Thesis (MEd)--Stellenbosch University, 2014. / ENGLISH ABSTRACT: This research explored the influence of the rural multi-grade context on the nature of the work of the principal of a rural multi-grade school. I specifically looked at the job description of the school principal as set out in the South African Schools Act (84 of 1996) and how the rural multi-grade context affects the nature of the work of four principals in the Western Cape. The relationship between the interpretation of policy and its implementation has always been complex because policies are open to different interpretations by the implementers thereof. This complex relationship can be observed with the implementation of the South African Schools Act of 1996, with specific reference to articles 16(1), 16A(2) and 16(3), in the South African school community. This disjunction between the policy as formulated by policy makers and the implementation thereof by implementers is often traced to the fact that policy makers do not consider the context of the implementers of the policy properly (Bell & Stevenson, 2006:14-15). In my attempt for a better understanding of this disjunction (and the factors that contribute to it), I found the interpretive qualitative investigation the most suited methodology for this study. In this case, I used the case study as a qualitative research method. According to Patton en Cochan (2002:2), qualitative research is characterised by the goals of the research question, which relates to the understanding of certain aspects of social life and methodologies; therefore, words are generated instead of numbers for data analysis. Merriam (1998:21) defines a qualitative case study in terms of the end product as an intensive, holistic description and analysis of a single case, phenomenon or social unit. By defining and conceptualising rural multi-grade schools, I found that these schools are characterised by (a) remote areas with a sparse population and (b) poverty. Joubert (2009:4) defines rural teaching (read rural multi-grade schools) as teaching in remote areas with a sparse population, such as on farms, far from towns and cities, where learners are not exposed to the luxuries of shopping malls or industries. These environments are characterised by inaccessibility, poor or inadequate infrastructure, poverty and a lack of skills, resources, knowledge and community involvement. I conducted interviews with four principals of rural multi-grade schools. Based on results of the research study, I found that the rural multi-grade context indeed has an effect on the nature of the work of the principal. To assist principals of rural multi-grade schools, I recommend that the national education department review the staff establishments of rural multi-grade schools with regard to teachers and non-teaching staff. Furthermore, the provincial department needs to increase the monetary allocation for rural multi-grade schools by the Western Cape Education Department (WCED). In order to address the lack of support to the principals of rural multi-grade schools, specialists on multi-grade teaching should be appointed to support these schools in terms of curriculum delivery and school management. / AFRIKAANSE OPSOMMING: Hierdie studie het die invloed van die landelike multigraad-agtergrond op die aard van die werk van die hoof van ’n landelike multigraadskool verken. Ek het spesifiek gekyk na die posbeskrywing van die skoolhoof soos verwoord in die Suid-Afrikaanse Skolewet (84 van 1996) en hoe die landelike multigraad-agtergrond die aard van die werk van vier skoolhoofde in die Wes-Kaap beïnvloed. Die verband tussen interpretasie van beleid en die toepassing daarvan was nog altyd ʼn komplekse verhouding omdat beleid oop is vir uiteenlopende interpretasies deur die toepassers daarvan. Hierdie komplekse verhouding kom aan die lig wanneer daar byvoorbeeld gekyk word na die toepassing van die Suid-Afrikaanse Skolewet van 1996 (met spesifieke verwysing na artikels 16(1), 16A(2) en 16(3)) op die Suid-Afrikaanse skoolgemeenskap. Die disjunksie tussen die beleid soos deur ‘beleidmakers’ geformuleer en die toepassing daarvan deur beleidstoepassers of implementeerders van beleid kan dikwels herlei word tot die feit dat beleidmakers nie die agtergrond van beleidstoepassers of implementeerders van die beleid na behore in ag neem nie (Bell & Stevenson, 2006:14-15). In my poging om dié disjunksie (en die faktore wat daartoe aanleiding gee) beter te verstaan, het ek bevind dat die interpretatiewe kwalitatiewe ondersoek die geskikste metodologie vir hierdie studie sou wees. In hierdie geval het ek gebruik gemaak van die gevallestudie as kwalitatiewe navorsingsmetode. Kwalitatiewe navorsing word gekenmerk deur die doelstellings van die navorsingsvraag, wat verband hou met die begrip van sekere aspekte van die maatskaplike lewe en die metodes, wat woorde in plaas van getalle genereer vir data-analise (Patton & Cochan, 2002:2). Merriam (1998:21) definieer ʼn kwalitatiewe gevallestudie met betrekking tot die eindproduk as ʼn intensiewe, holistiese beskrywing en analise van ʼn enkele geval, fenomeen of maatskaplike eenheid. Met die definiëring en konseptualisering van landelike multigraadskole het ek tot die gevolgtrekking gekom dat hierdie skole gekenmerk word deur twee pertinente kenmerke: (a) dit is afgeleë met ylbevolkte omgewings en (b) armoede. Joubert (2009:4) omskryf landelike onderrig (lees landelike multigraadskole) as onderrig wat meestal in afgeleë en ylbevolkte omgewings soos op plase, gewoonlik ver van hoofroetes, dorpe en stede plaasvind, waar leerders nie aan luukshede soos inkopiesentrums of nywerhede blootgestel word nie. Hierdie omgewings word gekenmerk deur ontoeganklikheid, swak infrastruktuur, armoede en gebrekkige vaardighede, bronne, kennis en gemeenskapsbetrokkenheid. Onderhoude is met hoofde van vier landelike multigraadskole gevoer. Op grond van die navorsingresultate het ek bevind dat die landelike multigraad-agtergrond wel die aard van die skoolhoof se werk beïnvloed. Ek beveel dus onder andere aan dat die provinsiale onderwysdepartement die diensstate van landelike multigraadskole hersien wat betref onderwysers en niedoserende personeel asook dat die monetêre toekenning van landelike multigraadskole deur die Wes-Kaapse Onderwysdepartement (WKOD) verhoog word. Verder bevel ek aan dat bekwame distriksamptenare aangestel word om die skoolhoof van ʼn landelike multigraadskool ten opsigte van die bestuur van die skool en die onderwysers ten opsigte van kurrikulumlewering te ondersteun.

