Submitted in fulfillment of the requirements for the degree DOCTOR OF EDUCATION in the Department of Educational Psychology of the Faculty of Education at the University of Zululand. = Proefskrff voorgele ter vervulJing van die vereistes vir die graad DOCTOR EDUCATIONIS, in die Fakulteit Opvoedkunde (Departement Opvoedkundige Sielkunde) aan die UNIVERSITEIT VAN ZOELOELAND, 1995. / The aim of this investigation was to determine the influence of violence on the black principal's role and task as well as on his life-world. An introductory historical review was provided of the origin and occurance of violence in schools in the Republic of South Africa. From the literature study it became clear that the provision of separate education for blacks and whites was the main cause of violence in schools. Resistance to the policy of separate development influenced the education system and led to the crisis in black education. Black education became the battlefield of political ideologies. The crisis culminated in the Soweto riots of 1976. Both pupils and teachers resorted to unacceptable behaviour such as stay-aways, strikes and boycotts in order to achieve political goals. Management and leadership style of principals determine the performance of their duties. It was established that violence in schools disturbed the black school principal's professional, organisational and administrative duties. Violence influenced the school climate in a negative way and black school principals found it difficult to motivate their staff, pupils and parents. This negative school climate often disturbed black school principals' tasks to solve interpersonal, individual-institutional and school-community conflicts sufficiently. These unresolved conflicts often resulted in violence in schools. The black school principal's life-world was investigated. Violence disturbed the black school principal's significance attribution, involvement, lived-experience, self-actualisation and the formation of a self-concept. His relationship with himself, his staff, the pupils, the parents, the inspectors, the education department and teachers' organisations as well as his relationship with objects/ideas and God were disturbed by the occurance of violence in schools. For the purpose of the empirical investigation, self-structured questionnaires were used. The questionnaires were completed by principals in the Umbumbuiu school circuit where violence occurred. An analysis was done of eighty completed questionnaires. Descriptive and inferential statistics were used to process the data. In conclusion the findings emanating from the literature study and the descriptive and inferential statistics were presented. Based on these findings, the following recommendations were made: * Education should be depoliticised. Legislation to prohibit political propaganda campaigns and party political mass meetings during school time on school premises should be promulgated. In the service contract with the Department of Education teachers should undertake not to propagate party politics in schools. * The composition of school governing bodies should reflect the diversity of the communities which they serve. Goverment intervention in school management should be minimized. The power of school governing bodies should be increased. * By means of information seminars, workshops and in-service courses black school principals should be equipped to handle conflict situations and violence in their schools. Every school principal should develop and implement an emergency plan in their schools.

xii, 99 leaves / This study is concerned with the secondary school female principals in Kone-Kwena Cluster. It is undertaken to establish the challenges and success experienced by these female principals as they lead and manage secondary schools. The study also sought for the strategies on how to enhance their leadership and management roles. The researcher reviewed the existing literature on female leadership and management roles. The data were collected by means of both qualitative and quantitative methods. Interviews were conducted with ten (10) female principals and questionnaires were administered to forty (40) teachers who were selected from the staff members of these principals. Quantitative data analysis was done using Statistical Package for Social Science (SPSS). Qualitative data analysis was done thematically through organising it by separating it into a few workable units which were coded, described, categorised, and then developed into a pattern. Data collected was triangulated to seek convergence and corroboration of the results from the two methods. The findings were presented in rich descriptions, which also included anecdotes from participants. The key findings revealed an increase in the number of female principals in Kone-Kwena Cluster but there is still underrepresentation of female principals. The number of female principals is less than half of the male principals. The underrepresentation is revealed that it is due to female teachers’ reluctance to take up leadership positions, as was evidenced by their lower qualifications. Challenges such as lack of confidence, role conflict, stereotypes, negative teacher attitudes, lack of organisational support, and lack of succession plan, induction and mentoring programs for new principals were also revealed in the study as major contributory factors. The study revealed that female teachers’ participation in promotional positions can be enhanced by offering institutional support to female teachers, mentoring and further training and development.

