WEIRD, étudient les emplois
du secteur de la santé et sont motivées par l’arrivée d’une catastrophe telle que la
pandémie au COVID-19.
Le deuxième article propose un modèle prédictif du bien-être et de la
détresse psychologique chez les directions et directions adjointes d’établissements
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scolaires francophones ontariennes et québécoises. Le modèle stipule que le climat
de travail, la résilience et les habiletés politiques sont des inducteurs directs du
bien-être et de la détresse. Le modèle proposé est également comparé à un modèle
alternatif basé sur la théorie de conservation des ressources. Selon l’analyse
acheminatoire, le modèle proposé représente le mieux les données et le climat de
travail et la résilience prédisent statistiquement le bien-être et la détresse
psychologique. La résilience est également le meilleur prédicteur de la santé
psychologique. / Psychological health is an essential component for the proper daily
functioning of individuals. This is influenced by several factors, including their work.
An employee with good psychological health is not only fundamental for their own
well-being, but also for the objectives of the organization that employs them. Indeed,
an employee who experiences a lot of psychological well-being at work is more
satisfied with their job and is more productive and efficient at work. Conversely, an
employee in psychological distress is at risk of developing several psychological
disorders, including depression, burnout, and anxiety, leading to several undesirable
behaviors and increased staff turnover. Resilience is a phenomenon that allows
employees to better manage the toxic consequences of the adversities characteristic
of the organizational setting on their psychological health by protecting their well being and limiting the negative impacts on their psychological distress. The
objectives of this thesis are therefore to report the gaps in the scientific literature on
the links between resilience and psychological health in an organizational setting
and to propose a predictive model of psychological health among principals and
vice-principals of French-speaking schools.
The first article is a scoping review that maps scientific knowledge on the
direct and indirect statistical links between resilience and the two factors of
psychological health: well-being and psychological distress. This article collects the
results of studies on a wide range of jobs and countries of origin. Several
shortcomings and biases are observed. The majority of studies come from countries
categorized as WEIRD, study jobs in the health sector and are motivated by the
arrival of a disaster such as the COVID-19 pandemic.
The second article proposes a predictive model of well-being and
psychological distress among principals and vice-principals of French-speaking
schools from Ontario and Québec. The model states that work climate, resilience and
political skills are direct drivers of well-being and distress. The proposed model is
also compared to an alternative model based on the resource conservation theory.
According to the path analysis, the proposed model best fits the data, and work
climate and resilience statistically predict well-being and psychological distress.
Resilience is also the best predictor of psychological health.
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Innovative leadership in managing conflict at selected senior secondary schools in BotswanaOrapeleng, Shathani Rejoyce 16 October 2017 (has links)
The phenomenon of conflict is the problem that principals are faced with in their respective schools. The aim of this study was to explore the role that innovative leadership could play in managing conflict at the selected schools in Botswana. For the purpose of this study, a qualitative research approach was adopted. It included interviews, during which the informants responded to open-ended questions; observations, where the researcher visited the schools and interacted with the informants; and document analysis. These methods were employed to determine the perceptions of participants regarding the nature, extent, and causes of conflict at the selected schools. The study indicated that a number of factors could significantly contribute in managing conflict. Employing innovative educational leaders, benchmarking, using bottom-up communication skills, and the engagement of policy analysts, are some of the key recommendations made for avoiding further conflict within schools and between schools and the Ministry of Education. / Educational Leadership and Management / D. Ed. (Educational Management)
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Managing multi-grade teaching for optimal learning in Gauteng West primary schoolsTredoux, Marlise 01 1900 (has links)
The researcher investigated the management of multi-grade teaching for optimal
learning in Gauteng West primary schools. Ten participants, including school
principals, heads of departments and educators participated in individual and focus
group interviews and in observation of multi-grade classroom contexts. Findings
revealed that educators involved in multi-grade teaching feel overwhelmed by
challenging work conditions pertaining to large learner numbers and a lack of
adequate didactical resources. This is exacerbated by a lack of professional
development by means of tailor-made training for multi-grade teaching and the
presumption that educators teaching such classes must merely change the monograde teaching format of the curriculum themselves for applicable implementation in
a multi-grade teaching context. This leaves educators socially, emotionally and
professionally isolated. Recommendations include the involvement of seasoned
educators with expert knowledge and experience of multi-grade teaching to present
training sessions constituting advice and support to inexperienced educators involved
in said teaching. / Die navorser het die bestuur van meergraadonderrig by laerskole in Wes-Gauteng vir
optimale leer ondersoek. Afgesien van individuele en fokusgroeponderhoude met
skoolhoofde, departementshoofde en opvoeders, is waarneming in
meergraadklaskamers gedoen. Volgens die bevindings bemoeilik groot klasse en ʼn
gebrek aan didaktiese hulpmiddels meergraadopvoeders se taak.
Meergraadopvoeders voel hulle geensins opgewasse teen hierdie
werksomstandighede nie. ʼn Gebrek aan opleiding in meergraadonderrig en die
veronderstelling dat opvoeders die eengraadformaat van die kurrikulum in ʼn
meergraadformaat kan omskakel, vererger sake. Opvoeders is van mening dat hulle
maatskaplik, emosioneel en professioneel in die steek gelaat word. Daar word
aanbeveel dat gesoute opvoeders met kennis van en ervaring in meergraadonderrig
onervare opvoeders oplei en adviseer. / Monyakisisi o dirile dinyakisiso ka ga go ruta dikereiti tse fapanego go fihlelela bokgoni le tsebo tikologong ya go thekga dinyakwa tsa baithuti dikolong tsa phoraemari go la Gauteng Bodikela. Batseakarolo ba lesome, go akaretswa dihlogo tsa dikolo, dihlogo tsa dikgoro le barutisi ba tseere karolo ditherisanong ka botee le dihlopha tseo di nepisitswego gape le temogo dikemong tsa diphaposi tsa dikereiti tse di fapanego. Dikhwetso di utollotse gore barutisi bao ba rutago dikereiti tse fapanego ba imelwa ke maemo a modiro wo o nyakago gore ba ntshe bokgoni bja bona ka moka ka lebaka la dipalo tse ntsi tsa baithuti le tlhokego ya dithusi tsa thuto tse di lekanego. Se se thatafiswa ke tlhokego ya tlhabollo ya profesene ye ka go fa tlhahlo yeo e lebanego ya go ruta dikreiti tse fapanego le kgopolo ya go re barutisi bao ba rutago ba swanela go no fetola popego ya lenaneothuto la kereiti e tee ka bobona go re ba le dirise kemong ya go ruta dikereiti tse fapanego. Se se dira gore barutisi ba ikhwetse ba se na kgokagano le setshaba leagong, ba hloka bao ba ka llelago go bona le go se be le bao ba nago le kgahlego go profesene ya bona. Ditshisinyo di akaretsa go ba gona ga barutisi bao e lego kgale ba ruta ba nago le maitemogelo le botsebi go ruta dikereiti tse fapanego go hlagisa dipaka tsa tlhahlo tseo di fago maele le thuso go barutisi bao ba se nago maitemogelo. / Educational Management and Leadership / M. Ed. (Education Management)
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