The principal together with the school management team (SMT) of a public school is responsible for ensuring that all areas in the school function effectively. Effective school-based management is no longer a choice in South Africa but, rather, a must. Seventeen years into democracy, the Grade 12 pass rates in the Eastern Cape for the past three years were 50.6% in 2008, 51.0% in 2009 and 58.3% in 2010. Although there has been an improvement over the last three years, the Eastern Cape was still number seven out of the nine provinces in 2010. Against this background the question arose as to whether the schools in the Eastern Cape were effectively managed. The primary objective of the study is therefore to improve the organisational performance of public schools in the Uitenhage education district by investigating the relationship between the perceived effective implementation of basic managerial tasks (planning, organising, leading and controlling), on the one hand, and organisational performance of schools, on the other hand. Convenience sampling was used to select 100 out of a possible 139 senior management team members from 26 public schools in the Uitenhage education district. The sample was stratified to include principals, deputy principals and heads of departments. The empirical results revealed that the management tasks, leading and controlling, were the main determinants of the organisational performance of participating schools. The empirical results showed that planning and organising do not have a significant influence on the organisational performance of these schools. The managerial implications of the results are discussed and recommendations are made on the basis of these discussions.

A thesis submitted in fulfilment of the Requirements for the degree of Master of Arts in Communication Science University of Zululand, 2003. / This thesis entails a literature survey of the forms of communication required for the successful management of primary schools and high schools by principals and their management teams, followed by an empirical survey of the management team communication practices of 367 principals in the northern section of the eThekwini Region (the area that until 2003 was known as the North Durban Region) in the KwaZulu-Natal Province, on the eastern seaboard of South Africa. In brief, my research shows that female principals predominate in primary schools and male principals in high schools. My research further shows a number of significant differences in the way that female and male principals communicate with parents.

The 1994 democratic elections marked a great turning point in the history the of the South African education system. A call from many politicians and academics for dismantling apartheid education which was racially biased was subsequently made. This was supported by theorists and educational reformers such as Darling-Hammond (1996) and Sizer (1984) who suggested that an educational transformation that would provide South African learners with the necessary knowledge and skills to think critically was required. Following this call, in 1997, a National Curriculum Statement (NCS), with its accompanying assessment policy in a form of continuous assessment (CASS), was introduced in South African schools. This study focuses on the experiences of secondary schools management teams (SMT) in the implementation of continuous assessment. This study is informed by the findings of Chisholm (2001) and Jansen&Christie (1995) who contend that the hasty implementation of CASS was extremely problematic for school managers. The objective was to explore the role of principals, deputy principals, and heads of departments (as managers of schools) in the implementation of the continuous assessment policy. Furthermore, the study aimed to investigate the kind of support the Limpopo Department of Education provides to the SMT for the successful implementation of CASS. The study was conducted in six secondary schools in the Malamulele East Circuit, Vhembe District in Limpopo Province in the following schools: Deliwe, Dlayani, Falaza Gembani, Ndhengeza, and Yollisa and it employed a qualitative research approach. Semi-structured individual interviews were used to collect data from principals, deputy principals and heads of departments. In addition, semi-structured focus-group interviews were conducted with heads of departments in order to get in-depth understanding with regard to their experiences when implementing a continuous assessment policy. This study found that members of the SMT in many secondary schools in the Malamulele East Circuit did not receive training for the implementation of continuous assessment and as a result, they lack clarity in many critical aspects of this assess1nent policy. It has further been found that the majority of the members of the SMT lack a conceptual understanding of what CASS is and also the role they are supposed to play in its implementation. Consequently, educators are still relying much on tests to judge the performance of the learners. In the light of this, it is therefore recommended that principals, deputy principals and heads of departments be provided with extensive training which would generate a deeper conceptual understanding of this assessment policy. Copyright / Dissertation (MEd)--University of Pretoria, 2012. / Education Management and Policy Studies / unrestricted