PhD (CS) / Department of Curriculum Studies and Education Management

The present study commences with an exposition of the problem statement with reference to the influence that school principals' perceptions have on outcomes based education and the implementation there off. A study of the relevant literature in connection to outcomes based education as well as "tutor leadership" is conducted. This literature study will show the change that outcomes based education has on the role and tasks of educators and principals. The qualitative research method as well as a detailed background of the study will be described. An analysis of data accumulated during focus group interviews and semi-structured interviews lead to the compilation of definitive categories and sub-categories in the research. Finally a specific conclusion is reached regarding the influence that school principals' perceptions have on outcomes based education and certain recommendations are made for further research. / Educational Studies / M. Ed. (Education Management)

The motive for conducting this study was to determine the extent in which aspects of transformational leadership identified during literature study are practiced in the sampled primary schools in Limpopo. The study was divided into seven interlinked chapters. Chapter one introduced the investigation. Chapter two presented the definition and description of the notion transformational leadership and its five constituting elements, namely shared vision, commitment, motivation, job satisfaction and participative decision-making. A transformational leadership model was also presented in chapter two. Chapter three focused on the primary education systems of Republic of South Africa and the three selected Southern African Development Community member states, namely Malawi, Lesotho and Namibia. The discussion focused on the structure, organization, objectives and the challenges facing each SADC member state. Chapter three further identified the challenges facing primary schools in Limpopo and compared these to the challenges of the three selected SADC member states. The details of the research design and methodology were presented in chapter four. The empirical study took a two-pronged approach. Phase one of the empirical study was conducted through the administration of questionnaires to sampled principals and educators. In the second phase, sampled principals, educators and circuit managers were interviewed. The empirical study was intended to give answers to the following research questions:  To what extent are primary school principals as leaders involved in: • initiating visions that are shared and owned by other role players? • making sure that educators remain committed to their profession? • ensuring that educators are kept motivated? • ensuring that educators remain satisfied in their profession?  To what extent do principals involve other role players in the decision-making processes? iv In addition to that, the following research hypothesis was tested: • There is a significant relationship (in terms of descriptive statistics) between identified leadership emphasis in Limpopo primary schools and the key features of transformational leadership. And conversely the null hypothesis tested was: • There is no significant relationship (in terms of descriptive statistics) between identified leadership emphasis in Limpopo primary schools and the key features of transformational leadership. In phase one, data was quantitatively collected through questionnaires (principals and educators). Data was further gathered through semi-structured interviews and observation in phase two. To give a clear and a logical presentation of the data analysis and interpretation, both quantitative and qualitative data were presented separately in chapters five and six. This study produced the following findings: The majority of primary school principals do: • involve other role players in the development of their school visions. • ensure that educators are committed to their responsibilities. • ensure that educators remain motivated. • ensure that educators are job satisfied. • create opportunities wherein role players are involved in decision-making processes. The views of respondents from the survey data (both principals and educators) indicated that there is a significant relationship (in terms of descriptive statistics) between identified leadership emphasis in Limpopo primary schools and the key features of transformational leadership. Based on the findings above, the conclusion deduced was that the majority of primary school principals exhibit transformational leadership attributes. / Education Studies / D. Ed. (Education Managment)

The purpose of this research was to shed light on how do Educator perceive instructional leadership in their schools. This was an exercise in which educators are requested through the Questionnaire to air their view on instructional leadership of Principals in the Mafikeng District of the North West Province. It was hoped that a broader understanding of the distinctive factor that accounts for the understanding of the role of Principals as instructional leaders in Secondary would assist in informing the policy makers on the understanding of the role played by Principals as instructional leaders in schools. The study focuses on the manner in which schools develop or are developing towards becoming effective schools with the help ·or their instructional leaders. The responsibilities of the Principal as an instructional leader in school are vital. It has been discovered that, there is a need for information about the skills and tasks required to support practices of instructional leaders in schools so that the best possible instruction can be made towards the educators, parents and the learners who are placed in their care. / Thesis (M. Ed.) North-West University, Mafikeng Campus, 2006

