D.Ed. / The objective of this thesis was to investigate, both qualitatively and quantitatively the school governance capacity building of school governing bodies in the Witbank district, Mpumalanga province, for the effective management of schools. A literature survey was undertaken and it is evident that, against the background of effective school governance, there is a definite need for more specific and up to date capacity building for school governing bodies. Furthermore, the importance of capacity building as an aspect of school governance capacity building and its implications for effective school management as a process, is emphasized. An empirical study was undertaken. In this research a questionnaire and focus group interviews were used. The research design is discussed in chapter four. In chapter five the analysis and interpretation of both the questionnaire and the focus group interview has been discussed. The literature study undertaken in chapter two discusses the problems regarding school governance capacity building tried in other countries. The two instruments were used to gauge the opinions of the school governing bodies' capacity in respect of school governance. Their responses to the questionnaire were analysed by means of multivariate and univariate statistical tests. From the sixty two questions, twenty were selected for the purpose of further qualitative analysis. The sixty two questions were then reduced to three factors using two consecutive factor analytic procedures: Factor 1- competent school governance. Factor 2- accountable collaborative school governance; and Factor 3- selection criteria. The competent school governance factor consists of 39 questions with a Cronbach - Alpha reliability coefficient of 0,9412. The accountable collaborative school governance factor consists of 20 questions with a Cronbach-Alpha reliability coefficient of 0,8684. Selection criteria consist of three questions with a Cronbach-Alpha reliability coefficient of 0,559. Multivariate and univariate statistical analyses were used to test the various hypotheses regarding school governance capacity building. Significant statistical differences between the mean score of two independent groups were investigated using Hotelling's T2 test and the Student t-test. Three or more independent groups were first tested at the multivariate level using MANOVA (multivariate analysis of variance). Any differences found at this level were further investigated using the ANOVA (analysis of variance) test at the univariate level. Pair-wise differences were investigated using the Dunette T3 or Scheffe test. Focus group interviews were also conducted because of the poor response to the questionnaires. Ten questions were developed around school governance capacity building which were used during the focus group interviews. The analysis of the data obtained from the focus group interviews clearly indicated a lack of capacity on the part of the three main components of the school governing body namely - parents, non-educators and learners. The following important recommendations emanated from this research: School governance capacity building is a crucial necessity. According to the findings of the research, respondents exposed a lack of capacity in their governance. Respondents also believe that they would have been better SGB's if they had the necessary training workshops.

M.Ed. (Educational Management) / The standard of education is determined by the teacher concerned. It stands to reason therefore that the professional growth of teachers has become a focal point where training for managerial positions is concerned. Deputy headmasters, in their capacity of co-leaders in matters concerning education, are responsible for the organization in a school. However, only a limited number of deputy headmasters prove to be adequately qualified for this task. Due to the lack of existing training courses, the professional development of deputy headmasters is seriously hampered. That makes them increasingly dependent in this regard on guidance by the headmaster. Headmasters have the responsibility of discreetly and meaningfully stimulating the deputy by involving him in matters such as planning, organization, management and the implementation of authority. This implies, however, that the headmaster himself should be familiar with what these components entail; it is imperative that each aspect be fully appreciated so that a meaningful understanding and implementation on the part of the deputy headmaster will ensue. The headmaster who is sincerely concerned with the professional development of his deputy, contributes successfully towards an in-service guidance programme by including the management skills of motivation, co-consultation and decisionmaking and delegation in his programme. To achieve this end, a meticulous study of the functional value of each of these management skills is necessary. These skills embrace the entire field of management o The headmaster who has mastered these skills and who can successfully. apply them, can make a substantial contribution towards fostering the quality of education as such. The headmaster is taxed with the responsibility of sharing his knowledge with his deputy, thus creating opportunities for the latter to acquire these managerial skills and to discover the applicability of each.

