International teacher migration has emerged as one of the key policy challenges confronting many countries, particularly in Southern Africa, with Botswana, South Africa and Zambia experiencing variable degrees of the cross-border movement of teachers. The aim of this research was to develop a strategy for managing teacher migration in Southern Africa, and balancing the right of individual teachers to migrate internationally, while protecting the integrity of vulnerable education systems and their human resources. The research comprised a literature review and an empirical study based on a mixed-methods research design combining the quantitative and qualitative research approaches. The literature study examined international teacher migration, including its main concepts, theories, causes and effects, while the empirical study assessed the statistical scope of teacher migration in Southern Africa (Botswana, South Africa and Zambia), its causes, effects, and management. A self-administered questionnaire was used to gather quantitative data from education officials, school principals and migrant teachers, while personal in-depth interviews were used to elicit complementary qualitative data from some experts on migration, education officials, teacher union leaders, school principals and migrant teachers. The results of the study revealed that teacher migration statistics and data were generally patchy and incomplete in Southern Africa; that international teacher migration in the region was driven by three main causes related to economic, political and salary conditions; and that teacher migration had both positive and negative effects on the education systems of Southern African countries, migrant teachers and their families. The findings further revealed that improving the management of teacher migration in Southern Africa required a systematic and coordinated approach involving sending and receiving countries, with reference to a common policy and legal framework supported by comprehensive teacher migration data. In this regard, and based on the identification of key principles and guidelines for teacher migration management, a model is proposed for the viable management of teacher migration in the Southern African region. / Educational Leadership and Management / D. Ed. (Education Management)

The objective of education authorities worldwide is to enhance teachers’ professional capacities and practices through the supply of quality continuous professional development (CPD) activities. The South African education system has been subjected to many changes during the past two decades which have seriously affected the quality of education provided in schools country wide. Professional development (PD) of teachers has been found to be a key factor in raising standards in South African schools. Although the National Department of Education has identified teacher development as important, very little has transpired in the education system. School leaders should, therefore, take on the responsibility of providing their staff with PD opportunities. To support teachers in special schools and to enhance their professional capacity, the researcher designed, implemented and evaluated a collaborative PD model in six special schools in Gauteng. The aim of the study was to establish the value of the CPD programme on teachers’ learning, learners’ outcomes and whole school change. This multi-phased case study research was positioned within a bigger study conducted by the Gauteng Department of Education and in particular the Early Childhood Development Institute (ECDI). This larger study was based on the fact that most of the burn related accidents in South Africa occur in the 0-4 age group, which served as the rationale for including the fire safety programme in the ECD curriculum. The focus during the research was on the adaptation of fire safety activities and learners and teacher support materials for an inclusive classroom. This research reports on a two year study on the implementation of a CPD model based on collaboration and peer coaching. The theoretical framework for this study links to theories of constructivism, organisational theory of Senge, network and social capital. This research serves as an example of where valuable internal and external networks were formed for the benefit of all involved with the study. During this research theory and practice were successfully integrated for the benefit of the individual, the school and external organisations. / Department of Educational Leadership and Management / D. Ed. (Education Management)

The Eastern Cape Department of Education has a constitutional and legislative mandate to provide quality public education in all public schools within the province. The commitment to improve also involves ensuring effective educator personnel provisioning in public secondary xii schools. However, despite various legislative and policy measures relating to educator personnel provisioning, serious concerns have been raised. There have been concerns over the shortage of educators. There are concerns over the lack of suitably qualified educators, especially in Mathematics and Science subjects. Disparities have been noted between legislative and policy directives with regard to educator personnel provisioning and the expectations of educators based on the realities in public secondary schools. The complications and challenges thereof have called upon for the appraisal of educator provisioning. The objective of the study is to describe and explain the nature and place of personnel provisioning in public secondary schools. Thereafter, evaluate its application at selected public secondary schools in the Eastern Cape Province. The basic intention is to prove that the educator personnel provision policy implementation in public schools needs to be examined and possibly changed for effective results. Basically, personnel provisioning is the first step in the personnel process. It is classified into: Human resources determination; and the Filling of posts The process of filling public personnel posts involves recruitment, selection, appointment, placement, transfer and promotion. In evaluating personnel provisioning policy in public secondary schools, a research study has to be conducted. As an integral part of scope of study, the survey area includes public secondary schools, provincial department offices and educator union/association offices. The questionnaire is used as the appropriate data collection instrument for this survey. The total population for the study are provincial department officials, public secondary school principals, school governing body chairpersons and educator unions/associations. xiii When data was analysed and interpreted, there were various significant findings. The respondents’ demographic details provided a significant insight into the study and its findings. They ensured divergence of opinions and understanding of the personnel provisioning. Regarding human resources determination and the filling of posts in public secondary schools, it was found that there are challenges in terms of the employment of suitably qualified educators. These include among other issues educator dissatisfaction and lack of effective procedures in the filling of posts. This also results in educator shortage in public secondary schools.

