MPM / Oliver Tambo Institute of Governance and Policy Studies

D.Ed. / The key concepts in this research are "governance " and "transformation". The terms are clarified in terms of the context of this study. Transformation can be seen as a democratising process, a process that involves change for the better and encompasses the following factors: transformation is proactive transformation is coherent and organised transformation is visioned with clear forms transformation has the in-built capacity to address problems transformation builds upon strengths leading to more effective and efficient public delivery This can be applied to the school situation which has been discussed in detail in this chapter. Governance refers to the act or manner of governing namely the act or manner to rule or control with authority. In the school situation, the School Governing Body has been accorded this responsibility by virtue of legislation as enshrined in the South African Schools Act 84 of 1996. School Governing Bodies have been charged with the execution of an array of strategic functions which include: adopting a constitution, formulating a mission statement, formulating religious policies, admission policies, language policies, funding policies, recommending employment of educators and non educators. The development of school governance in South Africa cannot be seen in isolation from the broad policies of the government of the time. The present state of school governance can best be described as a system of decentralisation that has been implemented through a policy of geographical deconcentration. Previous systems of school governance such as the School Management Committees, the PTA's, the PTSA's, had limited or no legislated power and served mainly as fund raising structures for the school. In 1990, State controlled White schools had Model A (private school status), Model B (controlled learner admission —State school), Model C (State Aided school) and Model D (White State schools with Black enrolment). This has changed with the coming in of a democratically elected government in 1994 where School Governing Bodies that have statutory rights manage school governance. These School Governing Bodies represent the aspirations of the parents and the devolution of power to the lowest level, namely the school.

MGS / Institute for Gender and Youth Studies

In this study the problem concerning the contingency approach to the managerial tasks of the Black high school principal was investigated by means of literature study, interviews and observations. As a result the problems and challenges facing the Black principal were identified. The managerial tasks of the principal in the South Africa of the l 990's were identified and defined. It became clear that these tasks are performed under changing situational contingencies. The contingency approach, its basis, what it entails and its importance in the RSA of today was described. When the contingency approach was related to the managerial tasks, it became clear that under one set of circumstances one type of leadership style is effective. Interviews and observations were conducted in certain schools and with certain principals. Research findings revealed that the Black high school principal should be flexible in the face of many contingencies facing him. / Educational Leadership and Management / M. Ed. (Educational Management)

Dissertation submitted in partial compliance with the requirements for the Master's Degree in Technology: Education (Management), Technikon Natal, 2002. / This study explores the role of senior management in improving educators' morale in public, secondary schools in the Durban Central Area. The reasons for a decline in educators' morale and effectiveness are senior management's lack of incentives and rewards, violence in schools, poorly disciplined learners, conflict, nepotism and public condemnation of educators. Other factors include: 'right-sizing', rationalisation and redeployment, lack of transparency during the promotion process and the negative attitude to the appraisal policy. Motivating educators will lead to improved school performance and promote enthusiasm and confidence amongst educators. The researcher will provide support on the topic from observations and a study ofliterature. The qualitative method of research was undertaken. The representative sample included principals, deputy principals, heads of department and educators from public secondary schools in the Durban Central Area. Evidence from questionnaires suggested that educators in the Durban Central Area are demoralised and therefore there is an urgent need to address their morale. The researcher examined the causes and symptoms of educators' demoralisation and senior management's role in improving their morale. This investigation focuses on problems which lead to the demoralisation of educators; the causes and symptoms of demoralisation and how educators can contribute to a healthy and professional culture in schools. It is suggested that senior management should motivate individual educators. Some measures proposed to improve and / M

M.Ed. (Education) / Please refer to full text to view abstract

This dissertation assumed the style of the narrative to document how principals lead school transformation within the realm of a fledgling democracy after decades of apartheid rule. It zooms in to the school site to portray how principals construct themselves to orchestrate change that is consistent with the national policies of redress and equity. Located in the quantitative paradigm, the study depicts a general sense of school transformation. Thereafter, it is relocated in the qualitative paradigm to document the topical life histories of three principals from diverse backgrounds to illustrate how their experiences - lived and living - give definition to their constructions of leadership. Working within the interpretative paradigm, with the theory of transformational leadership underpinning the theoretical orientation of the study, has led to the understanding that the role of the principal is a conflicted one. The principal is conflicted by the incremental demands and the evolutionary nature of the role, the principal's interpretation of transformation and his/her expectation to manage and lead transformation. As a result, principals construct themselves mainly as managers of change, but perceive themselves to be leaders of change. While leadership gurus are adamant about attributing distinguishing features to the process of managing as opposed to the process of leading, they also recognize that organizations need both managers and leaders. It is undisputable that schools are organizations that also need managers and leaders. Therefore, it is incumbent on principals to manage and lead schools in transformation. In analyzing the data collated from principals and teachers in the study, it is evident that the processes of management and leadership are interdependent. Principals are expected to act as managers or leaders, depending on the situation, and at other times they are expected to draw on both skills of managing and leading. In the final analysis, it has been detected that while principals are leading transformation at different tempos because of their varied lived experiences, the important thing is that they are beginning to break the bonds with apartheid education. A colossal task indeed, when one considers that the findings of the investigation illustrate that principals are charged with the following conflict situations. The past oppressive system with the present democratic system, decentralization of education while maintaining core elements of centralization, stakeholders that support transformation as opposed to those who resist the process and the roles of management versus roles of leadership. While implementing change the principal is responsible for ensuring the stability of the institution. All the time dealing with the fact that she/he hails from a background that is vastly different from the one she/he currently works and lives in. / Thesis (Ph.D) - University of Kwazulu-Natal, 2006.

The purpose of this study was to find out the perceptions of male teachers on the under-representation of female teachers in high school management position in the Queenstown Education District and to find the barriers that cause this perception to determine the possible solutions for these problems. To carry out this study descriptive method was employed. Participants of the study were 60 male teachers, selected by using stratified random sampling techniques. The data were collected by using questionnaire and interview. Both qualitative and quantitative data analysis methods were employed in order to turn up at the results. The findings of the study revealed that, despite the male teachers perceptions on the under-representation of female school managers in high school management positon has been changing, but not as expected still they believe that female teachers are reluctant to accept responsibilities of school management positions Some of the challenges which could hinder female teachers representation in high school management positions were for instance; pressure of home responsibilities, men dominance of management position, political appointment, unclear promotion procedures or informal recruitment selection and discrimination.

In this study the problem concerning the contingency approach to the managerial tasks of the Black high school principal was investigated by means of literature study, interviews and observations. As a result the problems and challenges facing the Black principal were identified. The managerial tasks of the principal in the South Africa of the l 990's were identified and defined. It became clear that these tasks are performed under changing situational contingencies. The contingency approach, its basis, what it entails and its importance in the RSA of today was described. When the contingency approach was related to the managerial tasks, it became clear that under one set of circumstances one type of leadership style is effective. Interviews and observations were conducted in certain schools and with certain principals. Research findings revealed that the Black high school principal should be flexible in the face of many contingencies facing him. / Educational Leadership and Management / M. Ed. (Educational Management)

M. Ed. (Educational Management) / Please refer to full text to view abstract