There is a growing consensus that at the core of school effectiveness and learner achievement is instructional leadership. Research evidence show that the rigid command and control leadership tendencies stifles individual and team creativity which may in turn deter platitudes about quality teaching and learning as well as learner achievement. This research has argued that to strengthen teaching and learning, instructional leadership should be nurtured through the establishment of a leadership development program. This program should focus on, amongst others, an in-depth understanding of school and classroom practices that could improve learner achievement. The overall aim of this research was to assess instructional leadership in schools and to ascertain its implications for whole school evaluation. To achieve this aim the quantitative research design was used. Data was collected from a range of post level one educators to deputy principals at Ekurhuleni West District by means of a structured questionnaire. The identification and conceptual meanings in respect of instructional leadership were achieved through the results of the empirical data, although it was difficult to find a succinct definition from the literature gleaned. Three successive factor analyses on the research instrument (the questionnaire) produced one factor, namely: • Academic standards consisting of 50 items with a Cronbach- Alpha reliability co-efficient of 0,990. This factor indicates a high reliability co-efficient correlation between the independent and dependent variables in this research- (instructional leadership and whole school evaluation). (Instructional leadership being the predictor variable (independent variable) and whole school evaluation being the criterion variable (dependent variable). This research has shown that the presence or lack of presence of instructional leadership would determine the kind of results that may be obtained from the process of whole school evaluation. Important findings from the literature review indicate that high achieving schools have principals that place instruction as their highest priority. These are the principals that set goals, understand instruction and curriculum, are results-driven, evaluate and monitor progress to bring about increased learner learning, become physically visible and accessible and promote instructional climate (Van Deventer and Kruger, 2003:248-254). The recommendations explicated in chapter five indicated that principals need the opportunity to explore and update skills in instructional leadership, curriculum development, supervision and school management. / Prof. C.F. Loock

Principals come to their current positions with their own beliefs about their role, about their practice, and about other educational issues related to the nature of education: schools, teachers, students, community, and professional growth. These and all other factors that influence how principals think about their job are what I refer to as "principals' professional beliefs." This study demonstrated that principals bring to change initiatives their professional beliefs and those beliefs influence how they interpret the language of the change initiative, how they conceptualize the change, and how they plan for enactment of the policy change. I used a multi-case study approach to examine how eight principals in a school district that was undergoing a district policy change, thought about their enactment of the change at the school level. I identified three groups of principals: (1) supporters of teacher decision making, (2) facilitators of shared values, and (3) promoters of mutual respect. These principals differed in their involvement in the negotiation of the way the change would be carried out in the school, how much and what kinds of support they offered to teachers, and the degree of autonomy they allowed teachers in determining how the change would be implemented. Three questions guided the study: (1) What factors influence principals' responses to a change in school district policy? More specifically, what are the professional and context-specific issues the principals consider as they interpret a school district policy change and plan for their own action in carrying out that change process? (2) How do principals enact the policy changes in their own schools? (3) What impact did the principals perceive that the policy change had on their enactment of their role? This study provides insights into how principals understand and interpret educational policy language, how they work toward the development of collaborative relationships and collegial cultures, and how their professional beliefs inform their practice. The policy change and the language of the policy is mediated through principals' professional belief systems as they determine how they will enact the policy change. This study disputes findings in existing literature and contributes to our understanding of change in schools by recognizing that principals play significant roles in change at the school level. / Education, Faculty of / Curriculum and Pedagogy (EDCP), Department of / Graduate

This research study seeks to examine the challenges faced by School Management Teams in terms of school safety at schools in the Motetema Circuit. The problem is the disruption of lessons and the number of cases reported to the nearest police station from schools in the Motetema Circuit. Learners and educators tend to be concerned about their safety instead of concentrating on learning and teaching. Local and international articles and other sources were used in the literature review to form the basis of my study. Most of the literature studied reveals that if learners and educators do not feel safe, learning and teaching will not be effective. Learning should be conducted in a safe environment. Well-disciplined schools should be established and programmes should be developed to address school safety. Three schools were sampled in the Motetema Circuit, Greater Sekhukhune District, Limpopo Province in South Africa. Data was collected through interviews, observations and document analysis. At each school SMT members were engaged in focus group interviews for a period of one and half hours. Categories and themes were used to analyse the data collected. In consideration of all the challenges associated with school safety, School Management Teams need to have sufficient knowledge, skills and resources to promote safety at school. Copyright / Dissertation (MEd)--University of Pretoria, 2012. / Education Management and Policy Studies / unrestricted

