Thesis (Ed. D.)--University of Missouri-Columbia, 2004. / Typescript. Vita. Includes bibliographical references (leaves 98-102). Also available on the Internet.

Thesis (Ph. D.)--Illinois State University, 1999. / Title from title page screen, viewed July 24, 2006. Dissertation Committee: Paul J. Baker (chair), Dianne E. Ashby, Donald S. Kachur, Patricia H. Klass. Includes bibliographical references (leaves 276-280) and abstract. Also available in print.

Thesis (Ed. D.)--Illinois State University, 1999. / Title from title page screen, viewed July 27, 2006. Dissertation Committee: Paul J. Baker (chair), Dianne E. Ashby, George Padavil, Glenn Schlichting. Includes bibliographical references (leaves 177-182) and abstract. Also available in print.

M.Ed. / The problem in this research lied in the lack of clear guidelines, training and resources in the management of the implementation of inclusion in schools. The research’s aim was to provide guidelines for the School Management Teams in managing the implementation of inclusion in schools. This will be achieved through a qualitative research method. The qualitative research included descriptive and exploratory research methods. The researcher collected data using multiple means of data collection, namely, interviews, survey and observations. The selection comprised of the members of the School Management Teams – the school principal, deputy principal, two Heads of Department and three teachers from each of the five selected schools. The interpretations of data led to the research findings, recommendations and the conclusion. The findings of the study described the participants’ perceptions and experiences of the management of the implementation of inclusion as a process for school improvement. The perceptions and the experiences of the teachers and the principals suggested that the participants had limited understanding, knowledge and skills in managing and implementing inclusion in schools. Thus guidelines for managing the implementation of inclusion were provided. In addition, guidelines for the educational psychologists that could facilitate the successful management of the implementation of inclusion were developed. / Dr. B.V. Nduna

M.Ed. / Please refer to full text to view abstract

The goal of this research study was to provide psycho-educational guidelines that will facilitate synergy between the stakeholders involved with the teaching and learning of mathematics at a school. The stakeholders in this research study are members of the management team, the educators and the learners. Synergy simply defined means that the whole is greater than the sum of its parts. Covey (in Moore, 2003:1) states that synergy is the fruit of mutual respect, of understanding and valuing the differences in one another as well as different approaches to problem solving. I believe that when one creates an environment that is more open, more trusting, less judgemental, more loving and more caring in the classroom synergy will occur. This environment will produce learning outcomes beyond expectation. In other words, when the members of the groups of stakeholders at a school participate synergistically the results that are produced and outcomes that are achieved will be much higher then the total results of the inputs of their individual efforts. It is evident from the description, evaluation and interpretation of the collected data that learners and educators do not experience their interactions as situations where their potential is acknowledged and improved. Once again: if there is no effective interaction and appreciative understanding between the different stakeholders, successful integration cannot take place. There is almost no indication of any collaboration between the participants in the teaching and learning situation. In fact, the analysis of the data show that educators and learners experience the teaching and learning process as a process of disempowerment, which is Theme One of the analysed data. Almost all the sub-categories under Theme One provide evidence that the input of the different role players in the teaching and learning environment is not considered. These categories are: • learners experience that they have to do activities without the necessary pre-knowledge; • learners experience the teaching and learning of Mathematics as a process of victimization; • learners experience that educators ignore their learning needs; • learners experience inadequate communication and inappropriate guidance in the classroom; • educators portray an uncaring attitude; • learners do not portray a positive attitude towards the teaching and learning of mathematics; • educators do not experience job satisfaction; and • educators do not experience support from the parents. However, all the stakeholders that participated in this research study made recommendations that could contribute to a constructive teaching and learning climate. These recommendations were: • educators should play a supportive role; • learners and educators must be motivated; • learners should participate in the teaching and learning situation; o educators should implement new teaching strategies; o educators and learners should value co-operative learning and group work; and • team work between educators and learners should be enhanced; These recommendations indicate that the stakeholders would like the teaching and learning situation to become more constructive and meaningful through active participation. These are essential ingredients for synergy to take place. Educators and learners also indicated that they experience frustrations due to the socio-economic situation of the learners that impact negatively on the teaching and learning of mathematics and contribute to disempowerment of these stakeholders. It seems therefore that the community as well as the parents of these learners are stakeholders that should be considered when the guidelines are formulated. I experienced this research study as an eye-opener with regard to the development of the teaching and learning process into a constructive and meaningful activity. I realised that for sustainable development it is essential to develop all the stakeholders and not only the educators. / Prof. C.P.H. Myburgh

