Submitted in partial fulfilment of the requirements for the degree of MASTER OF EDUCATION In the Department of Educational Planning and Administration of the University of Zululand, 2004. / The objective to undertake this study determines whether and to what extent the parent component of the School Governing Body plays a role in decision-making in schools. The study conducted in Umzumbe Circuit schools, under the Port-Shepstone District in the Pietermaritzburg region of KwaZulu Natal Province. The research brings to the fore a distinction and overlap between governance and decision-making. It highlights the nature and importance of the involvement of the parent component in decision-making on school issues. The study demonstrates that school governance and decision-making entail the application of conceptual, technical and human relation skills. Based on findings emanating from the analysis and interpretation of data from the respondents, the study concludes that, ■* Some school principals do not effectively implement the directives portrayed in policy documents of the Department of Education. This situation hinders the participation of some parents in decision-making in schools; • Many parents do not have the necessary knowledge • about school governance in general and lack the necessary expertise required to enable them to participate effectively in decision-making on school issues; From the conclusions made, the study makes recommendations directed to school principals, schools, SGBs and district officials, SGBs and the Department of Education.

No description available.

Thesis (MBA.) -- University of Limpopo, 2011 / The functioning of the school within the new education dispensation has brought about radical changes in the management of schools where the formation of school management teams (SMTs) became a necessity in order to assist principals in the day to day management of schools so that effective, proper management can be applied. The introduction of the New Management System compelled the heads of institutions and all other relevant stakeholders to undergo comprehensive management training in order to contribute towards the management of schools. However, very little has been done to evaluate the perceptions of people who have to implement the new management system as to whether it is working or not. This study was aimed at finding out the perceptions of the School Management Teams (SMTs) and School Principals towards the effectiveness of the new management system within the Malamulele West Circuit of the Limpopo Province. The study also intended to explore the gap existing between schools management policy and the way it is understood and implemented by the School Management Teams in schools. The study utilized a questionnaire as an instrument of collecting data. Interviews were arranged with the respondents and they were interviewed following the standardized questionnaire. The findings show that School Management Teams did not feel effective in managing schools using the new management system. The SMTs did not have confidence in implementing the strategic management plans and practicing management effectively. The School Management Teams recommended amongst others, that they be sent for training. They envisaged that training programmes would assist School Management Teams in developing the competencies they need to perform their best in their current jobs. The study has also revealed that both School Management Teams and School \principals feel that they are not properly trained in management skills.

Thesis (M.A. Education (Educational Studies)) -- University of Limpopo, 2017 / Satisfactory learners′ performance in primary schools is faced by many challenges. One of these challenges is the School Management Teams′ (SMTs) competencies in the management, leadership, administration, monitoring and assessment of curriculum implementation. In an attempt to contribute towards improving the learners′ performance, this research study focused on exploring the SMTs′ competencies in the management, leadership, administration, monitoring and assessment in the management of curriculum implementation. The main focus group of the study was the heads of department (HODs) due to the fact that they are deemed as curriculum managers and are therefore well positioned to ensure successful curriculum implementation which yields good learners′ performance in schools. A qualitative case study design was adopted to explore the SMTs curriculum management competencies. This design was used because of its ability to document multiple perspectives, exploring contested viewpoints, its usefulness for exploring and understanding the process and dynamic of change as well as its potential to engage participants in the research process (Simon, 2009:23). The case study allowed the researcher to use interviews and document study in the case schools as sites of the research study and hence this facilitated triangulation. Interviews and document study were used as methods of collecting data from the participants. The population of the study was composed of 88 SMT members from 22 primary schools in Phokwane Circuit, Limpopo Province. Four primary schools were purposively sampled and from each of the schools four members of SMT namely, the principal, deputy principal and two HODs formed the study sample. The total study sample was therefore sixteen. Data collected was then analysed by content analysis method of analysis. The research findings revealed that the SMTs and HODs in particular lack competencies in the management, leadership, administration, monitoring and assessment of curriculum implementation. The study further revealed that there was lack of teamwork among members of SMTs, overcrowding of learners and v insufficient of learner and teacher support materials (LTSM) in the primary schools. The study therefore recommended that the SMTs and HODs in particular be extensively trained in the management, leadership, administration, monitoring and assessment through unique, intensive and well-tailored programmes by service providers. Furthermore, the study recommended that the HODs be thoroughly developed in educational legislative frameworks and policies in order to ensure appropriate application of the documents.