M.Ed. (Educational Management) / Many principals perceive the tuck shop, in South Africa, as a form of additional income to the school. School finances have assumed a greater importance in South African schools. The national education budget is continually curtailed and is continues to remain insufficient. Any additional finance is needed to maintain accepted standards and improve the quality of education on offer (Bisschoff and Mestry 2003). “Schools are becoming increasingly reliant on additional financial resources, hence due consideration should be given to potential sources of finance and the way such finance may be appropriated” (Bisschoff and Mestry 2003:2). There has to be a paradigm shift, of the tuck shop, from a ‘money making’ structure to include a nutrition program. Tuck shops need to re-evaluate the nutrition on offer. The re-evaluation of the tuck shop structure may be one solution in assisting the school’s Principal in addressing the need to acquire additional funds and continue to maintain an acceptable level of education.

D.Ed. / This research study focused on leadership as a key responsibility of the school principal. The statement of the problem and aims of the study were outlined in Chapter one. In the literature review carried out in Chapter two it was argued that principals in Thulamahashe circuit should have knowledge of leadership theories, dimensions of leadership and adequate leadership skills, appropriate styles, qualities and roles in order to lead schools effectively. This is one factor that could possibly contribute towards the establishment of effective school performance and democratic leadership in schools within Thulamahashe circuit. This research study is quantitative in nature. A structured questionnaire was used to collect data on the opinions of the respondents based on leadership as a key responsibility of the school principal. The questionnaire consisted of sixty five items and fifty-five items were relevant for this particular research study. The structured questionnaires were distributed to a convenient cluster sample within the Thulamahashe circuit at Bushbuckridge region in the Northern Province. The respondents in this research study were teachers and principals from all types of schools within Thulamahashe circuit with the exception of crèches. The factor analysis was used to reduce the items into two factors named as leadership effectiveness (factor 2.1) and democratic leadership style (factor 2.2). The two factors were used for analyses purposes. Based on the information gathered using the structured questionnaire, each item relevant to this research study was analysed and discussed. After the factor analysis, the significance of the difference between the factor means of the various groups for each of the factors that make up leadership as responsibility of the school principal were analysed and discussed. With regard to aspects of principals as effective leaders, it was found that the respondents agree that principals should be effective leaders. In other words, they agreed with the principles and theoretical characteristics of effective principals, as set out in chapter two. However, when the same respondents evaluated their own principals they are inclined to agree that their principals are democratic leaders. There is a gap between the theory and practice. In practice, it seems principals in the Thulamahashe circuit need to improve their leadership styles, skills, and roles in order to lead schools. There is a great need in this circuit that principals should become democratic leaders and fulfill their roles and responsibilities effectively. This could possibly promote democratic leadership and transform under-performing schools.

