Many changes especially in the education system were introduced when the ANC-led government came into power in 1994. Curriculum change emerged as key focus in restructuring the educational system and strong emphasis was placed on its implementation. People in leadership in schools were expected to play a pivotal role to ensuring its effective implementation. Curriculum changes are intended to improve the quality of education for the benefit of learners and teachers. However, the curriculum changes that have happened over the years in South African education system do not seem to achieve its intended goals. As a result, it might be argued that some of the changes are contributing to the challenges faced by the school management teams (SMTs), teachers and learners in schools. Poor capacitation of teachers in successfully implementing the curriculum and availability of necessary resources needed are some of the contributing factors that impact on proper effective implementation of curriculum changes. Therefore, this qualitative study investigated the experiences and challenges faced by the school stakeholders in particular, SMTs and educators towards implementation of curriculum change in selected high schools in Mount Fletcher District in the Eastern Cape Province. Data were generated by means of open-ended interview questions and documents review to provide a rich description and explanation of what challenges school stakeholders (SMT and teachers) face in managing the curriculum implementation in their particular contexts. It became apparent from the findings that there are major curriculum challenges facing SMTs and teachers in managing the curriculum implementation in their schools. These included lack of resources, inadequate training and heavy workloads. However, measures were suggested to limit the challenges towards curriculum implementation in order for the SMTs and teachers to manage and implement the curriculum effectively. The study concludes by pointing out that although SMTs and teachers try to perform their roles and responsibilities to ensure effective implementation of curriculum in their contexts, they still require training and on-going support to execute certain aspects of their duties. / Educational Leadership and Management / M. Ed. (Education Management)

Submitted by isabela.moljf@hotmail.com (isabela.moljf@hotmail.com) on 2016-07-27T19:38:34Z No. of bitstreams: 1 sandramariasilvadeoliveira.pdf: 1424535 bytes, checksum: dc3418e75b76849bb68b3166b7e86097 (MD5) / Approved for entry into archive by Adriana Oliveira (adriana.oliveira@ufjf.edu.br) on 2016-07-28T12:12:15Z (GMT) No. of bitstreams: 1 sandramariasilvadeoliveira.pdf: 1424535 bytes, checksum: dc3418e75b76849bb68b3166b7e86097 (MD5) / Made available in DSpace on 2016-07-28T12:12:15Z (GMT). No. of bitstreams: 1 sandramariasilvadeoliveira.pdf: 1424535 bytes, checksum: dc3418e75b76849bb68b3166b7e86097 (MD5) Previous issue date: 2015-11-11 / Esta pesquisa, realizada no âmbito do mestrado do PPGP/CAEd/UFJF, estuda como duas escolas da Rede Estadual de Ensino do Amazonas, localizadas em Manaus e pertencentes à Coordenadoria 5, vêm ensinando a Língua Portuguesa, sob três perspectivas: a da atuação da equipe gestora da escola, a da apropriação de resultados e a da realização de atividades com perspectivas de letramento. O objetivo de tal estudo é descrever o funcionamento e organização do fazer pedagógico das escolas 1 e 2 (Escola Estadual 1 e Escola Estadual 2), analisar as práticas pedagógicas destas instituições e propor ações que contribuam para o aprimoramento do processo ensino-aprendizagem destas e das demais escolas da Coordenadoria 5 da Rede Estadual de Ensino, por meio de formação para ampliação de competências técnicas de gestores, pedagogos e professores. Buscando atingir os objetivos propostos, adotou-se como metodologia a abordagem qualitativa e interpretativa dos dados, a partir dos seguintes instrumentos: análise documental, entrevistas e questionários. A análise dos dados nos possibilitou o diagnóstico: (1) pouca competência técnica da equipe gestora; (2) necessidade de aprimoramento dos encontros destinados para estudo junto aos professores, coordenado pelo pedagogo; (3) boas práticas de letramento, desenvolvidas por meio de projetos. Com base nesse diagnóstico, nos foi possível a elaboração de um Plano de Ação Educacional – PAE – que propõe estratégias para que as dificuldades sejam superadas e qualifiquem ainda mais o processo ensino-aprendizagem das escolas públicas. / The present research, conducted at PPGP/CAEd, studies how two state schools of Amazonas, located in Manaus and belonging to Coordination 5, have been teaching Portuguese Language, under three perspectives: from the school management team, result management and from organizing literacy activities. The goal of such study is to describe the work and organization of pedagogical affairs at schools 1 and 2, to analyze the pedagogical practices of such schools and to propose actions that may contribute to improving the teaching- learning processes of these and other schools of the Coordination 5 in the State Education Network. Aiming to reach the proposed goals, the methodology adopted was qualitative and interpretative of data obtained through interviews and surveys. Data analysis generated the diagnosis: (1) little technical competence of the management team; (2) the need to improve gatherings dedicated to studying with the teachers, coordinated by a pedagogical specialist; 3) good literacy practices, developed through projects. Based on this diagnosis, it was possible to create an Educational Action Plan which proposes strategies to overcome difficulties, as well as to qualify even further the teaching-learning process in public schools.