International teacher migration has emerged as one of the key policy challenges confronting many countries, particularly in Southern Africa, with Botswana, South Africa and Zambia experiencing variable degrees of the cross-border movement of teachers. The aim of this research was to develop a strategy for managing teacher migration in Southern Africa, and balancing the right of individual teachers to migrate internationally, while protecting the integrity of vulnerable education systems and their human resources. The research comprised a literature review and an empirical study based on a mixed-methods research design combining the quantitative and qualitative research approaches. The literature study examined international teacher migration, including its main concepts, theories, causes and effects, while the empirical study assessed the statistical scope of teacher migration in Southern Africa (Botswana, South Africa and Zambia), its causes, effects, and management. A self-administered questionnaire was used to gather quantitative data from education officials, school principals and migrant teachers, while personal in-depth interviews were used to elicit complementary qualitative data from some experts on migration, education officials, teacher union leaders, school principals and migrant teachers. The results of the study revealed that teacher migration statistics and data were generally patchy and incomplete in Southern Africa; that international teacher migration in the region was driven by three main causes related to economic, political and salary conditions; and that teacher migration had both positive and negative effects on the education systems of Southern African countries, migrant teachers and their families. The findings further revealed that improving the management of teacher migration in Southern Africa required a systematic and coordinated approach involving sending and receiving countries, with reference to a common policy and legal framework supported by comprehensive teacher migration data. In this regard, and based on the identification of key principles and guidelines for teacher migration management, a model is proposed for the viable management of teacher migration in the Southern African region. / Educational Leadership and Management / D. Ed. (Education Management)

Since the discovery of HIV/AIDS in the late 1980s, the pandemic has become the leading cause of death in South Africa and one of the leading causes worldwide. South Africa has the largest number of people infected with HIV/AIDS in the world. South African teachers, in particular, have experienced unparalleled challenges as a result of HIV/AIDS. This qualitative research study was designed to explore how principals handle the sensitive HIV/AIDS-related issues affecting teachers in schools in South Africa’s Gauteng Province. The study was carried out within the constructivist paradigm. The narrative inquiry research design within the qualitative research approach was used with purposive and network sampling of participants. The sample consisted of ten handpicked principals and eight teachers living with HIV/AIDS accessed through network sampling from around the province. Data were collected through narrative interviews and the compilation of a reflective diary. The data were analysed according to the qualitative content analysis method. Consent was elicited from participants with confidentiality, anonymity and trust maintained throughout the study. The participants’ most common responses were that teachers living with HIV/AIDS are faced with the dilemma of disclosure and stigma and discrimination. This research showed that principals are experiencing a range of challenges due to teachers living with HIV/AIDS. The goals of quality education are often defeated because of the challenges surrounding teachers living with HIV/AIDS. Once teachers succumb to the opportunistic illnesses associated with HIV/AIDS, their productivity deteriorates. Principals were clear about the inadequacy that they experience in responding to HIV/AIDS-related issues amongst teachers. They lack the training and management skills to develop long-term strategies to mitigate the impact of HIV/AIDS on teaching and learning. Teacher absenteeism is rife, causing drastically detrimental effects to teaching and learning programmes and posing serious challenges to principals, who are not equipped with the required information and resources. It was evident in this research study that infected teachers often fail to take responsibility or disclose their status; instead, they look to principals for solutions to their HIV/AIDS-related problems. / Educational Leadership and Management / D. Ed. (Education Management)

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)

This dissertation of a limited scope focuses on the Heads of Departments’ perceptions of the Integrated Quality Management System for teachers at selected quintile 5 Primary Schools in the East London Region of the Eastern Cape Province. It reveals the positive and negative aspects of the staff appraisal system, its implementation and purpose, as well as views on its improvement. By means of a qualitative case study and the Cognitive Evaluation Theory as theoretical framework, the researcher has determined that the Performance Measurement component of the appraisal system has a detrimental effect on the intrinsic motivation of teachers and that it should be separated from the Developmental Appraisal. Individual interviews with the Heads of Departments revealed the need for revising the assessment rubric in order for Performance Measurement to be conducted effectively. / Educational Leadership and Management / M. Ed. (Education Management)

