The purpose of the study was to investigate the relevance of School Management Training (SMT) to school practice; present an overview of SMT in Zimbabwe; and identify and analyse relevant SMT models to school headship. The research methods involved a literature study of primary and secondary sources, as well as an empirical situation analysis of SMT in Zimbabwe. The secondary sources comprised books, journals, research dissertations and thesis. The primary sources comprised official circulars, courses outlines the B.Ed (EAPPS) degree programme and the Heads Training Support Programme (HTSP) modules. The knowledge drawn from these sources was the basis for developing appropriate models for SMT. The empirical situation analysis comprised the use of questionnaires and interviews to examine the content, typology, the modes of SMT in Zimbabwe, as provided by a sample of 218 randomly selected school heads in Bulawayo, Matabeleland North and South regions. Personal and group interviews were conducted with selected school heads. The findings revealed the following strengths of SMT in Zimbabwe:  Induction SMT is offered to newly-appointed school heads in order to inspire their confidence in leadership.  Various forms of continuing on-site SMT on-the-job training opportunities to school heads.  Whilst off-site SMT workshops inculcate skills from school headship experience, SMT conferences and seminars run by heads' professional associations cater for SMT needs of school heads. Weaknesses of SMT in Zimbabwe exposed by the study involve:  Lack of SMT newsletters to encourage self-induction  Lack of institutional provision for the smooth co-ordination of SMT  Little involvement of university experts in non-formal SMT A tripartite collaborative SMT model which integrates self-development, university tuition and HTSP tuition is recommended. For the smooth operation of the model a dedicated institute for SMT is recommended. Any further research study, local or in the Southern African Development Community (SADC) region, should investigate the feasibility of a tripartite collaborative model and the dedicated institute in SMT. / Educational Studies / D.Ed. (Education Management)

The purpose of the study was to investigate the relevance of School Management Training (SMT) to school practice; present an overview of SMT in Zimbabwe; and identify and analyse relevant SMT models to school headship. The research methods involved a literature study of primary and secondary sources, as well as an empirical situation analysis of SMT in Zimbabwe. The secondary sources comprised books, journals, research dissertations and theses. The primary sources comprised official circulars, course outlines of the B.Ed (EAPPS) degree programme and the Heads Training Support Programme (HTSP) modules. The knowledge drawn from these sources was the basis for developing appropriate models for SMT. The empirical situation analysis comprised the use of questionnaires and interviews to examine the content, typology, the modes of SMT in Zimbabwe, as provided by a sample of 218 randomly selected school heads in Bulawayo, Matabeleland North and South regions. Personal and group interviews were conducted with selected school heads. The findings revealed the following strengths of SMT in Zimbabwe: • Induction SMT is offered to newly-appointed school heads in order to inspire their confidence in leadership. • Various forms of continuing on-site SMT on-the-job training opportunities to school heads. • Whilst off-site SMT workshops inculcate skills from school headship expenence, SMT conferences and seminars run by heads' professional associations cater for SMT needs of school heads. Weaknesses of SMT in Zimbabwe exposed by the study involve: • Lack of SMT newsletters to encourage self-induction • Lack of institutional provision for the smooth co-ordination of SMT • Little involvement of university experts in non-formal SMT (iii) A tripartite collaborative SMT model which integrates self-development, university tuition and HTSP tuition is recommended. For the smooth operation of the model a dedicated institute for SMT is recommended. Any further research study, local or in the Southern African Development Community (SADC) region, should investigate the feasibility of a tripartite collaborative model and the dedicated institute in SMT / Educational Leadership and Management / D.Ed. (Education Management)

This study investigates the role of transformational leadership in influencing students’ outcomes in public secondary schools using Kuwait as a case study. The standard of academic achievement in Kuwait’s public schools has been declining over the years, which calls for a different type of leadership to transform these schools. It is argued in this thesis that there is merit in bringing in private sector business models to the public education sector in order to transform the sector and improve the schools’ outcomes. Furthermore, not much research has been undertaken on the paths through which transformational leadership influences public school outcomes in developing countries such as Kuwait. Following a critical review of leadership literature, a theoretical model for leadership that is transformational was conceptualised and this formed the basis of hypotheses formation and data collection. The thesis is thus original in its attempt to understand the paths through which school heads’ transformational leadership influence student’s outcomes in public secondary schools in a developing country (Kuwait). The study adopted a positivist ontology and objective epistemology and obtained data from 495 school heads and staff from 86 public secondary schools in Kuwait via a structured questionnaire. Confirmatory factor analysis (CFA) and structural equation models (SEM) tested the direct and indirect effects of school heads’ transformational leadership in influencing students’ outcomes the student “achievement” and the student “engagement” via several mediating variables including “school culture”, “class room condition” and “academic emphasis”. The analysis identified idealized influence (attributes) and idealized influence (behaviour) as the underlying dimensions of transformational leadership that directly and indirectly influences both student engagement and student achievement as the final outcome. The findings also confirmed differences between males and females in their leadership styles and subsequent influence on students’ achievement, and student engagement with the latter appearing to be better school heads. Therefore, two structure equation models were built to investigate the characteristics of each gender leadership style on the outcome variables. The findings also revealed that males’ leadership style has significant effect on student achievement but not student on engagement, while female leader ship style has significant effect on both student achievement and student engagement stronger than the males’ effect counterpart. Generally however, transformational leadership style has significant effect on both student achievement and student engagement. The study objectives were met and the study contributes to understanding the role of transformational leadership and its influence on staff and students’ achievement, from a developing country in the GCC. Managerial recommendations and suggestions for policy makers are made. Study limitations are highlighted leading to suggestions for further study.

The purpose of the study was to investigate the relevance of School Management Training (SMT) to school practice; present an overview of SMT in Zimbabwe; and identify and analyse relevant SMT models to school headship. The research methods involved a literature study of primary and secondary sources, as well as an empirical situation analysis of SMT in Zimbabwe. The secondary sources comprised books, journals, research dissertations and thesis. The primary sources comprised official circulars, courses outlines the B.Ed (EAPPS) degree programme and the Heads Training Support Programme (HTSP) modules. The knowledge drawn from these sources was the basis for developing appropriate models for SMT. The empirical situation analysis comprised the use of questionnaires and interviews to examine the content, typology, the modes of SMT in Zimbabwe, as provided by a sample of 218 randomly selected school heads in Bulawayo, Matabeleland North and South regions. Personal and group interviews were conducted with selected school heads. The findings revealed the following strengths of SMT in Zimbabwe:  Induction SMT is offered to newly-appointed school heads in order to inspire their confidence in leadership.  Various forms of continuing on-site SMT on-the-job training opportunities to school heads.  Whilst off-site SMT workshops inculcate skills from school headship experience, SMT conferences and seminars run by heads' professional associations cater for SMT needs of school heads. Weaknesses of SMT in Zimbabwe exposed by the study involve:  Lack of SMT newsletters to encourage self-induction  Lack of institutional provision for the smooth co-ordination of SMT  Little involvement of university experts in non-formal SMT A tripartite collaborative SMT model which integrates self-development, university tuition and HTSP tuition is recommended. For the smooth operation of the model a dedicated institute for SMT is recommended. Any further research study, local or in the Southern African Development Community (SADC) region, should investigate the feasibility of a tripartite collaborative model and the dedicated institute in SMT. / Educational Studies / D.Ed. (Education Management)

The purpose of the study was to investigate the relevance of School Management Training (SMT) to school practice; present an overview of SMT in Zimbabwe; and identify and analyse relevant SMT models to school headship. The research methods involved a literature study of primary and secondary sources, as well as an empirical situation analysis of SMT in Zimbabwe. The secondary sources comprised books, journals, research dissertations and theses. The primary sources comprised official circulars, course outlines of the B.Ed (EAPPS) degree programme and the Heads Training Support Programme (HTSP) modules. The knowledge drawn from these sources was the basis for developing appropriate models for SMT. The empirical situation analysis comprised the use of questionnaires and interviews to examine the content, typology, the modes of SMT in Zimbabwe, as provided by a sample of 218 randomly selected school heads in Bulawayo, Matabeleland North and South regions. Personal and group interviews were conducted with selected school heads. The findings revealed the following strengths of SMT in Zimbabwe: • Induction SMT is offered to newly-appointed school heads in order to inspire their confidence in leadership. • Various forms of continuing on-site SMT on-the-job training opportunities to school heads. • Whilst off-site SMT workshops inculcate skills from school headship expenence, SMT conferences and seminars run by heads' professional associations cater for SMT needs of school heads. Weaknesses of SMT in Zimbabwe exposed by the study involve: • Lack of SMT newsletters to encourage self-induction • Lack of institutional provision for the smooth co-ordination of SMT • Little involvement of university experts in non-formal SMT (iii) A tripartite collaborative SMT model which integrates self-development, university tuition and HTSP tuition is recommended. For the smooth operation of the model a dedicated institute for SMT is recommended. Any further research study, local or in the Southern African Development Community (SADC) region, should investigate the feasibility of a tripartite collaborative model and the dedicated institute in SMT / Educational Leadership and Management / D.Ed. (Education Management)

No description available.

