During the past few decades the role and functions of the principal have undergone a radical change. Traditionally, the principal was merely the head of the school and her/his role and functions at the school were to implement policies set out by the education authorities. The principal was required to have professional training and experience to manage the school. The traditional view was that a competent educator with a certain number of years of experience, and the right personality, was well equipped for the task and the demands of principalship. This makes the assumption that the ability needed by an educational leader to perform certain administrative and managerial tasks could be developed through experience. The present study attempted to interrogate this assumption. It was hypothesized that there is a need for induction programmes and professional development programmes for newly promoted management personnel. This research was undertaken to determine the degree of managerial competence amongst principals and other senior management personnel in primary and secondary schools. The quantitative method of research was adopted. Based on the assumption that there was a serious lack of leadership competencies among senior management teams at schools and there was a need to address this problem, a questionnaire was drawn to obtain responses from both senior management teams and educators at six South African public schools, and to compare the responses of both groups to the same questions. Results of the present investigation reveal that the underlying problem of the lack of leadership competencies amongst senior management personnel lies in the fact that they have not been properly inducted into their roles as well as the lack of professional development courses. Findings from the present research emphasize the increasing importance for management training of the educational leader. This should comprise two aspects, viz., basic management training (the academic-professional component) followed by a management development programme (in-service training). Managers should be given courses in, inter alia, school management, curriculum and programme development, school law, supervision of instruction, human relations, school finance and budgeting, personnel administration, leadership, community relations, internship and field experience, child and adolescence development, psychology of learning, counselling and guidance theory and practice. / Thesis (M.Ed.)-University of Durban-Westville, 2003.

The purposes of this study are to first investigate various leadership and management styles of Catholic secondary school principals and their impact on school discipline and secondly to determine whether there is a correlation between leadership and management styles of secondary school principals and discipline in the school. The rationale behind the research topic is that the researcher has realised that many black public schools in South Africa are dysfunctional and cannot deliver quality learning and teaching. The reason for this sorry state of affairs is historical and well known. Most of these schools, to make the transition from dysfunctional to effectiveness, do not require courses in the market. What they require, and it is sorely missing, is strong and effective leadership. The role of a principal in a school is crucial. The success of the process of restoring the culture of teaching and learning rests to a large extent on the principal. This is mainly because he/she is the one who has to lead the entire school community in implementing whatever plans and programmes are to be put in place. Teaching is like riding a wild horse. Even though you're in the saddle it sometimes feels as if you're only barely in control and, if you stop paying attention for just one second, you will end up in the mud. One of the greatest challenges that teachers face when starting out in their careers is learning how to deal with unruly and badly behaved learners so that the rest of the class can get on with the lesson. Teachers often say that they are not paid to discipline learners they are paid to teach them. However, without discipline there can be little learning. Without discipline education is not possible. Discipline is the very foundation on which education should seek to build. Many of our secondary schools are still in crisis today because discipline is undermined. In Chapter one the problem to be researched, the statement of the problem and the purpose of study, general assumptions of study and definitions of terms were introduced. Chapter two examined the literature available. That was done to expand upon the context and the background of this study and to further define the problem and provide an empirical basis for the development of the hypothesis. Chapter two also examined the Leadership Traits theory, the Situational Contingency theory, the Pathgoal theory, Collaborative, Democratic or Participative leadership styles, Autocratic leadership style, Laissez Faire leadership style and leadership according to Gospel values. The Democratic and Situational contingency leadership styles were singled out as the styles of leadership applied most often in a number of organisations. Leadership according to Gospel values will be the most suitable, especially for principals in Catholic schools. It is very much intertwined with the democratic leadership style. There was strong evidence from the literature studied that these styles, if properly applied, can go a long way in helping the principals of schools to live up to the challenges they are facing in education. It is these leadership styles coupled with an understanding of transformation issues in education such as: new principles and values of education systems in South Africa; teaching and learning as the main aims of the education and management, self-reliant schools (self-managed), governance, building schools as learning organisations, and certain skills that could enable principals to be effective leaders in their schools. In order for principals to provide proper and effective leadership, they should be competent in the following aspects: • Stakeholders' involvement in the management of schools • the use of different leadership styles as propounded by the Situational Contingency Theory • team work, and • effective and efficient communication with stakeholders. Chapter three examined the overview of Catholic Education in South Africa, The distinctive Religious character of the Catholic school, Characteristics of a Catholic school, school discipline and how poor school discipline can be prevented and a model for effective discipline in a school. It also focused briefly on the impact of the South African Schools Act No 84 of 1996 and the Bill of Rights as enshrined in the Constitution of South Africa on school discipline. In Chapter four the research methodology was examined. This included the structuring of the questionnaire to try to get factual information, opinions and attitudes about the problem. The questionnaire focused on the following: • stakeholders' involvement in management tasks • the leadership and management styles of principals • how the principal is perceived by stakeholders • communication with stakeholders • teamwork • parental involvement and • how discipline in the school is perceived by stakeholders. The questionnaire was then administered to all educators, members of the school governing bodies, members of the Representative Council of Learners and principals of all Secondary Catholic schools in Limpopo. Chapter five deals with data analysis, interpretation, findings and recommendations. In conclusion, of all the leadership styles discussed, the Situational Contingency, and emerging participatory democracy and leadership according to Gospel values appear to be the most appropriate styles of leadership in South African Education today. The three leadership styles are like rosebuds in that they bring forth positive results but also have associated thorns and dangers. If we can locate the thorns, then we can learn how to hold the flower without injury. Different leaders and managers adopt different styles of leading and managing their organisation (school). As a result there is no single perfect leadership or management style. It is, however, important that leaders must be able to weigh and consider ensuing or confronting situations and circumstances and to adapt accordingly. Good educational establishments require disciplined environments. Teachers, parents and students need clear strategies and guidelines that encourage learning. They need to ensure that learning is well structured and orderly. Good relationships need to be maintained in learning institutions to improve motivation and raise the quality of education for all. / Thesis (M.Ed.)-University of Durban-Westville, 2003.

