This study focuses on the manner in which the School Management Team (SMT) manages physical abuse among learners, providing guidelines on how to act in a proactive and constructive manner. A qualitative approach was used and the research was designed as a single case study. National education specific law and policy regulating learner misconduct, the SMT’s management of physical abuse of learners as well as the KwaZulu-Natal Department of Basic Education’s policies were used to benchmark my evaluation of current management practices with regard to physical abuse among learners against such laws and policies. The research findings on the current management practices, factors that contribute to physical abuse, reasons and effects of physical abuse and the role of the SMT in handling physical abuse were based on an analysis of School A’s Code of conduct for learners and its Discipline Policy and information extracted by means of interviews. / Educational Leadership and Management / M. Ed. (Education Management)

It has become a norm that most learners from rural areas drop out of the school system early, and become beneficiaries of the welfare system at an early age to establish factors that could be contri buting to the low academic performance among grade 12 learners. The study examined the role of the principal, SMT and teachers in contributing factors of poor performance in grade 12 learners in rural high schools. A qualitative investigation at three publ ic high schools in the Maleboho done. Data were collected by means of document analysis and in-- West Circuit was depth interviews. The study revealed that learners and teachers are managed by ineffective management and support by SMT, challenges with teachi ng and learning, lack of parental involvement, the new progression policy of the department and ineffective leadership by Head of Departments. Recommendations were made on how SMT and teachers might solve these problems in the future. iv / Polelo ye o e lego melomong ya batho ke gore ge o bona ngwana yo monnyane a boputse lesea, tseba gore o tswa dinagamagae fao tlala e ikepetsego ka medu Barutwana ba fao ba bona pelego e le lehumo la ka pejana la go ikhweletsa tshelete ya mmuso ya mphiwafela. Se se theosa seriti sa thuto, kudu seemo sa dipoelo tsa marematlou. Go rothisa dinala ga dihlogo tsa dikolo, dihlogo tsa dithutwana dikolong, le barutwana go bonala e le bona bahlodi ba mpherefere wow a dipoelo tsa go nyamisa tsa marematlou. Dinyakisiso tseo di tseneletsego ka ngalaba ye, di dirilwe dikolong tse tharo tseo di phagamego, tseo di abago thuto ya batho ka moka sedikothutong sa Maleboho Bosubela (MalebohoWest). Barutwana, barutisi le ditokomane di somisitswe go hwetsa dikarabo tsa maleba dinyakisison g tseo. Go hweditswe tseo di latelago. Barutwana le barutisi ba hlahlwa ke bafahlosi bao ba se nago bokgoni bjo bo tibilego thutong. Batswadi bao ba se nago maikemisetso thutong ya bana ba bona. Melawana ya thuto yeo e nyefisitswego, ya go fetisetsa barut ya ka pejana. wana mephatong Go hloka maitemogelo ga hlogo ya thuto ka mosomo wa gagwe. Ditshisinyo tseo di ka thusago go hlomola naga mootlwa mo thutong ya ban aba rena yeo e tsenetswego, di laeditswe ka botlalo. / Swi hundzukile ’ ntolovelo leswaku vadyondzi vo tala va le matiko xikaya va tsika xikolo eka malembe ya le hansi ya dyondzo, va hola mudende wa mfumo va ha ri vatsongo; lexi xi nga xin wana xa swivangelo swa mbuyelo wa le hansi wa vadyondzi va giredi ya khume mberhi. Tsalw a leri ri langutisile xiavo xa nhloko ya xikolo, vufambisi bya xikolo na vadyondzisi eka mbuyelo wa le hansi wa giredi ya khume mbirhi eka swikolo swa he henhla swa le matiko xikaya. Vukambisisi byi endliwile eka swikolo swa mfumo swi nharhu swa le henhla eka xifundzantsongo xa dyondzo xa Maleboho Vupeladyambu. Vuxokoxoko bya tsalwa leri byi kumiwile hi ku lavisisa ematsalweni ni ku burisana na vanhu vo karhi. Ku na mintlotlo yo tala hi tlhelo ra dyondzo, ku nga: vufambisi bya swikolo, vatswari a va khum beki hi tlhelo ra dyondzo ya vana va vona ’ ni polisi ya mapasiselo ya vadyondzi. Tsalwa leri ri humesile swibumabumelo leswi nga tirhisiwaku hi vufambisi bya swikolo nga tirhisiwaku hi vufambisi bya swikolo kun we ni vadyondzisi ku ololoxa mintlontlo ya dyo ndzo. / Educational Management and Leadership / M. Ed. (Education Management)