Magister Educationis - MEd

The purpose of this study was to explore and understand school-based teacher unionism by conducting an empirical analysis of the views and experiences of stakeholder groups in a Gauteng district. Participants saw the role of teacher unions at school level as being the protection of their members. Principals and SGB members and some SMT members thought school based unions protected teachers from being disciplined. Defending of teachers or members was seen as one of the most important roles of teacher unions. This was seen as important because it will ensure that the rights of teachers are not trampled upon especially by school principals. While school principals recognised the rights of union members to join union and the right of unions to organise in the schools they thought that they were unduly and wrongly defending bad teachers. This article also argues that principals were never adequately trained on how to manage union existence at schools. Most participants thought that the role, responsibility and right of teacher unions at school level could not be overlooked. However they still felt that this was emphasised over the rights of other stakeholder groups in the schools especially the learners. Principal and teacher participants, most notably SADTU members, expressed dissatisfaction with their union and did not seem to think that it plays a constructive role in schools. It is argued in this article that teachers’ unions play a role in schools and that this role is either positive or negative. This article is based on my research of school based teacher unionism in one Gauteng district. / Dissertation (MEd)--University of Pretoria, 2013. / Education Management and Policy Studies / unrestricted

This research focuses on the challenges encountered by teachers in terms of support in teaching inclusive education in primary schools. According to the White Paper 6 of 2001, the Department of Education gives guidelines and points out the strengths of school-based support teams (SBST) and district support teams in attempting to overcome inclusivity. The SBST works with a variety of internal support structures to meet the needs of teachers who are teaching inclusive education. Schools in South Africa - especially in townships – are, generally, of the opinion that managing the process of inclusive education is the sole responsibility of the Department of Education. The research methodology employed in this study is qualitative which is explorative and descriptive by nature. The purpose of this study was to explore the role of the principals and the school-based teams in supporting teachers teaching inclusive education in primary schools. Data was collected by means of two focused interviews, which involved the principals and members of the school-based support team and by using one-on-one, semi–structured interviews. The collected data was analysed and categorized according to a constant comparative method. The data revealed a number of frustrations and challenges for teachers who need support in teaching learners in inclusive education. It is evident that there is a lack of support both from the principals and the SBSTs in supporting teachers who are teaching inclusive education. There is an insufficient knowledge and a lack of skills in supporting teachers teaching inclusive education as there has been no proper training for these teachers. However, the Department of Education has ensured that the introduction of White Paper 6 is aligned to the schools’ contextual systems. / Dissertation (MEd)--University of Pretoria, 2013. / Education Management and Policy Studies / unrestricted

The biggest impact that school governing bodies (SGBs) could probably have on school governance is by the appointment of quality additional educators and non-educators at the school. The South African Schools Act (SASA) provides, in section 20, for a public school to establish and employ staff in such positions. The school, as juristic person, becomes the employer and not the SGB which only acts as the agent on behalf of the school. Through this qualitative study I aimed to explore the expectations of parent members of different school SGBs regarding the appointment of staff members that are additional to the post establishment in public schools. By making use of semi-structured interviews, document analysis and a literature review I wanted to contribute to a more profound understanding of parents’ expectations of their roles in SGBs and as to what they want to achieve through being involved in SGBs. Through this I hope to improve relationships between parent members, educator members of SGBs and the principal. I determined that all parent members of SGBs are directed by bona fide intentions in that they think that they can make the greatest contribution to the learning and teaching culture of the school through the appointment of additional staff in order to have a better learner to teacher ratio in the classroom and in so doing improve the quality of teaching and learning at the school. I also determined that the parents’ expectations do not differ from one type of school to another and that all parents, irrespective of race, gender, language or culture basically have the same expectations. I discovered that schools increasingly appoint retired staff in SGB posts in order to keep their expertise at the school. Schools also appoint student teachers in posts to assist teachers at the school. This is a huge advantage to education in that they are trained in their profession at no additional cost to the government. By taking the financial position and the curriculum requirements at the school into account parent members of SGBs see it their primary duty to make sufficient finances available to enable schools to appoint additional staff. This practice is perhaps the only way to ensure quality education to all learners. The lack of financial capabilities at most schools makes the correct use of this function unavailable to them. / Dissertation (MEd)--University of Pretoria, 2013. / gm2014 / Education Management and Policy Studies / unrestricted

