The purpose of this study was to explore the views of school leaders on issues and challenges they face in implementing Performance Management System in South Central Region of Botswana. The subjects of the study were two hundred and ninety eight school leaders (school heads, deputy heads, head of departments and senior teachers) who were drawn from South Central Region. The region under study has one hundred and eighty nine schools and out of these, thirty two schools were randomly sampled. Interviews were conducted and there was a questionnaire which was completed by the various school leaders. The questionnaire covered three broad categories, namely: biographical aspects, demographical aspects and views on the implementation of Performance Management in their respective schools. Four hundred and fifty questionnaires were distributed and only two hundred and ninety eight were completed. Interviews were conducted among eleven school heads and nine teachers and the focus was to get school leaders views on the problems encountered in the implementation of PMS. Results from respondents were analysed. Content analysis method was used. Frequencies, percentages, tables and T-test were used in the analysis of data. The study revealed that Performance Management assessment tools are unclear and the . supervisor/supervisee criteria are also unclear. Since Performance Management is a new concept, some teachers are not really sure of what they are supposed to do. There is suspicion that teachers may be victimized in the name of PMS since some supervisors can be very subjective in their assessment of teacher performance; there is low teacher morale which could make implementation problematic; large numbers of classes make it difficult for effective teaching in schools; and lack of teaching aids and facilities hamper the conduct of teaching in schools. Implementation of Performance Management in Botswana is still at its infancy stage therefore it is expected that teething problems may arise. It was found that the implementation of PMS in schools will be affected by a number of factors. There is consensus that PMS training should be done in stages, and it should not be rushed; there is need for support systems such as mentoring and counselling to help during the implementation period; more workshops are needed in order for teachers to understand this new reform; and more time is needed in order for teachers to understand PMS and remove mistrust associated with it. / Thesis (M. Ed.) North-West University, Mafikeng Campus, 2005

The phenomenon of conflict is the problem that principals are faced with in their respective schools. The aim of this study was to explore the role that innovative leadership could play in managing conflict at the selected schools in Botswana. For the purpose of this study, a qualitative research approach was adopted. It included interviews, during which the informants responded to open-ended questions; observations, where the researcher visited the schools and interacted with the informants; and document analysis. These methods were employed to determine the perceptions of participants regarding the nature, extent, and causes of conflict at the selected schools. The study indicated that a number of factors could significantly contribute in managing conflict. Employing innovative educational leaders, benchmarking, using bottom-up communication skills, and the engagement of policy analysts, are some of the key recommendations made for avoiding further conflict within schools and between schools and the Ministry of Education. / Educational Leadership and Management / D. Ed. (Educational Management)