Ongoing public concern has been expressed concerning the improvement of academic performance of learners in selected Bushbuckridge rural schools, South Africa. Statistics gathered since 2008 demonstrate that the overall performance of secondary schools in the Grade 12 examinations in this region has been consistently poor. This study focused on the stakeholder perceptions of effect of indiscipline on academic performance of learners in selected Bushbuckridge rural schools. Lack of learner discipline in this region prompted this investigation. The general aim of the study was to understand manifestations of indiscipline in relation to learner performance in selected Bushbuckridge rural schools. The study used qualitative research methods and the sample comprised four secondary schools selected by purposive sampling. Individual structured interviews and focus group interviews were used to gather data. In each school, one school management team (SMT) and three educators participated in individual interviews, while four learners participated in focus group interviews. The findings indicated that schools which yielded poor academic performance were faced with learners’ disciplinary problems, which manifested in poor class attendance, late coming, persistent class disruptions, learners’ retaliation when disciplined by educators, alcohol and drug abuse, mocking and ignoring educators and plagiarism. Educators in school C and D lacked a disciplinary mechanism to enforce discipline in their classes since corporal punishment was abolished, hence the poor academic performance of learners. The implementation of the Integrated Quality Management Systems (IQMS), a departmental strategy aimed at developing educators in order to equip them with all the necessary skills to ensure the success of their schools which is measured against the academic achievement of the learners, had predominantly failed in schools to reach its goal. Educators mainly relied on parental support to deal with serious learner offences but this strategy was largely inadequate. The conceptual framework, ‘putting a plan into practice’, was used to explain the importance of learner discipline for the betterment of academic performance by expounding the five pillars that can be used to attain quality schools. These pillars, if put into practice, create an organizational climate which provides both educators and learners with an opportunity to function as partners in defining and creating success in schools. / Educational Studies / D. Ed.

The role of school management on the qualitative provision of inclusive education in designated full-service schools in North West Province is vital for optimum accommodation of learner diversity in ordinary mainstream primary schools. The school management of designated primary schools are assigned with the task of ensuring that inclusive education policy and practices are adopted and implemented by all stakeholders as prescribed by policy in their respective schools. This dissertation sought to investigate at a micro perspective the impact of school managers as individual employees and their response to the new inclusive education system in their schools. The study also identifies factors that facilitate or hinder their role. A qualitative approach and the case study design were applied in this study. Five schools were purposefully selected and total of 40 participants were involved. The participants include five principals, five deputy principals, ten heads of departments (HoDs) and 20 members of the SBST. Data were collected by conducting individual interviews for principals and deputy principals and focus group interviews for HoDs and members of SBST. The findings reveal that the school managers, SBST and stakeholders like parents do not yet understand the reasons behind expansion of inclusive education in their schools. The study reveals that the school management are still finding it difficult to fulfil their role and responsibility. This is owing to numerous challenges emanating from inadequate support from district based support teams or departmental officials, pedagogical barriers, systemic barriers, insufficient staffing, lack of human resource development through trainings, infrastructure challenges, resistance to policy such as SIAS and lack of