Text in English, abstract in English, Zulu and Sepedi / The education system in Zimbabwe has experienced a wide range of educational reforms and technological changes since the last half of the 20th century. These changes have resulted in a significant expansion of the duties and responsibilities that school heads are expected to perform in schools. Despite these changes, there has not been a comprehensive training programme meant to prepare newly promoted secondary school heads for the daunting task of school leadership in Zimbabwe. The study sought to examine the perceptions of stakeholders regarding management development programmes (MDPs) for beginning secondary school heads (BSSHs). The study employed the descriptive case study approach based on a qualitative research design. A total of 28 participants were initially selected for the study but only 27 took part. The participants comprised five BSSHs, five practising secondary school heads, four deputy heads and 10 senior teachers who were drawn from 10 selected secondary schools in Zaka district. Three school inspectors from the district education office in Zaka district also took part. The participants were purposively sampled using the maximum variation sampling approach to account for the differences of their professional categories. Individual semi-structured interviews were used to collect data from the BSSHs, practising secondary school heads and school inspectors, while focus group interviews were used to collect data from deputy heads and senior teachers. A review of relevant documentary sources such as vacancy announcement circulars, the Civil Service Commission (CSC) training and development policy and policy circulars from the Ministry of Primary and Secondary Education (MoPSE) was also undertaken. The findings indicated that there was a need for a management development programme that would equip newly promoted school heads with the relevant technical skills and competencies that would enable them to provide sound leadership to schools. The study established that BSSHs required knowledge and skills in financial management, instructional leadership, general administration, ICT, policy issues, human resources management, community relations, documentation and asset management. / Uhlelo lwezemfundo eZimbabwe seluhlangabenzane nezinkinga ezinkulu ezimayelana nezinguquko kwezemfundo kanye noshintsho kwezobuchwepheshe kusukela kuyisigamu sokugcina sekhulu leminyaka engama-20. Lezi zinguquko ziholele ekwandisweni okuphawulekayo kwemisebenzi kanye nezibopho okumele othishanhloko ezikolweni bayifeze. Ngaphandle kwalezinguquko, akukaze kwabakhona uhlelo lokuqeqesha olunzulu olulungiselela othishanhloko abasanda kuthola izikhundla ezintsha kulomsebenzi onzima wokuhola eZimbabwe. Isifundo sizohlola sibheke imibono yamadlelandawonye mayelana neZinhlelo Zokuthuthukisa Ukuphatha kwalabothishanhloko bezikole zamabanga aphezulu abasafufuza. Isifundo sizosebenzisa ucwaningo lwesifundo esichazayo olwakhelwe phezulu kocwaningo lokuklama oluphathelene nesimo. Kuye kwakhethwa abantu abangamashumi amabili nesishiyagalombili (28) kodwa babe ngamashumi amabili nesikhombisa (27) kuphela abaye babamba iqhaza. Abantu ababambe iqhaza behlise obekuhloswe ngalabothishanhloko abahlanu (5) bezikole zamabanga aphezulu abasafufuza, othishanhloko abahlanu (5) asebekhona kulo mkhakha emabangeni aphezulu, amaphini kathishanhloko yesikole amane (4), othisha abasezingeni lokuphatha ngokwesikhathi asebe sisebenzile abaqokwe ezikolweni zamabanga aphezulu abayishumi (10) abakhethwe ezikolweni zamabanga aphezulu kuyisifunda sakwaZaka. Abahloli bezikole abathathu ababuya kuyisifunda somnyango wezemfundo kuso isifunda sakwaZaka nabo babamba iqhaza. Abantu ababambe iqhaza basampulwe ngenhloso ethile lapho kusetshenziswe indlela ephezulu yokuhluka kwesampuli ukuze kuphendulwe ngokuhluka ngokwezigaba zabo zemfundo. Izinhlolokhono ezihleliwe zomuntu ngamunye ziye zasetshenziswa ukuqoqa ulwazi kothishanhloko