Since the discovery of HIV/AIDS in the late 1980s, the pandemic has become the leading cause of death in South Africa and one of the leading causes worldwide. South Africa has the largest number of people infected with HIV/AIDS in the world. South African teachers, in particular, have experienced unparalleled challenges as a result of HIV/AIDS. This qualitative research study was designed to explore how principals handle the sensitive HIV/AIDS-related issues affecting teachers in schools in South Africa’s Gauteng Province. The study was carried out within the constructivist paradigm. The narrative inquiry research design within the qualitative research approach was used with purposive and network sampling of participants. The sample consisted of ten handpicked principals and eight teachers living with HIV/AIDS accessed through network sampling from around the province. Data were collected through narrative interviews and the compilation of a reflective diary. The data were analysed according to the qualitative content analysis method. Consent was elicited from participants with confidentiality, anonymity and trust maintained throughout the study. The participants’ most common responses were that teachers living with HIV/AIDS are faced with the dilemma of disclosure and stigma and discrimination. This research showed that principals are experiencing a range of challenges due to teachers living with HIV/AIDS. The goals of quality education are often defeated because of the challenges surrounding teachers living with HIV/AIDS. Once teachers succumb to the opportunistic illnesses associated with HIV/AIDS, their productivity deteriorates. Principals were clear about the inadequacy that they experience in responding to HIV/AIDS-related issues amongst teachers. They lack the training and management skills to develop long-term strategies to mitigate the impact of HIV/AIDS on teaching and learning. Teacher absenteeism is rife, causing drastically detrimental effects to teaching and learning programmes and posing serious challenges to principals, who are not equipped with the required information and resources. It was evident in this research study that infected teachers often fail to take responsibility or disclose their status; instead, they look to principals for solutions to their HIV/AIDS-related problems. / Educational Leadership and Management / D. Ed. (Education Management)