A dissertation submitted to the FACULTY OF EDUCATION at the UNIVERSITY OF ZULULAND in fulfilment of the requirements for the degree of MASTER OF EDUCATION in the Department of Educational Planning and Administration, 1999. / Staff supervision is central to the improvement of the quality of teaching in a school and if educators are well supervised and are aware of the benefits inherent in supervision, they need to be amenable to supervision. Yet educators are not, and they use every trick in the book to avoid or resist supervision. On the other hand, the principal struggles to persuade educators to understand the value of the exercise. Some resort to threats which may lead to animosity and resentment. The bottom line is that the principal is not able to play his/her role to encourage staff development, and as a result, the quality of teaching may drop. This study sought to assess the principal's understanding of his/her role in staff development. Secondly, it sought to ascertain the extent to which principals' supervision strategies enhanced educators' professional development. Lastly, the study aimed to obtain an understanding of educators' perceptions regarding supervisors as an aspect of staff development. Review of relevant literature of supervision and staff development was undertaken for the conceptual framework upon which the problem could be analysed. An interview schedule was administered in principals with an aim to soliciting information that would reveal the approach that they used to supervise their staff. Questionnaires were adrriinistered to educators with an aim of obtaining information from them about the perceptions that they had regarding supervision and staff development. The study established that principals have the desire to play a constructive role in the professional development of their teaching staff, but they unfortunately lack the capacity to do so. Secondly that principals' supervision strategies as currently employed do not enhance the educator's professional development. Lastly that educators do not have a clear understanding of supervision as an aspect of staff development. They seem to understand the role that the principal can play but they have problems in implementing that role.

Submitted in fulfilment of the requirements for the degree MASTER OF EDUCATION in the Department of Educational Psychology of the Faculty of Education at the University of Zululand, 2003. / The aim of this study was to pursue an investigation into educators' perceptions of the role of learner representatives on school governing bodies. From the literature study it became clear that educators perceive the effectiveness of [earner representation on school governing bodies in various ways. Some educators regard it as a mechanism that forms a link between learners and the governance of the school. Others perceive learner governors as playing the role of an "ambassador" by making the reporting of learners' problems and suggestions to the governing body possible. The literature review revealed that the successes of school governing bodies depend on the willingness, the sense of responsibility and full commitment of all the members. Where there is co-operation among all the members of the school governing body, educators perceive the school governing body as an creative organization. Lack of knowledge in meeting procedures and governing responsibilities, together with their minor status, can be seen as the main obstacles in the effective participation of learner governors in school governance. The effectiveness of learner representatives on the governing body is influenced largely by the latitude that adult governors allow learner governors in meaningful discussion and decision-making. Forthe purpose of the empirical investigation a self-structured questionnaire, to be completed by secondary school educators, was utilised. The completed questionnaires were analysed by means of descriptive statistical methods. In conclusion a summary was presented on the findings of the literature and empirical study and the following are some of the recommendations that were made: • . Workshops must be organised for the training of governing body members in the necessary governance skills. Support personnel must be made available to governing body members to assist them in acquiring relevant governing skills- • Further research should be conducted concerning the role of learner representatives in school governing bodies.