This study examines managerial challenges of Novice Primary School Principals and their coping strategies in the face of these demands. In the absence of comparative studies it can be concluded that there are gaps and silences in the literature. A comprehensive questionnaire to novice primary school principals was the main source of data complemented by a detailed case study and a semi-structured interview with the superintendent of education. An analysis of the findings suggest that the Novice Primary School Principals are under considerable pressure from various quarters. The results are not conclusive whether these beginning incumbents are discharging their managerial responsibilities adequately. Coping strategies employed by these Novice Primary School Principals appear routine. The recommendation made in the study will initiate further investigations into the Novice Primary School Principal. It is possible that quality and excellence will be compromised in the primary schools unless "novice or beginning" managers are adequately prepared and provided with comprehensive on-going support. / Thesis (M.Ed.) - University of Durban-Westville, 2001.

The purpose of this study was to determine the challenges facing the principals in managing the school finances. The research was conducted around Bojanala West Region of the North West Province. From the total of 369 schools in Bojanala West Region, a simple random sampling of (N=75) schools was done. From each sampled school four (4) of the following were requested to participate in the study, the principal and or the deputy principal, 1 HOD, 2 educators. The education system in South Africa has changed drastically, whereby financial management has been vested upon the shoulders of the SGB's. However SASA provides the guidelines for the SGB's and the principals on their roles and responsibilities in managing finances of schools. The department of education provides training for the SGB's and the principals in relation to school finance management. Little knowledge of the contents of SASA or misinterpretation by the school finance committee may lead the school to be a victim of mismanagement or misappropriation of funds in the form of theft or fraud. / (M.Ed.) North-West University, Mafikeng Campus, 2005

The content of this thesis is an analysis of crisis preparedness organizations in the field of education. It consists of a theoretical - methodological part and a practical part. The theoretical part discusses the specifics and peculiarities of crisis management, and analyzes the objectives and nature of crisis preparedness organizations of this type. The practical part presents the current research shows the strengths and weaknesses, as well as the threats and opportunities, which significantly limits the status and level of crisis preparedness of schools surveyed. The penultimate section focuses on the design methodology to ensure crisis preparedness in schools. Conclusion then summarizes and evaluates the investigation. For the sake of better illustration is the work of the Annex attached to the issue more closely.

The South African Schools Act of 1996 mandates the establishment of School Governing Bodies (SGBs) in all schools with grade eight and higher. Amongst others, the SGB has the authority to develop a Code of Conduct for learners in a school. This study includes a literature review of discipline in schools, the functions of SGBs, the development and implementation of a Code of Conduct by the SGB. A qualitative investigation of the perceptions of parents, educators and learners, of discipline and dealing with misbehaviour was conducted in three secondary schools in the North-West Province. It was established that role-players differed in their understanding of coming to a common understanding of what to include in a Code of Conduct. It seems as if measures to deal with misbehaviour are often in violation of the Bill of Rights in the Constitution. Based on the findings, recommendations for addressing discipline by means of a Code of Conduct were proposed. / Educational Studies / M. Ed. (Education Management)

The South African Schools Act of 1996 mandates the establishment of School Governing Bodies (SGBs) in all schools with grade eight and higher. Amongst others, the SGB has the authority to develop a Code of Conduct for learners in a school. This study includes a literature review of discipline in schools, the functions of SGBs, the development and implementation of a Code of Conduct by the SGB. A qualitative investigation of the perceptions of parents, educators and learners, of discipline and dealing with misbehaviour was conducted in three secondary schools in the North-West Province. It was established that role-players differed in their understanding of coming to a common understanding of what to include in a Code of Conduct. It seems as if measures to deal with misbehaviour are often in violation of the Bill of Rights in the Constitution. Based on the findings, recommendations for addressing discipline by means of a Code of Conduct were proposed. / Educational Studies / M. Ed. (Education Management)