knowledge of assistive devices. Subsequent to that, literature review reveals that studies on implementing inclusive education in schools focus largely on the plight and role of teachers and that little attention was paid to the role of school management on the provision of inclusive education. To enhance the impact of school management on provision of inclusive education and to address prohibiting factors noted form the findings, the study recommends to the department an intensive and structured capacity building programmes for departmental officials, school management, curriculum specialists, senior managers with specific reference to inclusive teaching strategies, admission within protocol of SIAS policy, and curriculum differentiation using assistive devices. A proposed model to improve the impact of school management on the provision of inclusive education with specific reference to administer admission within SIAS protocol is presented. / Educational Management and Leadership / M. Ed. (Education Management)

The purpose of this study was to explore the experiences of School Management Teams (SMTs) in implementing and managing anti-bullying policies in public high schools in the Tshwane South District of the Gauteng Province. This study was prompted by the global concern about bullying in schools and the need for schools to create safe spaces for learning. While the literature regarding bullying is substantial and much literature points to the need for sound anti-bullying policies to curb bullying, bullying is still rampant in many South African Schools. In this study, a qualitative approach was taken to explore SMTs implementation and management of anti-bullying policies in high schools in the Tshwane South District. Interview schedules and a measurement rubric were used as research tools for gathering data to analyse the experiences of the SMTs in managing bullying through anti-bullying policies. / Educational Management and Leadership / M. Ed. (Education Management)

Abstract in English and Nyanja / According to the Department of Education White Paper 6 of 2001, all learners have the right to learn at any school of their choice without being discriminated because of their barriers to learning. The aim of this study was to investigate teachers’ experiences in implementing inclusive education in primary schools in Johannesburg East district, Gauteng Province. The study sought to establish the teachers’ experiences in the implementation of inclusive education in primary schools. The researcher used qualitative method to conduct the study to get in-depth information on the teachers’ experiences in the implementation of inclusive education in primary schools. Five level 1 teachers and five Heads of Departments (HODs) were purposively sampled for the study in five different schools in the Johannesburg East district, Gauteng. Data were collected through in-depth interviews as this allowed participants to elaborate on their responses. Participants were also observed in their respective classrooms. Data was analysed to identify recurring themes. It emerged from the study that many teachers have not been adequately trained on implementing inclusive education in primary school classrooms; many schools do not have adequate resources and there is very little support from the relevant stakeholders. The study makes recommendations for the Department of Basic Education (DBE) to workshop teachers more often on inclusive education, to supply more resources in schools and for relevant stakeholders to support teachers at schools. / U ya nga ha Nḓivhadzamulayotibe ya Muhasho wa Pfunzo ya vhu 6 ya 2001, vhagudiswa vhoṱhe vha na pfanelo ya u guda kha tshikolo tshiṅwe na tshiṅwe tshine vha funa vha sa khethululwi nga nṱhani ha zwithivhela ngudo zwavho. Ndivho ya ngudo iyi ho vha u sengulusa tshenzhelo dza vhadededzi kha u shumisa pfunzonyangaredzi zwikolo zwa phuraimari kha tshiṱiriki tsha Vhubvaḓuvha ha Johannesburg, Vundu ḽa Gauteng. Muṱoḓisisi o shumisa ngona yo khwaḽithethivi u ita ṱhoḓisiso u itela u wana mafhungo a vhudzivha nga ha tshenzhelo dza vhadededzi kha tshumiso ya pfunzonyangaredzi kha zwikolo zwa phuraimari. Vhadededzi vhaṱanu vha ḽevele 1 na ṱhoho dza muhasho (dzi HOD) ṱhanu vho nanguludzwa u ya nga vhukoni u itela ngudo kha zwikolo zwiṱanu zwo fhambanaho kha