bezikole bamabanga aphezulu abasafufuza, othishanhloko asebekhona kulo mkhakha emabangeni aphezulu kanye nabahloli bezikole kwase kuthi izinhlolokhono zamaqembu zasetshenziselwa ukuqoqa ulwazi kumaphini onhloko bezikole nakothisha abasezingeni lokuphatha ngokwesikhathi asebe sisebenzile abaqokwe ezikolweni zamabanga aphezulu. Kuye kwabuyekezwa imibhalo yamaphepha efanele efana namasekhula amemezela izikhala zomsebenzi, iKhomishani Yomsebenzi Womphakathi yokuqeqeshwa nenqubomgomo yokuthuthukiswa kanye nenqubomgomo yamasekhula asuka kuNgqongqoshe weMfundo yamabanga Aphansi nawaPhezulu. Kuye kwatholakala ukuthi kunesidingo sezinhlelo zokuthuthukisa ukuphatha ezizohlomisa othishanhloko abasandukunyuselwa kulezi zikhundla ngamakhono afanele ezobuchwepheshe anamandla azobasiza ukuba babengabaholi abaqotho ezikolweni. Isifundo siye sathola ukuthi othishanhloko bezikole bamabanga aphezulu abasafufuza badinga ulwazi namakhono ngokuphathwa kwezimali, ubuholi obuqotho bokufundisa, ukuphathwa kwamabhuku jikelele, Ulwazi Lwezobuchwepheshe Kwezokuxhumana (ICT), okuphathelene nengqubomgomo, ukuphathwa kwabantu, ubudlelwano nomphakathi, kanye nokuphathwa kwemibhalo nempahla. / Peakanyo ya thuto go la Zimbabwe e itemogetše dimpshafatšo tša thuto le diphetogo tša theknolotši tše di fapanego go tloga nakong ya seripagare sa mafelelo sa ngwagakgolo wa bo20. Diphetogo tše di hlotše koketšo ye kgolo ya ditshwanelo le boikarabelo tšeo dihlogo tša dikolo di letelwago go di phethagatša dikolong. Ka ntle ga diphetogo tše, go bile le lenaneo la tlhahlo leo le feleletšego leo le diretšwego go beakanyetša dihlogo tša dikolo tše mpsha tšeo di sa tšogo godišwa go tlo lebana le modiro wo o tšhošago wa boetapele bja dikolo ka Zimbabwe. Thutelo e nyaka go hlahloba dikgopolo tša batho bao ba nago le dikgahlego malebana le mananeo a tlhabollo ya bolaodi (diMDP) a dihlogo tša dikolo tša sekontari tše di thomago (diBSSH). Thutelo e latetše mokgwatebelelo wa ditlhalošo wa nyakišišo ye e dirilwego ka ga tiragalo wo o theilwego go tlhako ya nyakišišo ka go utolla mokgwa wa bophelo bja setšhaba se itšeng. Palomoka ya batšeakarolo ba 28 e kgethilwe pele go thutelo eupša ba 27 ba tšere karolo. Batšeakarolo e be e le diBSSH tše tlhano, dihlogo tša dikolo tša sekontari tše tlhano tšeo di lego modirong, bathušahlogo ba bane le barutišibagolo ba 10 bao ba tšerwego dikolong tša sekontari tšeo di kgethilwego seleteng sa Zaka. Bahlahlobi ba dikolo ba bararo go tšwa ofising ya selete ya thuto ka seleteng sa Zaka le bona ba tšere karolo. Batšeakarolo ba kgethilwe ka maikemišetšo bjalo ka disampolo ka go diriša mokgwatebelelo wa maksimamo wa go tšea disampolo ka go fapana go hlaloša lebaka la diphapang ka go magoro a bona a diprofešene. Ditherišano tša motho a nnoši tša dipotšišo tšeo di sa latelego lenaneo leo le itšeng di dirišitšwe go kgoboketša datha go tšwa go diBSSH, dihlogo tša dikolo tša sekontari tšeo di lego mošomong le bahlahlobi ba dikolo, mola ditherišano tša dihlopha tšeo di nepišitšwego di dirišitšwe go kgoboketša datha ye e hweditšwego go batlatšadihlogo le barutišibagolo. Tekolo ya methopo ya maleba ya kanegelo ya ditiragalo go swana le mangwalophatlalatšwa, molaotshepetšo wa tlhahlo le tlhabollo wa Khomišene ya Mešomo ya Mmušo (CSC) le mangwalophatlalatšwa a melaotshepetšo go tšwa go Kgoro ya tona ya Thuto ya Praemari le Sekontari (MoPSE) le yona e phathagaditšwe. Dikhwetšo di šupile gore go bile le tlhokego ya lenaneo la tlhabollo ya bolaodi leo le tlo fago dihlogo tše mpsha tšeo di sa tšwago go godišwa mabokgoni le botsebi tša sethekniki tša maleba tšeo di tlo ba kgontšhago go phethagatša boetapele bjo bo kwagalago bja dikolong. Thutelo e utollotše gore diBSSH di be di nyaka tsebo le mabokgoni tšeo di nyakegago go bolaodi bja matšeleng, boetapele go tša dithuto, / Educational Leadership and Management / D. Phil. (Education Management)