Text in English, abstract in English, Zulu and Sepedi / The education system in Zimbabwe has experienced a wide range of educational reforms and technological changes since the last half of the 20th century. These changes have resulted in a significant expansion of the duties and responsibilities that school heads are expected to perform in schools. Despite these changes, there has not been a comprehensive training programme meant to prepare newly promoted secondary school heads for the daunting task of school leadership in Zimbabwe. The study sought to examine the perceptions of stakeholders regarding management development programmes (MDPs) for beginning secondary school heads (BSSHs). The study employed the descriptive case study approach based on a qualitative research design. A total of 28 participants were initially selected for the study but only 27 took part. The participants comprised five BSSHs, five practising secondary school heads, four deputy heads and 10 senior teachers who were drawn from 10 selected secondary schools in Zaka district. Three school inspectors from the district education office in Zaka district also took part. The participants were purposively sampled using the maximum variation sampling approach to account for the differences of their professional categories. Individual semi-structured interviews were used to collect data from the BSSHs, practising secondary school heads and school inspectors, while focus group interviews were used to collect data from deputy heads and senior teachers. A review of relevant documentary sources such as vacancy announcement circulars, the Civil Service Commission (CSC) training and development policy and policy circulars from the Ministry of Primary and Secondary Education (MoPSE) was also undertaken. The findings indicated that there was a need for a management development programme that would equip newly promoted school heads with the relevant technical skills and competencies that would enable them to provide sound leadership to schools. The study established that BSSHs required knowledge and skills in financial management, instructional leadership, general administration, ICT, policy issues, human resources management, community relations, documentation and asset management. / Uhlelo lwezemfundo eZimbabwe seluhlangabenzane nezinkinga ezinkulu ezimayelana nezinguquko kwezemfundo kanye noshintsho kwezobuchwepheshe kusukela kuyisigamu sokugcina sekhulu leminyaka engama-20. Lezi zinguquko ziholele ekwandisweni okuphawulekayo kwemisebenzi kanye nezibopho okumele othishanhloko ezikolweni bayifeze. Ngaphandle kwalezinguquko, akukaze kwabakhona uhlelo lokuqeqesha olunzulu olulungiselela othishanhloko abasanda kuthola izikhundla ezintsha kulomsebenzi onzima wokuhola eZimbabwe. Isifundo sizohlola sibheke imibono yamadlelandawonye mayelana neZinhlelo Zokuthuthukisa Ukuphatha kwalabothishanhloko bezikole zamabanga aphezulu abasafufuza. Isifundo sizosebenzisa ucwaningo lwesifundo esichazayo olwakhelwe phezulu kocwaningo lokuklama oluphathelene nesimo. Kuye kwakhethwa abantu abangamashumi amabili nesishiyagalombili (28) kodwa babe ngamashumi amabili nesikhombisa (27) kuphela abaye babamba iqhaza. Abantu ababambe iqhaza behlise obekuhloswe ngalabothishanhloko abahlanu (5) bezikole zamabanga aphezulu abasafufuza, othishanhloko abahlanu (5) asebekhona kulo mkhakha emabangeni aphezulu, amaphini kathishanhloko yesikole amane (4), othisha abasezingeni lokuphatha ngokwesikhathi asebe sisebenzile abaqokwe ezikolweni zamabanga aphezulu abayishumi (10) abakhethwe ezikolweni zamabanga aphezulu kuyisifunda sakwaZaka. Abahloli bezikole abathathu ababuya kuyisifunda somnyango wezemfundo kuso isifunda sakwaZaka nabo babamba iqhaza. Abantu ababambe iqhaza basampulwe ngenhloso ethile lapho kusetshenziswe indlela ephezulu yokuhluka kwesampuli ukuze kuphendulwe ngokuhluka ngokwezigaba zabo zemfundo. Izinhlolokhono ezihleliwe zomuntu ngamunye ziye zasetshenziswa ukuqoqa ulwazi kothishanhloko bezikole bamabanga aphezulu abasafufuza, othishanhloko asebekhona kulo mkhakha emabangeni aphezulu kanye nabahloli bezikole kwase kuthi izinhlolokhono zamaqembu zasetshenziselwa ukuqoqa ulwazi kumaphini onhloko bezikole nakothisha abasezingeni lokuphatha ngokwesikhathi asebe sisebenzile abaqokwe ezikolweni zamabanga aphezulu. Kuye kwabuyekezwa imibhalo yamaphepha efanele efana namasekhula amemezela izikhala zomsebenzi, iKhomishani Yomsebenzi Womphakathi yokuqeqeshwa nenqubomgomo yokuthuthukiswa kanye nenqubomgomo yamasekhula asuka kuNgqongqoshe weMfundo yamabanga Aphansi nawaPhezulu. Kuye kwatholakala ukuthi kunesidingo sezinhlelo zokuthuthukisa ukuphatha ezizohlomisa othishanhloko abasandukunyuselwa kulezi zikhundla ngamakhono afanele ezobuchwepheshe anamandla azobasiza ukuba babengabaholi abaqotho ezikolweni. Isifundo siye sathola ukuthi othishanhloko bezikole bamabanga aphezulu abasafufuza badinga ulwazi namakhono ngokuphathwa kwezimali, ubuholi obuqotho bokufundisa, ukuphathwa kwamabhuku jikelele, Ulwazi Lwezobuchwepheshe Kwezokuxhumana (ICT), okuphathelene nengqubomgomo, ukuphathwa kwabantu, ubudlelwano nomphakathi, kanye nokuphathwa kwemibhalo nempahla. / Peakanyo ya thuto go la Zimbabwe e itemogetše dimpshafatšo tša thuto le diphetogo tša theknolotši tše di fapanego go tloga nakong ya seripagare sa mafelelo sa ngwagakgolo wa bo20. Diphetogo tše di hlotše koketšo ye kgolo ya ditshwanelo le boikarabelo tšeo dihlogo tša dikolo di letelwago go di phethagatša dikolong. Ka ntle ga diphetogo tše, go bile le lenaneo la tlhahlo leo le feleletšego leo le diretšwego go beakanyetša dihlogo tša dikolo tše mpsha tšeo di sa tšogo godišwa go tlo lebana le modiro wo o tšhošago wa boetapele bja dikolo ka Zimbabwe. Thutelo e nyaka go hlahloba dikgopolo tša batho bao ba nago le dikgahlego malebana le mananeo a tlhabollo ya bolaodi (diMDP) a dihlogo tša dikolo tša sekontari tše di thomago (diBSSH). Thutelo e latetše mokgwatebelelo wa ditlhalošo wa nyakišišo ye e dirilwego ka ga tiragalo wo o theilwego go tlhako ya nyakišišo ka go utolla mokgwa wa bophelo bja setšhaba se itšeng. Palomoka ya batšeakarolo ba 28 e kgethilwe pele go thutelo eupša ba 27 ba tšere karolo. Batšeakarolo e be e le diBSSH tše tlhano, dihlogo tša dikolo tša sekontari tše tlhano tšeo di lego modirong, bathušahlogo ba bane le barutišibagolo ba 10 bao ba tšerwego dikolong tša sekontari tšeo di kgethilwego seleteng sa Zaka. Bahlahlobi ba dikolo ba bararo go tšwa ofising ya selete ya thuto ka seleteng sa Zaka le bona ba tšere karolo. Batšeakarolo ba kgethilwe ka maikemišetšo bjalo ka disampolo ka go diriša mokgwatebelelo wa maksimamo wa go tšea disampolo ka go fapana go hlaloša lebaka la diphapang ka go magoro a bona a diprofešene. Ditherišano tša motho a nnoši tša dipotšišo tšeo di sa latelego lenaneo leo le itšeng di dirišitšwe go kgoboketša datha go tšwa go diBSSH, dihlogo tša dikolo tša sekontari tšeo di lego mošomong le bahlahlobi ba dikolo, mola ditherišano tša dihlopha tšeo di nepišitšwego di dirišitšwe go kgoboketša datha ye e hweditšwego go batlatšadihlogo le barutišibagolo. Tekolo ya methopo ya maleba ya kanegelo ya ditiragalo go swana le mangwalophatlalatšwa, molaotshepetšo wa tlhahlo le tlhabollo wa Khomišene ya Mešomo ya Mmušo (CSC) le mangwalophatlalatšwa a melaotshepetšo go tšwa go Kgoro ya tona ya Thuto ya Praemari le Sekontari (MoPSE) le yona e phathagaditšwe. Dikhwetšo di šupile gore go bile le tlhokego ya lenaneo la tlhabollo ya bolaodi leo le tlo fago dihlogo tše mpsha tšeo di sa tšwago go godišwa mabokgoni le botsebi tša sethekniki tša maleba tšeo di tlo ba kgontšhago go phethagatša boetapele bjo bo kwagalago bja dikolong. Thutelo e utollotše gore diBSSH di be di nyaka tsebo le mabokgoni tšeo di nyakegago go bolaodi bja matšeleng, boetapele go tša dithuto, / Educational Leadership and Management / D. Phil. (Education Management)