Thesis (M.Ed. (Curriculum Studies)) -- University of Limpopo, 2016 / School Management Team (SMT) members struggle to accommodate learners with diverse learning difficulties as prescribed by the Education White Paper 6. This is despite the workshops, which are conducted to develop SMTs to accommodate learners with disabilities and practice Inclusive Education (IE) in their classrooms. The purpose of this study was to investigate the SMT’s competence in the implementation of Inclusive Education in the Capricorn District of Limpopo Province. The study followed a qualitative approach where a case study design was adopted. Two officials from the Inclusive Education section of the Department of Education and six SMT members from three schools in the Capricorn District of Limpopo Province were purposively selected to participate in the study. Data was collected through semi- structured interviews, observations and document analysis. Data was analysed through content analysis, and followed the Creswell’s model of data analysis. The results of the study were as follows: there is a lack of human and physical resources, duration of time taken for conducting workshops was too short, and the lack of follow-up programmes. Therefore, these results may imply that the current professional model of teacher development through workshops is not effective, and that new strategies are needed to improve teacher development programmes. The study suggests that further areas of research should include time allocation for conducting workshops on Inclusive Education, resources allocation and follow-up programmes. / National Research Foundation (NRF)

M.Ed. (Educational Management) / This research was conducted in an effort to investigate the perception of principals on group decision-making within the School Management Teams (SMT's). This study was prompted by the changes taking place within the department of education, which are in line with the political changes that have taken place in South Africa. The dawn of democracy in South Africa paved a way for the democratisation of all government structures. According to the South African School's Act (SASA) of 1996 (b) participative management should be practised at all levels of education, in this instance at school level. The SMT's who are comprised of managers, must make joint informed decisions at the school level. From the literature review it is evident that principals should be competent in group decision making so that they can make rational decisions and to assist the management team to reach the desired common goal. The involvement of the SMT in decision-making develops a sense of ownership for the institution and this sense of ownership can lead to co-operation amongst the members, which could cascade to the rest of the staff members. The co-operation could promote effectiveness in the management of the school. An empirical study was conducted based on group decision-making. A comparison was made concerning the factor mean scores of the following independent groups: gender, age, mother tongue, commitment to group decision-making, teaching experience, qualifications of respondents, medium of instruction, districts and workshops attended relative to group decision-making. Generally, there seemed to be no statistically significant differences between these categories as they mainly agreed with the factor named group decision-making. The respondents belonged to schools in the three districts namely D1, D3 and D4 of the Gauteng Department of Education. Chapter four depicts the results of the research. Based on the results of the research, guidelines were drafted to assist principals in group decision making. Finally, this research recommends further research on this topic on a wider context such as: Research be conducted in other parts of Gauteng and other provinces. The perception of other SMT members to group decision-making should be investigated.

Ph.D. (Education) / This study was undertaken to assess whether the team management approach would help in resolving prominent problems in secondary schools. Attention was focused on the ever increasing management task in secondary schools and more specifically, on the management task of school managers. Contemporary schools are complex institutions and there are many problems to solve. For the secondary school to function well, it has to be managed effectively ...

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

D.Ed. / This research focussed on how the school management team could create in—service training opportunities for school governing bodies because the management team has the finger on the pulse of the exact needs of the schools. Firstly a literary review was undertaken to determine how school governing bodies are presently functioning. The following findings were deduced: There is a definite need for further training for the school governing bodies of previously disadvantaged schools. Most school governing bodies do not function effectively as a result of uncertainty of their roles and powers, the lack of relevant knowledge and skills as well as the fact that a large number of the parent body is illiterate. Schools do not create enough training opportunities for their governing bodies. Secondly, an empirical study was undertaken in order to achieve the goal of this research. Structured questionnaire and focus group interviews were used. The above research instruments were based on the perceptions of respondents with regard to effective school governance and in- service training of governing bodies. Three representative groups on the governing body namely parents, teachers and principals were used as respondents. The questionnaire consists of a Section A ( biographical details), Section B (accountable school governance) and Section C (school based training). Section B and Section C consist of 16 items each. After a factor analysis of Section B one factor emerged. This factor had a Cronbach-Alpha-reliability coefficient of 0.955 and was named accountable school governance. Hypotheses based on accountable school governance were stated. The data was analysed and interpreted by comparing the mean scores of: two independent groups; and three or more independent groups. Statistical significant differences between two independent groups were investigated by using Levene's student t-test. Where three or more independent groups were involved, ANOVA (Analysis Of Variance) followed by Dunette T3 or Scheffe tests were used. Discussions and explanations of the mean scores were provided. The perceptions of the majority of the respondents were that their governing bodies do not execute their duties and responsibilities effectively.The factor analysis of Section C was problematic in that only seven out of sixteen items could be used to form a factor. hi spite of a very low Cronbach-Alpha-reliability coefficient of 0.592 this factor could be named as school based training. Focus group Tell me how you experienced the training workshops that were organised by the Department of Education? What are your feelings that the school should be involved in the training of school governing bodies? The responses from the interviews indicated that the majority of the respondents were not satisfied with the training workshops that were organised by the Department of Education. The general feeling was that the workshops were very infrequent. It was recommended that training should take place on a continuous basis. This will enable members of governing bodies to develop their potential, which will in turn contribute The respondents were not in favour of the school management team providing training to school governing bodies. They were concerned that the management team would not be as objective as external organisations or institutions. However they were of the opinion that the school is in the best position to solve its own problems. A shadow period for training should be provided where the old office bearers serve as mentors for the newly elected members. This is to ensure stability and continuity of the organisation. In this regard the school management team should plan, control and co-ordinate in-service training programs on a continuous basis.

M.Ed.