The study sought to establish the quality of Early Childhood Development (ECD) programmes. It was therefore important that the researcher investigates whether the ECD programmes were meeting the expectations of the quality indicators and consequently the holistic needs of ECD children. The qualitative design methodology was used in this study. Self-constructed observation checklists and in-depth interview guides were used. The participants in the study were 10 school heads, 10 ECD teachers and 10 ECD parents, one from each of the ten schools under study from Harare low and high density suburbs. The data were content analysed. The findings of the study revealed that school heads incompetently managed the ECD curriculum. It was also revealed in the study that ECD policies existed in schools but some were not adhered to which impacted negatively on the quality of ECD programmes. Findings of the study also revealed that the components of a quality ECD programme which included; nutrition, health and safety, parental involvement, stakeholder involvement, guidance and counselling in ECD were compromised. The study showed that ECD personnel qualifications were varied. The study also revealed that teaching methods in ECD were all child-centred though some ECD parents and school heads criticised the play-way and child-centred method of teaching. Findings revealed that material, financial and human resources were scarce. It was concluded that the quality of ECD programmes in Harare primary schools was compromised. It was recommended that training of all stakeholders on ECD management and organisation would bring about a better understanding of ECD programmes, mounting staff development workshops on practical skills training in guidance and counselling of ECD children for ECD teachers, school heads and counsellors and, inviting parents as resource persons when teaching certain concepts would improve the quality of ECD programmes. Recommendations for further study were made / Educational Studies / D.Ed. (Psychology of Education)

The study sought to establish the quality of Early Childhood Development (ECD) programmes. It was therefore important that the researcher investigates whether the ECD programmes were meeting the expectations of the quality indicators and consequently the holistic needs of ECD children. The qualitative design methodology was used in this study. Self-constructed observation checklists and in-depth interview guides were used. The participants in the study were 10 school heads, 10 ECD teachers and 10 ECD parents, one from each of the ten schools under study from Harare low and high density suburbs. The data were content analysed. The findings of the study revealed that school heads incompetently managed the ECD curriculum. It was also revealed in the study that ECD policies existed in schools but some were not adhered to which impacted negatively on the quality of ECD programmes. Findings of the study also revealed that the components of a quality ECD programme which included; nutrition, health and safety, parental involvement, stakeholder involvement, guidance and counselling in ECD were compromised. The study showed that ECD personnel qualifications were varied. The study also revealed that teaching methods in ECD were all child-centred though some ECD parents and school heads criticised the play-way and child-centred method of teaching. Findings revealed that material, financial and human resources were scarce. It was concluded that the quality of ECD programmes in Harare primary schools was compromised. It was recommended that training of all stakeholders on ECD management and organisation would bring about a better understanding of ECD programmes, mounting staff development workshops on practical skills training in guidance and counselling of ECD children for ECD teachers, school heads and counsellors and, inviting parents as resource persons when teaching certain concepts would improve the quality of ECD programmes. Recommendations for further study were made / Educational Studies / D.Ed. (Psychology of Education)