This study explored the role of School Governing Bodies (SGBs) in public schools in the Gert Sibande district of the Mpumalanga Province of South Africa. It focused on executive members of the SGB of three institutions and their school principals, who play a key role in school governance. The study was conducted using three case studies with the pseudo names as: Lepogo, Nkwe and Tau schools. The executive members of the SGBs comprised the Chairperson, Deputy Chairperson, Secretary, Deputy Secretary and Treasurer. The aim of the study was to determine the impact of their roles on the implementation of educational policies, including the South African Schools Act of 1996. The study used qualitative methodology in the form of conducting focus group interviews (see Annexure A), doing document analysis (see section 3.7.3) and making observations (see Annexure B) during the meetings with SGBs. The findings indicated that the SGB members who were interviewed had minimal knowledge of how their roles impacted on the schools that they governed. It was also clear from the interviews that the training they received on an ad hoc basis was insufficient. Furthermore, this training was also conducted by individuals who seemed to be unsure about how to interpret the school policies in SASA policy documents. With regard to sub-committees, such as the recently introduced Quality Learning and Teaching Campaign (QLTC) comprising all stakeholders in education; it was disappointing to find, based on the three schools which participated in the study, that this was ineffective, and no meetings were held after its formation. The study revealed that the school policies embodied in SASA documents and the Constitution of South Africa were not used effectively, in order to give proper guidance on how SGBs should execute their roles. Moreover, the study revealed that retired officials were given the task of training the trainers, who were then expected to train the members of the SGB, and this was ineffective. Finally, the study revealed that the principals were expected to represent their schools and simultaneously represent the Department of Education in an ex officio position. This was not working, since no person can serve two masters at the same time. Therefore, the study emphasised the need to appoint neutral people to deal with school governance and report directly to the HoD (see Figure 5.1). All stakeholders are important, but they need to respect boundaries. In conclusion, the recommendations and the proposed model were deliberately designed and structured to offer practical solutions to the problems discussed in the research findings. It is also important that the training should be accompanied by some kind of assessment, in order to determine whether or not the SGB members have understood what they were taught. Furthermore, there should be follow-ups to ascertain to what extent the SGB members have implemented what they were taught in their schools, which is not happening at present. / Educational Leadership and Management / D. Ed. (Education Management)