M.Ed. / Educators face the pressure of accountability from parents, employers, the state and the society. The success of teaching and learning at schools depends on the educator’s commitment and capabilities. The central question was : How can we describe the effectiveness of the developmental appraisal system at Thokoza primary schools and what are the reasons for a lack of commitment, capabilities and performance in the teaching staff? The focus of the study was a package of factors including the network of relationships in which educators are involved, which may be addressed to revitalize educators’ performances. The study was geographically confined to Thokoza Primary Schools in the East Rand. A convenient sample was chosen. Tools used were, questionnaires and interviews among educators and principals, and a critical review of the related literature. The project did not aim at generalization of the results but a sample, in depth understanding of the education situation concerning the developmental appraisal system at Thokoza Primary Schools.

The study investigated the self-reflection practices of School Management Teams (SMTs) in the Capricorn District. The purpose of the study was to establish self-reflective practices employed by SMT in performing their management functions, and to suggest a reflective model for the enhancement of SMT performance. The study followed the qualitative approach with a case-study research design. The population consisted of SMTs from primary, secondary and special schools. Purposive sampling was utilised to select 8 Head of Departments from less experienced to more experienced in management positions, while 9 principal and 9 deputy principals were randomly selected. Literature reviewed focused on the aims of self-reflection; the functions of SMT; the strengths and weaknesses of self-reflection; self-reflective practices and enhanced performance; models of school management; challenges in school management; and previous studies on SMT and school management. Henderson’s Ethical Model of Enquiry on reflective practice was used. The theory discusses what characterises reflective practitioners. Data was collected from quest views, individual interviews and focus group interviews. The interpretation and understanding were organised in the form of descriptive accounts. Tape-recorded interviews and data from quest views were transcribed verbatim. After transcribing data a sense of the whole was obtained by reading carefully with understanding, and then summarizing the salient aspects. Themes were identified from the responses and discussed. The study found that SMT members were not fully aware of all of their daily functions and poor reflective practices made it difficult for them to effectively fulfil their management functions. Furthermore, the study revealed that SMT members experienced challenges, such as dealing with unprofessional teachers, poor parental involvement, poor communication, poor infrastructure and lack of resources amd these impacted negatively on their performance. The study provided insights into the practice of self-reflection and how SMT members could become reflective practitioners. A new framework was suggested that SMTs should continuously and critically reflect on their management practices and decisions. The study recommends that SMT be trained and oriented about management functions prior to their appointment in the positions. The study further recommends that SMTs consider self-reflection as part of their daily activities.

M.Ed. / The need for co-operative governance in schools is reflected in the Constitution of the Republic of South Africa and also in the South African Schools Act 84 of 1996. Although the need for co-operative governance is highlighted in the legislation, it does not mean it is taking place in our schools as advocated. This research provides an analysis and critique of the roles of the stakeholders represented in the SGB in co-operative school governance as elucidated in the literature and also advocated by the legislation. The aim of this research is to probe the perceptions of various members of the SGB’s regarding co-operative school governance as mandated by the legislation, that is the Constitution of the Republic of South Africa and the South African Schools Act 84 of 1996. This research starts with the introduction and contextualisation of the problem. The literature study undertaken in chapter two revealed the importance of working together. It was discovered that co-operative governance is important to establish and maintain partnerships and teamwork between the school governors and other stakeholders. Subsequent to the literature review was the method and design of the study. These were undertaken using the qualitative research through the focus group interviews. The study drew responses from respondents who were organised according to categories of parents, principals, educators, learners and non-educator staff members. The interviews were tape-recorded. Transcriptions of tape-recorded interviews are included in this research as appendices. The qualitative data was analysed. The results of the data obtained clearly reflect that there are still many problems that need to be addressed. The important findings were discussed at length and thereafter conclusions and recommendations were made based on the findings. Recommendations and topics of further research were finally given. / Prof. T.C. Bischoff

M.Ed. (Educational Management) / The implementation ofthe South African School Act 84 of 1996 located significant management responsibilities with principals and governing bodies of public schools. The Schools Act is aimed at the creation and management ofa new national school system. This system must, as far as is reasonably possible, give everyone an equal opportunity to develop his or her talents. This research will focus specifically on the roles of the SGB and SMT, and on the developing relationships between them in the management ofschools. As Glatter, (1988:155) maintain that governing bodies experience uncertainty because they. face different expectations and demands and need to create different relationships with the surroundings institutions that are interested in the local education system.