tshiṱiriki tsha Vhubvaḓuvha ha Johannesburg, Gauteng. Data yo kuvhanganyiwa nga kha inthaviwu dzo ṱanḓavhuwaho, saizwi zwi tshi tendela vhadzheneleli u ṱanḓavhudza phindulo dzavho. Vhadzheneleli vho lavheleswa hafhu kiḽasini dzavho dzo fhambanaho. Data yo saukanywa u itela u vhona thero dzi dovhololaho. Ho wanala u bva kha ngudo uri vhunzhi ha vhadededzi a vho ngo gudiswa zwavhuḓi kha kushumisele kwa pfunzonyangaredzi kiḽasini dza tshikolo tsha phuraimari; vhunzhi ha zwikolo a zwi na zwishumiswa zwo linganaho, nahone hu na thikhedzo ṱhukhu u bva kha vhadzhiamukovhe vho teaho. Ngudo dzo themendela Muhasho wa Pfunzo ya Mutheo (DBE) uri u pfumbudze vhadededzi tshifhinga tshoṱhe kha pfunzonyangaredzi, u ṋekedza zwishumiswa zwinzhi na u wana thikhedzo u bva kha vhadededzi na vhadzhiamukovhe vho teaho. / Inclusive Education / M. Ed. (Inclusive Education)

Abstract is in English, Xhosa and Afrikaans / By means of a qualitative multiple case study, I investigated the compliance of the administrations of three rural secondary schools in the Chris Hani West District, Eastern Cape Province with the constitutional democratic principles of cooperation, accountability and transparency. I consulted legal sources to identify provisions dealing with the implementation of these principles and to create a framework for data analysis and interpretation. Fieldwork commenced with a document analysis of relevant school documents, followed by focus groups with members of representative councils of learners, school management teams and school governing bodies. I concluded with semi-structured interviews with principals. I discovered a general lack of compliance with the identified principles, possibly attributable to the exclusion of learners from decision-making processes, unhealthy relationships among educators, autocratic leadership style, lack of communication, and lack of knowledge of the legal prescripts on the part of learners and the parent component of the school governing body. / Ngokwenza uphando olusebenzisa imizekelo yeemeko ezininzi, ndiphande indlela eziyithobela ngayo imigaqo yolawulo izikolo ezithathu kwisithili sakuKomani eMpuma Koloni ngokumalunga neenqobo zedemokhrasi zentsebenziswano, ukwamkela uxanduva nokusebenza ngokungafihlisiyo. Ndithethe namaziko omthetho ngenjongo yokuchonga izibonelelo eziphathelene nokusetyenziswa kwezi nqobo, ndifuna nokuqulunqa uphahla lokwakha isakhelo sokuhlalutya nokutolika iinkcukacha zolwazi eziqokelelweyo. Umsebenzi wasentsimini (ukutyelela amaziko achaphazelekayo) uqale ngokuphengulula imibhalo yesikolo ebalulekileyo, kwalandela amaqela angundoqo namalungu eekomiti ezimele abafundi, abalawuli besikolo nabameli babazali abakwiikomiti ezilawula isikolo. Kugqityelwe ngodliwano ndlebe oluphantse lwaqingqwa neenqununu zezo zikolo. Ndifumanise ukungathotyelwa jikelele kweenqobo ezichongiweyo, mhlawumbi ngenxa yokungabandakanywa kwabafundi kwiinkqubo zokuthatha izigqibo, ukungavisisani kwabafundisi ntsapho, ukuphatha ngegqudu, ukungabonisani, nokungabi nalwazi lomthetho kwabafundi nabazali abangabameli bekomiti elawula isikolo. / Die navorser het ’n kwalitatiewe veelvoudige gevallestudie gebruik om die administrasies van drie landelike sekondêre skole in die Chris Hani West-distrik, Oos-Kaap, se nakoming van die grondwetlik demokratiese beginsels van samewerking, aanspreeklikheid en deursigtigheid te ondersoek. Die navorser het regsbronne geraadpleeg om bepalings rakende die implementering van hierdie beginsels te identifiseer en ’n raamwerk vir die ontleding en vertolking van data tot stand te bring. Die veldwerk het met ’n analise van tersaaklike skooldokumente begin, wat deur fokusgroepsessies met lede van verteenwoordigende leerlingrade, skoolbestuurspanne en skoolbeheerliggame opgevolg is. Die veldwerk is met semigestruktureerde onderhoude met skoolhoofde afgesluit. Die navorser het ’n algemene gebrek aan nakoming van die geïdentifiseerde beginsels gevind, wat moontlik aan die uitsluiting van leerders van besluitnemingsprosesse, ongesonde verhoudings onder opvoeders, ’n outokratiese leierskapstyl, ’n gebrek aan kommunikasie en ’n gebrek aan kennis van die tersaaklike regsvoorskrifte onder leerders en die ouerkomponent van die skoolbeheerliggame toegeskryf kan word. / Educational Management and Leadership / M. Ed. (Education Management)