This study describes the research that was carried out at a boys-only primary school in the Pinetown District of Kwazulu-Natal. The study was conducted with the purpose of investigating the management duties undertaken by the principal regarding time, staff and curriculum. In order to achieve the aim of this study the main research question was formulated, that is: How does the principal of X primary boys-only school manage the administrative and instructional programme in the process of executing his duties? Chapter One orientates the reader regarding the purpose, research problem, motivation and design of the study. Chapter Two provides the theoretical framework in terms of the types of school management models with particular focus on the democratic management model and the systems theory. Qualitative research in the form of in-depth interviews and participant observation was undertaken in an attempt to answer the research question. Interviews were conducted with the school principal and four educators. Chapter Four presents the findings of the study which highlight the role of the principal in managing the aspects of the school while he delegates the various areas of management to the members of staff. The findings further reveal the principal’s involvement in all the processes from inception to end. Chapter Five concludes the study summatively. The chapter includes a brief account of what the study covered, assumptions made in the theoretical framework, and draws important conclusions and makes relevant recommendations about the management duties of the school principal. / Educational Studies / M.Ed. (Education Management)

Post-1994 South Africa adopted a new education system that would break the past practices of the apartheid education system. The immense disparity in the provision of education for the vast majority of South Africans was the main reason for educational transformation. Curriculum change emerged as key focus in restructuring the educational system and strong emphasis was placed on effective management and leadership of curriculum in schools. The changes in curriculum meant that school principals had to operate within new paradigms of management and leadership of curriculum; this potentially brought about many challenges. A qualitative research design was employed to answer the research questions which would be integrated with the aim of the study in a logical way. The aim of the study was to explore the challenges faced by primary school principals in curriculum management. Data was generated by means of open-ended interview questions and non-participative observation to provide a rich description and explanation of what challenges principals face in managing the curriculum in their particular contexts. The literature review revealed that principals do face many challenges in the quest to effectively manage the curriculum to achieve the desired goals. As curriculum leaders, they have an important role to play in setting the tone to provide direction, executing their roles as both curriculum leaders and managers, and building democratic schools. To keep up and cope effectively with the constant and rapid educational change, principals are also urged to be supportive, demonstrate supporting leadership and professionalism, and acquire new learning and thinking skills to manage the curriculum. Therefore, by developing a better understanding of the curriculum, the principal will be able to give effective direction and empower his staff, by guiding and supporting them in curriculum practices. Ironically, leadership skills are essential for providing effective leadership; the leader must possess a sense of purpose and direction. The challenge is to develop leaders’ sensitivity and knowledge so that they know when to be directive and when to act within a collaborative framework. The research findings indicated that principals try to fulfil their roles and responsibilities as curriculum leaders but face some challenges such as lack of knowledge, resources, low motivation of educators and a large workload, among others. The study concludes by pointing out that although principals try to perform their roles and responsibilities as curriculum leaders, they still require training and ongoing support to execute certain aspects of their duties. / Educational Leadership and Management / M. Ed. (Education Management)

Die bestuursverantwoordelikhede van die skoolhoo ten opsigte van skoolsport is vanuit 'n juridies-opvoedkundige perspektief ondersoek. Sport is eerstens in 'n opvoed­ kundige perspektief geplaas en daar is onder andere gewys op die plek van sport binne die onderwysstelsel en die waarde van sport vir die kind as opvoedeling. Daarna is vanuit 'n bestuursperspektiebesin oar aangeleenthede wat verband hou met skoolsport, met besondere verwysing na die bestuurstake van die skoolhoof. Die navorsing behels oak 'n bespreking van relevante juridiese aspekte en die implikasies daarvan vir skoolbestuur. In die lig van die navorsing is riglyne neergelen aanbevelings gemaak wat grater doeltreffendheid vir die bestuur van skoolsport tot gevolg sal h . / The managerial responsibilities of the headmaster with regard to sport in schools have been examined from a juridical educational point-of-view. Firstly sport is viewed from an inter alia, its educational perspective in order to show, place and value to the child within the educational system. Secondly sport is considered from a managerial perspective in order to consider managerial responsibilities regarding school sports with special reference to the headmaster as manager of the shcool. Thirdly this research contains a discourse of relevant juridical aspects, and their implications regarding school management vis-a-vis the headmaster. In consequence, this research has led to guidelines and recommendations which should enable a headmaster to effect a more efficient system of management with regard to school sports. / Educational Leadership and Management / M. Ed. (Onderwysbestuur)

