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Designing an instructional leadership framework for underperforming secondary schools in the Free State ProvinceThejane, Emmanuel Ntele 08 1900 (has links)
The challenge facing principals currently is to revisit their role to improve external examination results in the Republic of South Africa. Almost all schools in the Free State, in particular those in rural areas such as the Thabo Mofutsanyana Education District; the Xhariep Education District; part of the Motheo Education District (e.g. Botshabelo and Thaba-Nchu) and most urban areas, such as the Lejweleputswa Education District and the Fezile Dabi Education District, have schools which have had poor examination results for the past 20 years.
To answer the challenges currently facing principals in the Free State, this research used a qualitative research framework and methodology to articulate research questions and arrive at constructive and instructive models to reveal and close the gaps between performing and underperforming secondary schools in the province.
A particular group of principals was chosen, influenced by the performance and underperformance of their schools in the various education districts in the province. Research findings from unstructured interviews with doctoral candidates, and research on China, Finland and Singapore’s education systems with special reference to instructional leadership were conducted. The doctoral candidates’ ideas were confirmed by practical unstructured interviews with Sekgutlong and Beacon high school principals who visited Singapore with the MEC of the Free State Department of Education. In plenary and parallel encounters with principals of secondary schools in the Free State, it emerged that rote learning is prevalent in the Free State secondary schools. Therefore, was resolved by the majority of the principals that critical postmodern instructional leadership should be recommended as an instructional methodology to usher in critical thinking, innovation, creativity and self-reliance in Free State education. In addition, this will close the gap between performing and underperforming secondary schools. Finally, grounded postmodern instructional leadership as a leadership strategy will assist a contemporary secondary school learner’s generation to cope with the academic requirements of tertiary education. / Curriculum and Instructional Studies / D. Ed. (Didactics)
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Female primary school leadership in the Bohlabela District of Mpumalanga : challenges and strategiesMnisi, Celia Tintswalo 11 1900 (has links)
This study focused on the challenges female school principals face in managing their schools effectively and the possible strategies to overcome these challenges. Ten schools from Mpumalanga province were purposively selected as research sites. Participants were the school principal and a member of the school management team of each school. Individual interviews with the school principals and an open-ended questionnaire to the school management team members were used to collect data. The findings revealed that a lack of confidence in female leadership with related gender discrimination, a lack of support and respect from staff and the community, and unfair practices with the promotion procedures of women are the main challenges that hamper female leaders in managing their schools well. The fostering of a positive attitude towards female leadership, a strong support system, female leaders empowering themselves and an effort to build good relationships with all stakeholders represent solution strategies. / Educational Leadership and Management / M. Ed. (Education Management)
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The impact of the principal's task of curriculum supervision on teaching and learning in primary schools : a case study in Vhembe district, LimpopoManwadu, Nthuseni Christinah January 2010 (has links)
The objective of the case study was to investigate the impact of the principal’s supervision task on teaching and learning in primary school in Vhembe District, Limpopo Province. The investigation focused on five primary school principals and ten teachers.
The first chapter exposed background to the study, problem formulation, aims, significance, methods and demarcation of study.
Literature reviewed depicted strong advocacy for supervision of teachers by principals. Nevertheless, ineffectiveness of locally based teacher supervision by principals and non-compliance to supervision policy requirements were shown.
The methodological aspect suggested that data was gathered through interviews with principals and questionnaires administered to teachers. Qualitative approach was used to interpret data obtained.
Findings of this study revealed ineffective supervision of teachers by principals and lack of departmental support to supervision systems. Supervision task was also not impacting positively on teaching and learning. The study recommends the revamping of teacher supervision and monitoring strategies, constant monitoring of principals when carrying out supervision task. Regular workshops and seminars on supervision task should be conducted to empower teachers and principals. / Educational Leadership and Management / M.Ed. (Educational Management)
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Female principals' experiences of teacher attrition in Gauteng ProvinceMabusela, Mapula Rebecca 05 1900 (has links)
Teacher attrition in schools is a common and ongoing phenomenon experienced nationally and internationally. Teacher attrition takes place continuously in schools either voluntarily or involuntarily in the form of retirement, resignation, transfer, dismissal, redeployment, ill-health and death, affecting the teaching and learning process in a negative way. The purpose of this study was to explore the experiences of female principals on teacher attrition. The study was conducted in the public schools of Tshwane West District of Gauteng Province.
Transformational leadership theory and ethics of care theory underpinned this qualitative study positioned within the constructivist paradigm. A case study design was used to explore the case of teacher attrition. Purposive sampling was used to select the female principals to participate in this study. Data were collected through face-to-face semi-structured interviews, observation and document analysis. Qualitative content analysis was employed for data analysis.