Fundamentally, the new school governance policy brought to life by the South African Schools Act of 19iv, intended to transform and restructure education governance in public schools, so that through full representation and participation of all role players/stake-holders in school governance through their School Governing Bodies (SGB), effective governance of schools could be attained and enhanced. What emerges from the practice is that in exception of intended effects, this policy also yields unintended effects. These unintended effects then, tend to counteract the basic objective of the new school governance policy. Hence the aims of this study are two-fold: (a) to explore critically the impact of SGB on school principals in the Klerksdorp/Potchefstroom region, and to highlight the dynamics of relationships, and modus operand! of both SGB and school principals, and what it takes to promote partnerships that will alternatively result in effective school governance. The critical exploration of the impact of SGB on school principals in the Klerksdorp/Potchefstroom region was conducted through a survey method. Randomly fifteen public secondary schools were selected from former education departments. Data gathering techniques comprised of structured questionaires, unstructured, open-ended interviews, observation of formal meetings and the study and analysis of relevant documents. Analysis of data was carried out in terms of Bell's, (1993, p. 127) criterion: What emerged out of this study was that the new policy yielded significant changes in terms of:- (i) power relations, (ii) decision-making processes, (iii) levels of accountability and (iv) responsibility, (v) general compliance with legal and constitutional requirements but with little or no shift in mindset (paradigm), (vi) an increase in workload of principals (especially in African schools) due to lack of capacity and finally (vii) intentional or unintentional failure to embrace certain reforms. These outcomes constitute intended and unintended effects. On the basis of the above-mentioned outcomes one may conclude by agreeing with 'Thomas (1992, p. 127) assertion that: “The dilemma of school reform arises from the relationship between school governors and professionals within schools”. Certainly transformation of school governance in Souih Africa is likely to experience this same dilemma. Secondly Mortimore and Mortimore (1991, p. 128) in turn alleged that: - “Under both the 1986 Act and the Education Reform Act of 1988, School Governing Bodies have increased powers and responsibilities, the exercise of which called, for a rethinking of relationships between a head teacher and his/her S..G.B.” Like-wise the S.A.S.A of 1996, empower SGBs through the transference of certain roles and responsibilities to them. A review of relationships between school principals and S.G.B within every public school in South Africa is a "must", if school principals and F G.B, aim at attaining effective governance in their schools in line with the S.AS.A of 1996 and the Constitution of the R. S. A 1996. Key words1- school governing bodies; school principals; roles and responsibilities; effective partnerships; governance policy; levels of accountability and responsibility; relationships; review and reconceptualisation; power relations; stakeholders.

Research report submitted in partial fulfilment of the requirements of Masters Degree in the School of Education, Faculty of Humanities, University of the Witwatersrand, 2016 / This research report explores the significance of instructional leadership in raising learner outcomes in underperforming secondary schools in township settings. Literature suggests that, if principals possess strong instructional leadership skills, then the decline of the culture of teaching and learning may possibly be resolved (Blasé and Blasé, 1999; Elmore and City, 2007). This study was therefore done to investigate how the principals’ conceptualisation and enactment of instructional leadership might possibly promote an enhanced culture of teaching and learning in township settings. Research shows that some progress has been made in understanding relationships between instructional leadership and student achievement, but most of the complexities in instructional leadership have not been researched (Leithwood, Jantzi & Steinbach, 1999). Additionally, Hallinger (2003) argues that there is still little knowledge about conceptualisation and application of instructional leadership by principals in schools (Spillane, Diamond & Jita, 2003). This research explored the instructional leadership practices that principals engage in as they enact instructional leadership to improve teaching and learning in the two secondary schools. The study was based on the three fundamental questions which were meant to investigate the conceptualisation and enactment of instructional leadership and the challenges principals face in township settings. It adopted the qualitative research design and it was conducted through the case study approach. Interviews and observations were used to generate relevant data to the study. Semi-structured interviews were conducted with the four participants who were interviewed separately, one principal, one vice principal and two teachers. The study found out that the vice principal and principal 1 understand the concept of instructional leadership and they apply the concept as they monitor, supervise and assist teachers during their instructional practice in the schools. They also value the need to define the school vision for all members to participate towards achieving the school goals of teaching and learning. However, despite the schools’ efforts to raise learner outcomes, the challenges associated with multiple deprivations like lack of resources, educational poverty, political activities and teenage pregnancies tend to hinder their progress. Based on the findings of the research, the researcher concludes that even though the principals engage in the whole school supervisory roles as they apply different instructional practices, whether what they are doing is correct or not, this is beyond the scope of this study. The researcher therefore recommends for the need of ongoing professional development for school leaders on the issues of instructional leadership especially in township settings. Key words: instructional leadership, underperforming schools, multiple deprivation, educational poverty, township settings, challenges, teaching and learning.