A dissertation submitted to the FACULTY OF EDUCATION at the UNIVERSITY OF ZULULAND in fulfilment of the requirements for the degree of MASTER OF EDUCATION in the Department of Educational Planning and Administration, 2007. / This study examines the role of the school management team in staff development as well as factors that help and hinder the team in this regard. The effectiveness of strategies that have been put in place by school management teams is also analysed. The literature review, which involves various textbooks, magazines, newspapers and journals related to the study, makes it clear that the school management team is responsible for staff development in schools. Various approaches to staff development were furthermore identified in order to relate them to staff development practice. * Questionnaires with open and closed-ended questions were used to obtain information from the respondents. The population of the study included members of the school management team and post level-one educators. Analysis of information received from the respondents indicated that staff development could be improved with the cooperation of subject advisers, the organisation of workshops on staff development, by conducting regular staff appraisals, encouraging educators to further their studies, providing intensive induction and by socialisation. The findings of the study necessitated recommendations by the investigator regarding staff development The findings also established that both the post level-one educators and school management team were familiar with the roles of the school management team in staff development. The school management teams were seen not to be doing what was expected of them. It also became clear that post level-one educators were not prepared to accept changes as demanded by the Department of Education and that staff development programmes and policies have to be put in place. It is recommended that funds should be earmarked for staff development and that workshops on staff development must be offered. The school management team should encourage educators to further their studies and thus improve their teaching strategies

Thesis (MPA.) -- University of Limpopo, 2017 / Employment of educators has never been such a problem as it is now where race and ethnicity are at the centre stage in the recruitment and appointment of educators. The high rate of unemployment and exorbitant cost of living in the country also worsen the situation. The problem of employment in public education is compounded by the semi-literate School Governing Bodies (SGB) especially in most disadvantage rural schools, who are expected to recommend the appointment of educators to the Head of the Department. Employment of educators remains a challenge in the Department of Education. This research study provides a critique and an analysis of the role played by the SGB in school governance as elucidated in the literature and also stated by the South African Schools Act 84 of 1996. The aim of the study is to ascertain the alignment of educators‟ employment policies to South African Schools in the Mopani District. The research also highlights the challenges that hinder effective governance and management such as lack of knowledge and skills, to interpret and implement policies and regulations when appointing relevant educators. The study reveals an unethical behaviour amongst principals and governing body of policy non-adherence that amounts to corruption within the public service. The dysfunctionality of governance and management to hire relevant, competent and qualified educators to occupy promotional posts cause more problems in the society as a whole, such as lack of accountability in terms of best education for the learners who are our future generation. The department should revise the roles and laws concerning school governors. The maladministration occurring in public institutions and schools is to be punished by law and public servants are to be accountable for their wrong actions taken. In conclusion the Public Service Act 103 of 1994, section 11 stipulates that filling of posts in the public service must be given a democratic values and must follow democratic principles. Appointments should be based on qualifications, skills and competences. Nevertheless educators are appointed into various positions through corrupt activities. This must come to an end for effective governance in education to prevail.

In the twenty-first century, many educational systems are embracing a new paradigm of educational management that utilises team management in schools. The democratic nature of this notion in South Africa involves the use of School Management Teams (SMTs). Reflecting on this movement, this research explored the capacity of these SMTs to cultivate moral purpose in six purposively sampled schools in Limpopo Province. The data collection methods included a series of semi-structured interviews with SMT members, examination of relevant documents, and scheduled observations. The data from the interviews was transcribed manually and this, together with document analysis and scheduled observations, was analysed in three interrelated stages using the four research questions as guides (Miles & Huberman, 1994). The research highlighted that the moral purpose is a relatively new concept to the majority of SMTs. Only a few school managers presented explicit references to the notion, perceiving it as a “compelling moral imperative” or “moral goal of achievement” or “whole-school vision for academic success” or simply “respect”. Notwithstanding the different perceptions, this moral purpose is directed towards raising the level of learner achievement and it is realised when the SMTs articulate the values of commitment, discipline and responsibility. The SMTs members affirmed their commitment to various aspects of instructional leadership. Furthermore, teamwork exemplified in participative decision-making was highlighted as a notion that enhances learner achievement. The findings also affirmed the opportunities that shared leadership offered schools to share moral purpose. However, the findings also enumerate lack of parent involvement, learners discipline, and teachers’ lack of commitment to moral purpose as crucial factors that inhibit the sharing of moral purpose in schools. The two critical responsibilities accepted by the SMTs to address the constraints of sharing moral purpose are highlighted as consulting with legitimate stakeholders and reinforcing policy in the schools. As a result of this research, a number of recommendations and opportunities for further research are offered to Limpopo schools and their SMTs, the systemic authorities responsible for Limpopo education and for those responsible specifically for policy making and curriculum development in the South African education system. / Educational Leadership and Management / D. Ed. (Educational Leadership and Management)