This study aims to answer the question: How have co-curricular transcript programs developed in the last 20 years? Based on the literature dating back to the late 1970's and the results of the current study, this paper will use the following definition of co-curricular transcript programs: A co-curricular transcript program is a system designed to increase intentional involvement among students, and produces a document of their involvement in activities outside of curricular requirements. These programs are coordinated by institutions of higher education as an affirmation of the value of co-curricular engagement with the goals of assisting students in making strategic decisions with their involvement, and achieving their post-graduation goals. While there are multiple avenues to addressing the topic of co-curricular transcripts, this study looked at the history and development of these programs starting with their conception in 1977, and ending today in 2015. Co-curricular transcript programs have the potential to help increase student engagement, and this study is a aims to highlight the opportunities and challenges that exist with these programs. / A Thesis submitted to the Department of Educational Leadership and Policy Studies in partial fulfillment of the requirements for the degree of Master of Science. / Spring Semester, 2015. / April 13, 2015. / Co-Curricular Transcripts, Higher Education, History of Higher Education, Outcomes of Higher Education, Student Development, Student Learning / Includes bibliographical references. / Robert A. Schwartz, Professor Directing Thesis; Kathy L. Guthrie, Committee Member; Janet G. Lenz, Committee Member.

Disaster response and emergency preparedness procedures are predicted through an in-depth and unique understanding of planning, mitigation, response, and recovery efforts. It is also contingent on both emergency responders and those impacted by the disaster to comprehend the specific social and geographical challenges of their local environment. Higher education institutions must provide students with a safe and nurturing environment to help with academic and social development. With this increased emphasis on safety, it is imperative that higher education institutions understand their students' perceptions of disaster response and emergency preparedness efforts. This purpose of this study was to utilize transformational leadership theory as a way to explore students' perceptions of natural disaster plans and emergency preparedness efforts at a higher education institution. Qualitative interviews were conducted with students regarding their knowledge of natural disaster and emergency preparedness efforts and through qualitative analysis, 12 themes emerged. The results from this study suggest a disconnect between administrators and students with regards to the effective communication of natural disaster and emergency preparedness information. In conclusion, the unique characteristics of higher education institutions such as governance and structure create a need for the emphasis of emergency preparedness procedures such as preplanning, and mitigation efforts by leadership personnel. Transformational leadership, specifically individual consideration, intellectual stimulation, inspirational motivation and idealized influence, were examined as a possible framework for addressing the characteristics of higher education institutions that limit effective communication of emergency procedures. / A Dissertation submitted to the Department of Educational Leadership and Policy Studies in partial fulfillment of the requirements for the degree of Doctor of Philosophy. / Fall Semester, 2014. / July 21, 2014. / Crisis Communication, Disaster Planning, Emergency Management, Emergency Preparedness, Higher Education Leadership, Higher Education Policy / Includes bibliographical references. / Robert A. Schwartz, Professor Directing Dissertation; Thomas Kent Wetherell, Committee Member; Kathy Guthrie, Committee Member.

Research literature suggests that school leadership matters, and that their influence on student achievement is typically observed through indirect means. Following suit, the purpose of this study was to gain an understanding of school leadership behaviors' association with school trust and teacher job satisfaction, in an effort to maximize student achievement. Using varying survey data from Chicago Public Schools, I perform a series of linear regression analyses to explore these relationships: First, the relationship school leadership has with school trust and teacher job satisfaction is investigated. Second, the association school trust and teacher job satisfaction has on student achievement. Finally, the magnitudes of the relationships school trust and teacher job satisfaction have on student achievement are compared. The results reveal that school leadership behavior has a relationship with school trust and teacher job satisfaction, but that school trust and teacher job satisfaction do not have clear relationships with student achievement. The study suggests that further investigation is conducted on the relationship school trust and teacher job satisfaction have on student achievement. / A Thesis submitted to the Department of Educational Leadership and Policy in partial fulfillment of the requirements for the degree of Master of Science. / Fall Semester, 2014. / October 29, 2014. / principal behaviors, school leadership, school trust, student achievement, teacher job satisfaction / Includes bibliographical references. / Toby J. Park, Professor Directing Thesis; Patrice Iatarola, Committee Member; Stacey Rutledge, Committee Member.