The study found that teacher attrition affects schools negatively. It disrupts and destabilises the schools, affecting the morale of the teachers as well as affecting learner performance and discipline as it takes place throughout the academic year. The female principals employ various strategies to address the issue of teacher attrition and to motivate for teacher retention. The study recommended that female principals be empowered to enable them to cope with their role of managing teacher attrition. / Educational Management and Leadership / Ph. D. (Education (Educational Management and Leadership))
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Challenges of managing a shool with migrant learners : a case of Tshipise- Sagole Rural DistrictMaila, Ntshengedzeni 07 January 2016 (has links)
Department of Educational Management / DEd
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Effectiveness of the information for planning purposes with particular reference to the South African - school administration management systems in John Taolo Gaetsewe District in the Northern CapeMoyo, Herbert 21 September 2018 (has links)
DEd (Educational Management) / Department of Educational Management / The study investigated the effectiveness of information collected through the SASAMS
form in the Department of Basic Education in John Taolo Gaetsewe District in
the Northern Cape. The research adopted the two research paradigms, namely,
positivism and interpretivism. The research is situated within theories of leadership
and organizational effectiveness. The mixed methods research design was used in
this study. The study used the survey, interviews, documentary analysis and
observation as research methods. The population comprised 171 schools in John
Taolo Gaetsewe District. A simple random sampling procedure was employed to get
a sample of 30 schools comprised 240 teachers, 3 teacher union representatives and
5 school governing body (SGB) members. Purposive sampling technique was also
employed to choose 6 school principals and two EMIS Unit personnel. Qualitative
data was generated through interviews, observation and documentary analysis. A
survey was administered to obtain quantitative data. Statistical Package for Social
Sciences (SPSS) version 24 was used for statistical information. Grounded theory was
also employed, and it further provided a descriptive framework which assists in the
understanding of a phenomenon that was being investigated. It was established that
there were big disparities between enrolment figures declared and the actual ones that
prevailed in schools. The study recommends that Circuit District Offices should
constantly check and monitor the existence and maintenance of data source
documents in schools in order that correct enrolment figures are maintained in schools
at all times to enable effective planning processes. The SA-SAMS form should also
incorporate a mechanism for detecting ‘ghost personnel’ and ‘ghost learners.’ The
study further recommends the linking of HRMS and SA-SAMS tools to play
complimentary roles so as to curb malpractices bedeviling the DBE. Additionally, the
DBE should consider revising the policy where schools are allowed to factor in a 10%
enrolment increase as it creates a good foundation for data falsification by
unscrupulous officials. / NRF
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The roles of the principal in the implementation of the culture of learning, teaching, and service (colts) in the secondary schools in Mopani District of Limpopo Province - South AfricaSebopetsa, Ngwako Stephen 21 September 2018 (has links)
DEd (Educational Management) / Department of Educational Management / The study aims to compare the role of the principal in implementing the culture of learning,
teaching and service (COLTS) in the effective, ineffective and schools experiencing
fluctuating NSC results for the past five years. The study explores why secondary schools
located within the same socio-economic environment, with the same resources, uniformly
funded and controlled by the same government and ultimately there are commitment
variation, hence effective schools, ineffective schools and schools with fluctuating results.
Therefore, in an attempt to attempt to answer the main research question for this thesis:
What role should be played by the secondary school principals in implementing the
culture of learning, teaching and service? Other identified sub-questions were raised.
Furthermore, a review of relevant literature was conducted and uncovered what makes a
good and good school leadership, management and provision of quality service on
international scale, that is, in developed, developing and under-developed countries. The
Situational Leadership Theory (SLT) of Hersey and Blanchard was regarded as the most
suitable theory since the theory proposes that individuals can change their leadership
style (behaviour) depending on the situation and the readiness of the followers.
Mopani District consists of 24 circuits and 6 circuits were purposively sampled and data
was collected from these 6 circuits which have effective, ineffective and secondary
schools experiencing fluctuating NSC results for the past five years. Quantitatively, a
total number of 38 secondary school principals as key-informants subjects were given a
questionnaire to respond on the set questions which was later analysed through the
SPSS version 17.1 programme and empirical deduction was made. Additionally,
qualitative method of data collection was used on 20 participants, on-site observation and
document analysis. The researcher utilised the focus group (semi-structured) interview
on 7 secondary school principals and 7 SGB members and one-on-one semi-structured
interview on 3 Curriculum advisors and 3 Governance officers in order to gather rich
qualitative data. The principle of anonymity was utilised on which codes were used in
order to conceal the identity of the participants so that they could participate freely in data
collection. The researcher analysed data collected from focus group interview and visited
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schools (on-site observation) of the principals who participated in the interview in order to
verify the authenticity of data and also checked school records to validate collected data.