Thesis (MEd)--University of Stellenbosch, 2003. / ENGLISH ABSTRACT: The primary goal of this study is to provide a functional description of the function and the role of management teams, in the promotion of a culture of learning, at High School level. Teachers, management teams, but also parents have an important role to play in creating a culture of learning. Thus, the parents can make a valuable contribution to the development of a learning culture and ultimately enhance lifelong learning and education. Presently, schools are in the process of developing a culture of learning, unfortunately the majority of schools are still attempting to recover from the negative effects of apartheid. In order to develop such a culture of learning, aspects such as discipline, commitment and self-discipline must be addressed. We have to strive towards educating learners to accept authority and discipline, as well as learners that will be committed and motivated. One has to remember that a culture of learning starts at home. Since culture is a dynamic entity, it has an influence on the culture of organisation and management. Through effective management, we have to create opportunities for every individual to develop his/her full potential. The management team thus plays a significant role in establishing and maintaining a learning culture. A school culture is determined by the value, attitude and behaviour of certain situations that lead to insufficient, unacceptable learning activities. Through projects, initiated by government, we will be able to create more awareness and participation in the development of a culture of learning. The role of parents is placed under the spotlight, because of different needs within a culture of learning. By placing parents under this spotlight, we can focus on the management team and also the governing body. This implies that there has to be a management and strategic plan in place. By having these factors in place, one can create and build a better and healthy relationship between the parents and the school. The approach followed in the study was firstly to contextualise the need for a learning culture against the background of changes in the South African education system in the last few decades. Thereafter, relevant concepts were identified and defined: the general concept of culture was was more closely explained and differentiated by investigating the relationship between concepts such as organisational culture, school culture, learning culture and teaching culture, as well as the connection between school based management and a learning culture. Two important steps follow: firstly, the study investigated the preconditions for the establishment of a learning culture, including the potential participation of stakeholders - especially with the aid of information obtained through personal inputs from role players in a specific school project of which the writer was part - and secondly, the study looks at conditions necessary, once it is established, to maintain and sustain a healthy learning culture, with special reference to the cardinal role of the management team. The study concludes with recommendations and suggestions for further research. / AFRIKAANSE OPSOMMING: Die primêre doel van die studie was om 'n beskrywing te gee van die funksie en die rol wat bestuurspanne, in die bevordering van 'n leerkultuur op hoërskoolvlak, moontlik kan speel. Soos die onderwyser en die bestuurspan 'n belangrike rol het om te vervul in die vestiging van 'n leerkultuur, het die ouers ook 'n belangrike rol om te vertolk. Die ouer behoort dus 'n bydrae te kan lewer tot die ontwikkeling van 'n leerkultuur en uiteindelik ook tot lewenslange leer en opvoeding. Skole is tans besig om 'n leerkultuur daar te stel, maar die meerderheid van skole is nog besig om te herstel van die negatiewe gevolge van apartheid. As ons 'n leerkultuur wil vestig, moet daar dissipline, toewyding en self-dissipline wees. Ons moet streef na leerders wat gesag en dissipline sal aanvaar, asook leerders wat toegewyd sal wees met 'n positiewe ingesteldheid teenoor die opvoedingsstruktuur. Wat ons wel moet onthou, is dat leerkultuur by die huis begin. Met dié dat kultuur dinamies is, het dit ook 'n invloed op organisasie- en bestuurskulture. Met effektiewe bestuur moet ons elke individu die geleentheid gee om te ontwikkel tot sy volle potensiaal. Die bestuurspan speel dus 'n beduidende rol in die vestiging of handhawing van 'n leerkultuur. Skoolkultuur word bepaal deur die waarde, houding en gedrag van sekere situasies wat bydra tot 'n ontoereikende onderrigaktiwiteit. Deur die vestiging van projekte wat geïnisieër is deur die regering, salons baie meer betrokkenheid kry by die vestiging van 'n leerkultuur. Die rol van die ouers word onder die soeklig geplaas as gevolg van die verskillende behoeftes in 'n leerkultuur. Deur die ouers onder die soeklig te plaas, kom die bestuurspan en die beheerraad na vore. Dit impliseer dat daar 'n bestuursplan en 'n strategiese beplanning in plek moet wees. Deur dit alles daar te stel, kan ons 'n beter verhouding bou, tussen die ouer en sy skool, en daardeur die leerkultuur van die skool versterk en uitbou. Die benadering in die studie was om eers die behoefte vir 'n leerkultuur te kontekstualiseer teen die agtergrond van veranderinge in die Suid-Afrikaanse onderwysstelsel in die laaste paar dekades. Daarna is relevante begrippe geïdentifiseer en omskryf: die algemene begrip kultuur is nouer verduidelik en gedifferensieer deur die verwantskap te ondersoek met begrippe soos organisasiekultuur, skoolkultuur, leerkultuur en onderrrigkultuur, sowel as die verwantskap tussen skoolgebaseerde bestuur en leerkultuur. Twee belangrike stappe volg: eerstens is die voorvereistes vir die vestiging van 'n leerkultuur ondersoek, insluitend die potensiale deelneme van belanghebbendes - veral met behulp van inligting bekom deur persoonlike insette van rolspelers in 'n spesifieke skoolprojek waarby die skrywer betrokke was - en tweedens, word die voorwaardes vir volhoubaarheid, nadat dit wel gevestig is, van 'n gesonde leerkultuur bespreek, met spesiale verwysing na die kardinale rol van die bestuurspan. Die studie word saamgevat met aanbevelings en voorstelle vir verdere navorsing.