The study focused on the role of the principal as an instructional leader in the Motupa Circuit primary schools of Limpopo Province. The nature and effectiveness of the education system depend on the role of school principals as instructional leaders in the effective and efficient monitoring and support of educators' curriculum implementation in the classrooms, evidenced by learners' performance and the effective functioning of educational institutions. The literature review undertaken benchmarked on the instructional leadership roles of school principals. Qualitative research approach in the form of observations, interviews and the analysis of written documents was employed to elicit the principals' perceptions on their instructional leadership roles and how they enhance effective teaching and learning towards improving learners' performances. The study anticipated that principals as instructional leaders will be increasingly involved in ensuring that curriculum implementation in the classrooms is monitored and supported for effective teaching and learning to be realised. The study's findings revealed that this is not happening as it should. A synopsis of the research findings revealed that principals are beset with a number of contextual factors such as, an inadequate provision of teaching and learning resources and infrastructure needs, lack of monitoring and support of curriculum implementation, inadequate support from the Department of Basic Education, and lack of parental involvement and concern on the education of their children. It is anticipated that the literature review and the findings from the empirical study will contribute to, and strengthen principals' instructional leadership roles in creating conditions for effective teaching and learning, by monitoring and supporting educators in curriculum delivery and implementation in the classrooms. The research recommended that principals should conduct regular class visits and also ensure that strategies are developed to involve parents of learners in the education of their children, and that teaching and learning resources should be provided. The Provincial Department of Basic Education must provide the much needed basic school infrastructure and basic school resources such as LTSM, the national norms and standard for school funding (NNSSF) earlier during the first term, in support of principals' instructional leadership roles. It is recommended that attention to these issues by school principals and the Department of Basic Education will contribute towards effective teaching and learning and improve learners' performances in Limpopo Province and the Motupa Circuit in particular. / Educational Leadership and Management / M. Ed. (Education Management)

The dawn of democracy in South Africa also led to the democratization of schools which added the role of ex-officio member of the School Governing Body (SGB) to that of principal as school manager. Many previous studies have left a gap in understanding how school principals manage their roles as managers and ex-officio members of SGBs. Hence, this qualitative study which sought to explore how principals perceive their roles as managers and ex-officio members of SGBs within their schools and their experiences of performing their roles in school management and governance; to identify the challenges experienced by principals in performing their dual roles; and to establish how school principals manage the identified challenges. Semi-structured interviews with, and documents received from, six participant principals were used for the purpose of collecting data for this study. The participants were selected from one circuit in a rural area of Limpopo Province. The six schools, used in this study, were three secondary schools and three primary schools. All the schools are „no fee paying schools.‟ Most of the parents are illiterate and unemployed. The selected primary schools are among the schools which obtained high scores in the Annual National Assessment (ANA). For the secondary schools, the performance of learners in their Matriculation examination was used as the selection criteria. The selected schools were, therefore, those with good academic performance in the ANA and the Matriculation examination and demonstrated good governance. The findings of this study show that the principals who participated in the study seem to struggle in coping with their teaching, management and governance roles. Most of the principals admitted that there is a need to balance their roles, which is not easy, due to other factors, such as teaching, social responsibilities and a lack of time – amongst others. Working with illiterate SGB members is an extra burden for principals as ex-officio members as they have to train them and, at times, perform duties that are often the responsibility of other members of the SGBs. / Educational Leadership and Management / M. Ed. (Education Management)

D.Ed. / In order for a principal of a school to be competitive, it is imperative to take decisions creatively. This process of making a decision should therefore be considered seriously, as it could to a great extent influence the effective running of a school as organisation. A creative idea or action might generate change in a school. To be able to bring about a change which will benefit the school and community, the principal needs to have a thorough knowledge of the following: Creativity within management. Establishing a creative climate; and The qualities of a creative person. Apart from the fact that the school need to function effectively, the primary duty of the school to provide sound educational teaching, adds in interrelateds with the general function of the school. The successful performance of the above-mentioned duty requires a sensible implementation of decision making which could influence the effective management of the school. The principal therefore needs to ensure that this duty in respect of decision making is adequately implemented. Because of the comprehensive duty of the principal, supportive aids and techniques should be considered before a decision can be made. Members of staff should need be consulted in order to contribute creative ideas and to facilitate the taking of decisions. The creation of such an atmosphere at the school will give both the principal and members of staff the opportunity to consider the suggested alternatives, in order to comply with the challenges faced by a modern community. The aim of this thesis is therefore to develop an approach which can be used by principals to add creativity to their decision making and ultimately lead to the effective solution of a particular problem.