All the collected qualitative data (from interviews) and confirmed through site-observation
and school records. Collected data was analysed and themes were developed linked to
the objectives of the study. A number of findings emanated from this study. The
principals were found to be the final authority and accounting officer for the school on
which teaching, learning and service is the primary duty. The study revealed that the
principals play a substantial impact for the implementation of the culture of learning,
teaching and service. The study recommends that principals must ensure that planning,
monitoring and support of teaching and learning must be a priority duty of the principal.
Furthermore, basic policies that are necessary for the school to be effective must be
compulsory to all schools and the DBE must ensure that its implementation is strictly
monitored, for instance school starting and departure time and school uniform. The
researcher developed a model which contributes to the new body of knowledge which
emphasises the support from different stake-holders that can contribute extensively
towards the implementation of the culture of learning, teaching and service in schools. / NRF
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The implementation of Curriculum and Assessment Policy Statement at the Foundation Phase: A case of Koloti Circuit the Capricorn District of Limpopo ProvinceMakgato, Mathukhwane Johannah 21 August 2018 (has links)
MEd (Curriculum Studies) / Department of Curriculum Studies / The study investigated the implementation of Curriculum and Assessment Policy
Statement (CAPS) at the Foundation Phase. The implementation of CAPS was
problematic in South African schools. If challenges experienced by teachers, such
as inadequate resources, insufficient support, financial constraints and lack of proper
training are not addressed, they would have far-reaching consequences for the type
of skilled learners the system seeks to produce. The study was informed by an antipositivist
worldview. The study adopted a qualitative case study research design.
The population was the Foundation Phase teachers and School Management teams
in Koloti Circuit. Purposive sampling was used to select participants. The sample
consisted of 24 Foundation Phase teachers, 8 Heads of Departments and 8 School
Principals. Qualitative data was generated through individual and focus group
interviews and was analysed thematically. The study revealed that teachers
understood CAPS. The curriculum was implemented fully in the schools. The study
also established that even though teachers were committed to implementing the
curriculum, there were challenges in the system like; inadequate teacher training,
multi-grade teaching, monitoring and support for teachers, skilled school
management teams and provisioning of human and material resources. The study
recommends quality continuous teacher development, merging of small schools to
eliminate multi-grade teaching, commitment to learner teacher ratio of 1:35 and
providing schools with sufficient and relevant human, physical and material
resources to enhance the implementation of the curriculum. / NRF
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Principal leadership and school performance : a case study in Gauteng schoolsSmith, Chane 10 1900 (has links)
This study investigated the relationship between principal leadership and school
performance in Gauteng schools. The study examined the role and functions of the
school principal, the differences between schools which perform well and schools
which perform poorly, and what influence the leadership style of the principal has on
the performance of the school. It was a qualitative study. Principals and teachers were
interviewed. The study found that the leadership style of the school principal influences
the performance of the school. The study also revealed that the principal, the
management team, the teachers and the community all need to be invested in the
success of the school in order to provide the learners with quality education. / Educational Management and Leadership / M. Ed. (Education Management)
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Developing a cognitive model to motivate school principals in the Mpumalanga ProvinceMashaba, Sebakane William 05 1900 (has links)
The main purpose of the study was to develop a cognitive model to motivate principals in the Mpumalanga Province, particularly in the Bohlabela District. That was done firstly by identifying and explaining main factors affecting motivation of principals, and later developed a cognitive model of motivation from such factors. The study used the interpretative approach, particularly constructive-interpretative paradigm to collect and analyse principals’ subjective, but accurate accounts of their views, feelings, perceptions and experiences regarding the factors they had found motivating or de-motivating.
A case study method was used as the main design method and was implemented through purposive sampling to identify information-rich participants. Semi-structured interviews were employed as the main data collection technique and the data obtained were confirmed, corroborated and augmented by observational field notes and documents analysis, particularly during data analysis. The researcher segmented and coded the data inductively into two main themes, which served as the main empirical research findings. Such findings indicated that motivation is influenced by both cognitive and systemic factors. It is recommended that setting difficult, but specific intrinsic outcomes and consciously employing cognitive abilities to pursue them, might improve motivation. Furthermore, full personal responsibility should be taken regarding the attainment of such intrinsic outcomes. / Educational Leadership and Management / D. Ed. (Education Management)
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