During the apartheid era, that is, before 1994, the education management system in South Africa was fragmented, authoritarian and top-down. Principals were expected to manage schools on their own without consulting the rest of the staff. The birth of political democracy in 1994 resulted in many changes in the education system. These changes include the creation of one national department. In line with this democratisation came the concept of school management teams (SMTs). Because of the democratic nature of this kind of a structure (SMT), it is required that educators work co-operatively and as a team. This has been problematic in some schools where the principal has traditionally felt comfortable taking decisions on his or her own without any input from relevant stakeholders. Furthermore, through the legacy of apartheid, teachers themselves have dogmatically been oriented to being the recipients of instructions and to view management as the prerogative of the principals only. The formalisation of SMTs thus brings new challenges to both principals and staff members, essentially the notion of democratic or team-management. The object of this study is to find out how the concept of democratic management is being received. This study includes all the government-aided high schools in Grahamstown (ten of them). Studying all 10 high schools - 6 from the local township, 3 ex-model C schools, and 1 from the coloured township – has produced a broad and varied picture of how SMTs are being received in Grahamstown secondary schools. The study was framed within the interpretive approach, and sought to unpack the perceptions of SMT members with regard to SMTs. An interpretive paradigm made it possible for me to gain an in-depth understanding of SMT members’ perceptions of team-management within their contexts. I used questionnaires, interviews and observation as research tools to gather data. This study has found that, although the concept of team management is well-received, there are significant obstacles to the acceptance of teamwork as an alternative form of management. Many of these may be the result of decades of disempowering governance strategies, resulting in impoverished notions of school ownership and joint responsibility. Some relate to the political nature of schools as organisations. Despite these problems, the study has confirmed that team-management is the preferred approach for a variety of reasons. Team-management usually results in enriched decision-making, the sharing of responsibilities and higher levels of support. A major systemic shortcoming highlighted by the study is the absence of meaningful training in democratic educational management.

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

1.1 MAIN PROBLEM A major concern in South African schools, especially in the disadvantaged areas, is the absence of effective leadership. Problems such as a lack of planning, an absence of vision, unfair resource allocation and feelings of uncertainty indicate a lack of meaningful leadership within the schools (Sterling and Davidoff, 2000:5). South Africa currently lacks a coherently explicit policy for the in-service training of school leaders. Until recently there has been no literature specifically addressing the problems school leaders face in black schools, no black professional organization for black school leaders, few opportunities for the discussion of ideas between departments, and few opportunities for training both before and after taking up a leadership position (Taylor and Tsukudu, 1995:111). The types of skills needed by School Management Teams(SMTs) for the effective management of schools depend on factors such as the needs of individual senior management members, the schools, the education system, the existing expertise of SMT members and their previous training. The purpose of skill development is to help develop and improve both the individual and the team performance of leaders responsible for managing schools in order to improve the functioning of schools(Mashinini and Smith,1995:133-135). In a growing number of developed and developing countries, a need for the more effective management of schools is becoming more important. Good management is regarded as essential if resources, both human and material, are to be used to maximum benefit so that schools make a valuable contribution to the economic and social well-being of societies (Taylor and Tsukulu, 1995:108). According to Sterling and Davidoff (2000:3), South African education is in a process of reconstruction and change. For those involved in education, the context feels unstable and at the point of delivery, the school, pressure is experienced. In addition to these problems, the socio-economic conditions result in many learners expecting not to be employed after completing their studies. This contributes to a feeling of despondence and demotivation amongst learners, which is often expressed in absenteeism, and a lack of commitment to their own education. Since 1996, reports by people in educational authority have confirmed a need for proper management training for managers in the South African educational system. In the past managers have been appointed to managerial positions such as head of department (HOD), deputy principal and principal without proper prior training. They have had to learn through trial and error and have made mistakes in the process. This situation is considered as neither inductive nor productive to a culture of teaching and learning (Deventer and Kruger, 2003:62). A study conducted by Steyn (1998:131-137) concluded that in the new South African dispensation, principals need to work closely with their first line managers in order to perform their 2 functions effectively. Steyn is of the opinion that a participative orientation in schools will be more effective than a centralized hierarchical orientation. The picture described above concerning the South African system and problems currently faced by teachers depicts a difficult environment which will not change overnight and one which requires effective intervention measures. This leads to the following problem, which will be addressed by this research. What management development skills do SMTs need to enhance their ability to manage schools effectively?.