M.Ed. (Educational Management) / This research has shown that developing educators who can compete locally and globally within the education sector is to a large extent the responsibility of school principals. The research further shows that educators can be developed effectively through the use of clinical supervision. Clinical supervision in this research is viewed as a strategy to improve the knowledge base, teaching skills and competencies of educators. Furthermore, the research reveals that in today's competitive environment, continuous educator development is key to enhancing the quality of education and classroom practice. One of the major challenges facing school principals today is to continually create and maintain contexts for effective teaching and learning. New demands for survival include the ability to provide better education, accessibility to learnership regardless of the diminishing essential resources. The background, aims, and research methods are provided in chapter one. The qualitative research approach was employed in the investigation of clinical supervision as a strategy to develop educators in the school. The literature search revealed that the principal as the supervisor can use different methods to develop educators. However, clinical supervision was identified as the most effective way of assisting educators to grapple with their day-today actions in the classroom. The data was collected and analysed using the constant comparative method. Focus group interviews were conducted with two groups of educators and individual interviews with two principals of senior secondary schools, in Mantserre Circuit in the Rustenburg District of Education, North West Province. The research revealed that some principals are not aware of clinical supervision as a strategy to assist educators with lesson preparation and effective teaching. In all schools that the researcher conducted interviews, the concept was strange. On the other hand, the research revealed that educators expected their principals to guide them with the execution of their work...

D.Ed. / Although the mandated change processes were intended to, among other things, improve the work performance of educators, they have, however, experienced a number of obstacles which are briefly discussed. Lack of participation by educators in the introduction and implementation of the change processes lead to resistance by some educators and this had a negative impact on their work performance. Lack of physical resources such as water, telephone lines, the interne and classrooms lead to overcrowded classes. Effective management of mandate change was hampered by the defiance of authority by some educators, who prevented circuit managers and subject advisors from visiting schools for purposes of professional development and guidance in terms of mandated change processes such as developmental appraisal. This had a negative impact on the work performance of educators. Educators had low levels of morale and motivation and this manifested itself in educators' high levels of absenteeism, lack of commitment and preparation. The Department of Education's lack of capacity to manage financial and human resources hampered effective management of the mandated change processes. Lack of coordination between the national department of education and provincial education departments resulted in lack of information needed by educators to implement the mandated change processes such as rationalization and redeployment of educators and curriculum 2005 and this had a negative impact on educators' work performance. This research employed the quantitative research approach to investigate the influence of effective management of change on the work performance of educators in the Limpopo province. Data was collected by means of a questionnaire which was distributed among the 274 total number of principals in the district. These schools wrote the 2005 senior certificate examination. 78.5% of questionnaires were returned. The completed questionnaires were processed by a computer programme (SPSS), after which research data was analysed and the following were the most important findings: There was a statistically significant association between the mandated change processes, IQMS, OBE, CASS, training and development and the quality of teaching as a work performance indicator. 88.5% of the respondents believed that IQMS had a significant influence on the current level of cooperation (which is high) to a large extent. More courses/workshops/seminars attended on the management of change processes had a positive influence not only on the ability of educators to manage the change processes but also on their motivation levels. However, the number of courses/workshops/seminars attended on the management of change had no influence on the rationalization and redeployment of educators. Mandated change processes are accompanied by reactions such as anxiety, fear, low morale and motivation which had a negative impact on the work performance of educators. The research results showed that educators should receive more intrinsic motivation. The necessary financial resources should be mobilized to ensure that there is adequate infrastructure and training for effective implementation of mandated change processes. Educators should participate in all phases of mandated change processes. Principals and other senior departmental officials should be made aware that effective implementation of the change processes do not take place overnight but need more time.