Self-management is a relatively new concept in South Africa. The transformation of education after 1994 resulted in the promulgation of the South African Schools Act (SASA) 84 of 1996, which started the process of decentralisation of education. The SASA mandates the school governing bodies (SGBs) to play an active role in decision making in schools. The justification for the self-management of schools is that it promotes effectiveness and efficiency in schools. The aim of the study was to investigate the challenges that are faced and the benefits/opportunities that exist for self-managing schools. The secondary aim of the study was to investigate how self-managing schools could be supported so that they become more efficient and effective. This study focuses on 2 ex-DET self-managing schools in Gauteng. The findings reveal that teamwork amongst educators, parents and communities is essential for self-managing schools to be effective and efficient. / Educational Studies / M.Ed. (Education Management)

Educator stress is a major problem worldwide. This study focuses on the role of the principal in the secondary school in providing support and assisting educators manage work-related stress, with particular reference to schools in Kwa-Zulu Natal, South Africa. The problem was investigated by means of a literature study and empirical investigation. The literature identified perspectives on educators' stress, the stress process of the educator and the principal, causes of work-related stress in educators and coping strategies. Furthermore, principals' leadership styles, theories of motivation and causes of principals' stress were discussed. A qualitative inquiry using focus group interviews was undertaken with a small sample of secondary school educators selected by purposeful sampling. Findings suggested that educator stress was caused by a lack of learner discipline; deterioration in educational standards; workload; policy changes; promotion procedures and the principal's leadership style. Based on the findings, recommendations were made for improvement of practice. / Educational Studies / M. Ed. (Education Management)

This research investigates the instructional leadership role of the principal and its impact on learners' academic performance. A literature study investigated models of instructional leadership, characteristics of instructional leadership and instructional leadership as a managerial function. An empirical investigation used a quantitative research design to collect data from a purposefully selected sample of secondary school principals in the Vryheid region, South Africa. A questionnaire was used to gather data and statistical data analysis was conducted to calculate frequencies and test hypotheses. Findings indicated an indirect relationship between learners' academic achievement and the principals' practice of instructional leadership. Clearly formulated school goals, academic networks formed between low and high achieving schools and regular discussions between learners and teachers on their progress also contribute to improved academic performance. Finally, in-service training for principals and teachers, annual targets for academic achievement and the formation of school networks are recommended to improve practice. / Educational Studies / M.Ed. (Education Management)

The aim of the study was to investigate the changing role of the secondary school principal in building sustainable communities. It is supposed that communities that are not sustainable affect secondary schools. The focus is on how the secondary school principal should go about building, sustaining and uplifting the school community. The direct and indirect involvement of secondary school principals in community issues, could contribute to sustainability within the community, which gradually becomes a reality. The task of the secondary school principal is realised through the results of effective educative teaching and learning practices. Through literature study it was found that the role of the secondary school principal in enhancing sustainable communities would contribute to the upliftment of communities. The qualitative approach was successful in obtaining information about how the changing role of the secondary school principal in building sustainable communities is viewed. Recommendations were made concerning research findings for stakeholders and officials to note. / Educational Studies / M.Ed(Education Management))

In South Africa, the Eastern Cape Province (ECP) has shown the lowest matriculation pass rates for most of 1994 to 2002. This has led to great academic and media focus on the managerial and leadership role of school principals, which became the inspiration for this education management study. The researcher investigated a school principal's efficiency and effectiveness in a school system, and the detrimental impact on learner academic achievement should these vital skills be lacking. Thus, the role of the school principals at schools with low matriculation pass rates was probed to reveal shortcomings in the level of their commitment, and how these could be rectified. The researcher completed a qualitative research study at four schools with low matriculation pass rates in the Eastern Cape Province. The empirical study confirmed that learners at many schools with low matriculation pass rates are subjected to poor infrastructure and overcrowding. Furthermore, the school principals did not create school atmospheres conducive to teaching and learning, and neglected to foster open communication between the school stakeholders. The study found that the school principal's management and leadership role was not based on the belief that all learners are worthy of being taught under the best possible educational conditions. The teachers are required to promote learner academic interests, made possible through efficient classroom management, to sustain teacher quality, and to ensure learner academic achievement, yet they are subjected to poor working environments and ill-disciplined learners. This study nevertheless emphasises that all school stakeholders are accountable for low matriculation pass rates, but that it is the responsibility of the school principals to institute corrective measures. It highlights that parents can enhance learner academic progress through their active involvement in their children's learning process and the provision of home environments conducive to learning. There is a need to guide school principals and school stakeholders to make every educational effort to improve the current low matriculation pass rates in the ECP. Relevant recommendations and a suggested model to rectify the situation are proposed to ensure that all learners receive the quality of education they deserve. / Faculty of Education / D.Ed. (Teacher Education)