Thesis (D. Phil. Education) -- Central University of Technology, Free State, 2011 / After the inception of the new government in 1994, a new curriculum was introduced, replacing the then existing curriculum. This new curriculum brought about challenges confronting the School Management Team (SMT) regarding its management and implementation. The changes required a paradigm shift and a proactive leadership approach by the SMT and particularly the principals of the Further Education and Training Schools (FET Schools). New policies were developed in respect of the management of this curriculum, which necessarily require the SMT to know and understand in order to be able to implement the curriculum. The aspect of training was also important in order for the SMT to be effective and efficient managers and implementers of the curriculum. The research study was therefore, about the investigation of the factors which influence the implementation of this curriculum known as the National Curriculum Statements (NCS) in the selected FET Schools in Motheo district. The literature in this study was informed and guided by both international and South African contexts and perspectives. The researcher in this study pursued a mixed mode approach. Quantitative investigation was conducted in selected FET schools within Motheo district specifically Bloemfontein, Thaba-Nchu and Botshabelo schools for deputy principals and Heads of the Departments (HOD) whilst qualitative, interviews were done with the principals. Data analysis was done through the development of categories and comparisons and contrasts were made. The data analysis also took into cognizance the visibility of contrary or alternative explanation for the findings. The investigation, therefore, discovered that most of the School Management Team particularly the principals were not trained on the National Curriculum Statement (NCS), and schools were also experiencing a shortage of resources. The recommendation was that the training for the SMT be an ongoing process as it will help with the successful and effective implementation of the NCS.

No abstract available / Teacher education / M.Ed. (Education Management)

The study examines the effectiveness of the implementation of Developmental Appraisal (DA) within the Integrated Quality Management System (IQMS) in selected secondary schools in Matlosana, North West Province. The methods used to gather information includes the literature review and the empirical investigation, based on the qualitative research approach, which involved six focus group interviews from the six sampled secondary schools in Matlosana Area Project Office, in the North West Province. The review of related literature revealed that there are roles and responsibilities officials are tasked with; processes; challenges; and effective strategies when implementing DA. The empirical investigation revealed that there are challenges that hamper the effective implementation of DA in schools. The challenges include: inadequate support from the Area Project Office; lack of resources for educator development; inadequate time frames for implementation; disruption of normal teaching and learning; lack of honesty on the part of the appraisee and appraiser; and conflict. At the end, the study recommends some strategies that can be used to overcome some of these challenges. / Educational Studies / M. Ed. (Educational Management)

This study aimed at establishing the role played by school management teams in managing teacher-occupational-stress in Sedibeng West District primary schools in the Gauteng province. The investigation was conducted using a quantitative research approach. The changes in South African schools’ curriculum which did not have a life span of ten years post-apartheid; the rate of absenteeism pointed out by the Minister of Basic Education Angie Motshega. She believed that these may be caused by serious illness; therefore it impressed the idea of investigating the role played by school management teams in managing teacher-occupational stress. The study looks at the following two research questions:  What are the causes of teacher-occupational-stress?  What role can the school management teams play in managing teacher-occupational-stress? A questionnaire was used as an instrument of data collection from primary schools in Sedibeng West district 8 in the Gauteng province. The researcher’s sample size was 32 (n=32). Findings were that the school management teams are playing their roles and supporting teachers. However, teachers find their teaching job to be stressful. The study found significant factors causing teacher-occupational-stress. One of the factors is failure by the school management team to acknowledge teachers hard work. Recommendations are outlined at the end of this study indicating how the Department of Basic Education can intervene and what the school management teams can do to manage teacher occupational stress. / Educational Management and Leadership

The changes within the South African education system have turned-around the view that regards principals as “sole” people responsible for leadership and management of schools. The task of the school principal has undergone a radical change. Over the years the notion has been replaced by the view that sees management and leadership as prerogative of many, including stakeholders within and outside education. The move has become world-wide phenomenon compelled by the dual imperatives changing societal values and the rate of change. This study is aimed at investigating the perceptions and experiences of School Management Teams (SMTs) on teamwork as an alternative to school management. The investigation was framed within the mixed-method approach, and sought to unpack the experience of SMT members with regard to teamwork. An interpretive paradigm made it possible for me to gain an in-depth understanding of SMT members’ experience of teamwork within their school contexts. I used interviews and questionnaires as research tools to gather data. This study has found that, although the concept of teamwork is well-received, there are still significant obstacles to the implementation of teamwork as an alternative form of school management / Educational Leadership and Management / M. Ed. (Education Management)

No abstract available / Teacher education / M.Ed. (Education Management)

The study examines the effectiveness of the implementation of Developmental Appraisal (DA) within the Integrated Quality Management System (IQMS) in selected secondary schools in Matlosana, North West Province. The methods used to gather information includes the literature review and the empirical investigation, based on the qualitative research approach, which involved six focus group interviews from the six sampled secondary schools in Matlosana Area Project Office, in the North West Province. The review of related literature revealed that there are roles and responsibilities officials are tasked with; processes; challenges; and effective strategies when implementing DA. The empirical investigation revealed that there are challenges that hamper the effective implementation of DA in schools. The challenges include: inadequate support from the Area Project Office; lack of resources for educator development; inadequate time frames for implementation; disruption of normal teaching and learning; lack of honesty on the part of the appraisee and appraiser; and conflict. At the end, the study recommends some strategies that can be used to overcome some of these challenges. / Educational Studies / M. Ed. (Educational Management)