Although the Task Team on leadership and development (DoE, 1996) has introduced the notion of shared (collaborative) leadership as embodied among others in school management teams, considerable doubt remains about its practical implementation (DoE, 1996). It seems that there may be widespread failure to implement the idea of collaborative (shared) leadership (DoE, 1996). The problem this research explores is whether, in the opinion of school management team members, the traditional approach to leadership has changed (DoE, 1996). According to Grant (2006 in Grant&Singh, 2009), despite an enabling democratic policy framework the leadership at many South African schools seems to remain firmly entrenched within the formal, hierarchical management structure. During the period of colonialism and apartheid in South Africa government legislation perpetuated a society of inequality based on race, class and gender (Grant 2006 in Grant & Singh, 2009). To control and maintain this inequality, government policies promoted centralised, authoritarian control of education at all levels within the system (Grant 2006 in Grant&Singh, 2009). Today, within a democratic South Africa, the South African Schools Act (1996), the Government Gazette of the Norms and Standards for Educators (2000) and the Task Team Report on Education Management Development (DoE, 1996) challenge schools to review their management policies, which have traditionally been top-down, and create a whole new approach to managing schools where management is seen as an activity in which all members of education engage and should not be seen as the task of a few (DoE, 1996:27). According to Moloi (2002 in Grant&Singh, 2009), although our education policies call for new ways of managing schools, many remain unresponsive and retain their rigid structures because educators are unable to make a shift away from patriarchal ways of thinking. It is against this backdrop that I explore whether leadership has indeed shifted to become more participatory and inclusive. One form of leadership that would reflect this shift is termed collaborative leadership (Grant&Singh, 2009). This form of leadership is based on the premise that leadership should be shared throughout an organisation such as a school (Grant&Singh, 2009). This alternate form of leadership allows for the emergence of teachers as one of the multiple sources of guidance and direction (Grant&Singh, 2009). According to Grant and Singh (2009), collaborative leadership offers a radical departure from the traditional understanding of leadership because it deconstructs the notion of leadership in relation to position in the school. It constructs leadership as a process which involves working with all stakeholders in a collegial and creative way to seek out the untapped leadership potential of people and develop this potential in a supportive environment for the betterment of the school (Grant&Singh, 2009). The general aim of this research is to investigate school management teams’ understanding of the implementation of collaborative leadership in primary schools in Gauteng District 4 in Pretoria. In this research I discuss important issues relating to collaborative leadership. My findings reveal that schools management teams indeed understand and implement collaborative leadership in their schools but also that collaborative leadership is much more than just working together as a team. My argument is that there must be a radical reconceptualisation of the concept of collaborative leadership as well as an attempt to move towards more dispersed and democratic forms of it. / Dissertation (MEd)--University of Pretoria, 2012. / Education Management and Policy Studies / unrestricted

The main purpose of this study was to determine the management of the phenomenon of learners’ partial absenteeism and late coming at four public secondary schools of the Tshwane West (D15), in the light of the Gauteng Department of Education (GDE) Circular 13 of 2002. Respondents targeted for data collection were members of the School Management Teams (SMTs) of the four public secondary schools (n35). To address the initial propositions of this study, a qualitative case study research design and its techniques for data collection and analysis were used. The emergent findings indicated that: absenteeism during school hours (partial absenteeism) and late coming, which also applies to educators, are rife across the four participating public schools. SMT members’ limited knowledge of school management in general, and the GDE’s Circular 13 in particular, were found to be the main barrier to the effective management of partial absenteeism and late coming. Additional contributory factors were learner’s attitude and conduct and poor school infrastructure. Recommendations to help address the problem under inestigation are also made. / Educational Leadership and Management / M. Ed. (Educational Management and Leadership)

This study focuses on the induction of novice teachers in Community Junior Secondary Schools (CJSS) in Gaborone, Botswana. The point of departure is that induction is an important factor that is essential to the success of every beginner teacher. It is the responsibility of the school management to provide comprehensive induction programmes that will support beginner teachers and retain them in the teaching profession. This problem was investigated by means of a literature study and an empirical investigation using a qualitative approach. A small sample of beginner teachers in six selected schools in Gaborone formed the sample for this study. Findings indicated that the extent to which novice teachers are given professional guidance and support in schools is not enough. It is recommended that induction programmes receive more priority in schools since the first year of teaching is the most important determiner in the teaching career of an individual. / Education management / M.Ed. (Education Management)

The aim of this study was to investigate the management of in-service education and training (INSET) conducted for teachers, in particular in rural secondary schools in the Zoutpansberg West Circuit, Limpopo Province. The problem was conducted by a literature study and empirical investigation. The literature review explored various definitions of INSET and related concepts and dealt with the provision of in-service training for teachers in developing countries such as Kenya and South Africa and a developed country such as Britain. The empirical study investigated the management of INSET for secondary school educators in rural areas using a questionnaire administered to educators in eleven secondary schools in the Zoutpansberg West Circuit. Findings indicated strengths and weaknesses of INSET. Based on the literature and the empirical investigation, recommendations are made for the Department of Education with regard to the provision of INSET. / Educational Studies / M. Ed (Education Management)