A number of educational reform initiatives are being introduced in South Africa to address the imbalances of the past. Schools with different backgrounds are expected to implement these reform initiatives. Due to their diverse contexts, schools approach, interpret and implement these initiatives differently. Consequently, these schools demonstrate different attitudes towards these initiatives. Whole-school evaluation is one of these reform initiatives. As a result of the changes taking place in the education system in South Africa, roles performed by all stakeholders in the education system have also been affected. Since the principal is fully responsible for the proper functioning of the school, this study explored his/her managerial role in whole-school evaluation, particularly within the context of disadvantaged schools/communities. It examines how educational changes impact on the roles of the principal, particularly the principal of a disadvantaged school. The study includes a literature review from local and international perspectives of whole-school evaluation, the managerial role of the principal and disadvantaged schools/communities. A qualitative investigation of the managerial role of the principal in whole-school evaluation in the context of disadvantaged schools in KwaZulu-Natal was conducted. Data were analysed, discussed and synthesised. The study revealed that whole-school evaluation is not fully being implemented. Shortage of supervisors in the province, lack of educator training, particularly of principals in whole-school evaluation and lack of support from the Department of Education, particularly District Offices, are regarded as the major factors that impede the proper implementation of whole-school evaluation. As a result principals are not certain about the roles they should play in whole-school evaluation. The study shows that findings and recommendations of the supervisors have not been addressed. This is attributed to the poor communication between the District Office and schools to address areas identified by schools in their improvement plans. What compounds the problem is that the role of the Circuit Office in whole-school evaluation is unclear. This has a bearing on the functioning of schools because the Circuit Office is closer to the schools and should, therefore, communicate with them regularly. Based on findings, recommendations for improving the role of the principal were proposed. / Educational Studies / D.Ed. (Education Management)

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)

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 Studies / D. Ed. (Education Management)

Life Orientation, a core subject of the South African secondary school curriculum since 1996, is still not taught successfully in the majority of secondary schools. This study was conducted in former Model C secondary schools in the Nelson Mandela Metropole in order to identify challenges and problems with regard to the management of the teaching of the subject. If the subject were managed properly by principals the Departmental outcomes would have been achieved and problems would not have existed. In this study the managerial challenges of the teaching of Life Orientation have been identified by means of mixed method research, in terms of the four main management tasks, namely leading, planning, organising and controlling. The views of principals were obtained through a questionnaire and semi-structured interviews. The data was synthesised, multi-dimensional management problems were identified and recommendations were made with regard to managing the important subject of Life Orientation. / Educational Leadership and Management / M. Ed. (Education Management)

The aim of this study was to find out the perceptions on the principals’ implementation of instructional leadership in the Amajuba District of KwaZulu-Natal with a view to provide guidelines that may be employed to enhance the execution of this role. Scholars believe that instructional leadership can assist in the transformation of schools into effective schools with consistent high learner achievement. In the Amajuba District schools show fluctuation in their grade twelve results, hence the need to investigate the principals’ implementation of instructional leadership. The grade 12 results were used because it is assumed that the variance is indicative of the differences in the principal’ leadership roles in these schools. This qualitative study examines the principals’ instructional leadership role. Data was gathered by means of literature study and focus group interviews. Four interviews were held: three with Deputy Principals and Heads of Departments, and the fourth one comprised of principals of the six selected secondary schools. / Educational Leadership and Management / M. Ed. (Education Management)