Abstract in English, Afrikaans and Sesotho / This work explores the continuous professional teacher development point system policy and the implications it has on the professional development of teachers. A qualitative study was undertaken in two secondary schools on the West Rand in Gauteng. Data was collected through document analysis, observations and semi-structured interviews. Results indicated that there is a mismatch between what is outlined in the policy and what the teachers are practising. It became evident that the majority of teachers in this study had limited knowledge of the policy although implementation of the policy began in 2014. It was concluded that the point system policy is not contributing effectively to the professional development of teachers in Gauteng. / Hierdie werk ondersoek die deurlopende professionele onderwyser-ontwikkelingspuntstelselbeleid en die implikasies daarvan op die professionele ontwikkeling van onderwysers. 'n Kwalitatiewe studie is onderneem in twee sekondêre skole aan die Wes-Rand in Gauteng. Data is ingesamel deur middel van dokument analise, waarnemings en semi-gestruktureerde onderhoude. Resultate het aangedui dat daar 'n wanverhouding bestaan tussen wat in die beleid uiteengesit word en wat die onderwysers praktiseer. Dit het duidelik geword dat die meerderheid onderwysers in hierdie studie beperkte kennis van die beleid gehad het, hoewel die implementering van die beleid in 2014 begin het. Daar is bevind dat die puntestelselbeleid nie effektief bydra tot die professionele ontwikkeling van onderwysers in Gauteng nie. / Mosebetsi ona o hlahloba ts'ebetso ea litsebi tsa ntswetsopele ea litsebi le liphehello tsa eona ho ntlafatso ea litsebi tsa matichere. Thuto e ntle e ile ea etsoa likolong tse peli tsa sekondari ho West Rand Gauteng. Lintlha li ile tsa bokelloa ka ho hlahloba litokomane, litlhaloso le lipuisano tse sa tšoaneng. Lipatlisiso li bontšitse hore ho na le phapang pakeng tsa se boletsoeng polelong le seo matichere a se etsang. Ho ile ha totobala hore matichere a mangata thutong ena a na le tsebo e fokolang ea leano le hoja ts'ebetsong ea pholisi e qalile ka 2014. Ho ile ha fihleloa qeto ea hore leano la tsamaiso ea motheo ha le tlatse ka katleho ho ntlafatso ea litsebi tsa matichere Gauteng. / Educational Management and Leadership / M. Ed. (Educational Leadership and Management)