The main aim of this study was to investigate how effective School Management Teams were in the management of healthy school environments in the Gert Sibande District. This was a qualitative study which employed two data collection strategies: face to face interviews and photographs. A literature review on this study revealed vital aspects, that a healthy school environment: can directly improve children’s health and effective learning; the school is strategically positioned to reach large numbers of the population to teach them to understand the importance of investing in health. Literature indicated collaboration and synergy as essential aspects, and policies as cornerstones that underpin the health promotion initiatives. Selection of sites was purposefully done as three of the four schools in this study were part of the Eco Schools programme. The study revealed that there was disconnect between the SMTs and committees that were involved in health promotion: in coordinating plans; and monitoring and evaluating the implementation of programmes. This therefore, means that there was no support for the committees from the SMT. It was also found that there were committees that: did not have plans; did not sit for meetings and the reluctance of the SMT to address these challenges compounded the situation and contributed to some committees being dysfunctional. The failure of the SMT to guide and provide leadership in their engagement with community members who provided assistance in terms of basic needs to learners indicated a need for the development of a cadre of leaders that are capable of working beyond the borders of schools. In all the committees that were interviewed, the Environmental Committee came up to be more effective and organized than others in three schools. The health committee was lacking in the area of training especially in the prevention of communicable diseases. The study provided recommendations to assist the SMT in their endeavors to promote healthy environments in their schools. / MEd, Education Management, North-West University, Vaal Triangle Campus, 2012

In the twenty-first century, many educational systems are embracing a new paradigm of educational management that utilises team management in schools. The democratic nature of this notion in South Africa involves the use of School Management Teams (SMTs). Reflecting on this movement, this research explored the capacity of these SMTs to cultivate moral purpose in six purposively sampled schools in Limpopo Province. The data collection methods included a series of semi-structured interviews with SMT members, examination of relevant documents, and scheduled observations. The data from the interviews was transcribed manually and this, together with document analysis and scheduled observations, was analysed in three interrelated stages using the four research questions as guides (Miles & Huberman, 1994). The research highlighted that the moral purpose is a relatively new concept to the majority of SMTs. Only a few school managers presented explicit references to the notion, perceiving it as a “compelling moral imperative” or “moral goal of achievement” or “whole-school vision for academic success” or simply “respect”. Notwithstanding the different perceptions, this moral purpose is directed towards raising the level of learner achievement and it is realised when the SMTs articulate the values of commitment, discipline and responsibility. The SMTs members affirmed their commitment to various aspects of instructional leadership. Furthermore, teamwork exemplified in participative decision-making was highlighted as a notion that enhances learner achievement. The findings also affirmed the opportunities that shared leadership offered schools to share moral purpose. However, the findings also enumerate lack of parent involvement, learners discipline, and teachers’ lack of commitment to moral purpose as crucial factors that inhibit the sharing of moral purpose in schools. The two critical responsibilities accepted by the SMTs to address the constraints of sharing moral purpose are highlighted as consulting with legitimate stakeholders and reinforcing policy in the schools. As a result of this research, a number of recommendations and opportunities for further research are offered to Limpopo schools and their SMTs, the systemic authorities responsible for Limpopo education and for those responsible specifically for policy making and curriculum development in the South African education system. / Educational Leadership and Management / D. Ed. (Educational Leadership and Management)

Thesis (MPA.) -- University of Limpopo, 2005 / Refer to the document