Dissertation submitted in partial fulfilment of the requirements for the degree of MASTER OF EDUCATION in the Department of Educational Planning and Administration at the University of Zululand, 2000. / This research examined the role of principals in promoting teacher professionalism. The study made use of questionnaires to determine what principals do / do not do to promote and maintain teacher professionalism. On the basis of views from respondents, the study concluded that teachers in the areas studied, perceive some principals as promoting professional behaviour. The research project established that there are teachers who are unprofessional in some of the schools that were investigated. The research recommended strategies to enhance professionalism in schools.

The poor matric results currently in the Soweto Township Secondary Schools are a cause for concern. This study aims to explore and understand the role of the principal on learner achievement. It transpired from the reviewed literature that the instructional leadership theory was helpful in providing insights into understanding issues of principals leading or supporting learner achievement efforts within the school context. This study relied on in-depth taped interviews with school principals, curriculum deputy principals and focus group discussions with the Representative Council of Learners (RCL), together with the documentary analysis to answer the research question and sub–questions. The sample schools were selected purely on the previous, “academic excellence.” This study also investigated what students, teachers and deputy principals perceive principals to do to influence learner achievement. The study discovered that the scope of principals‟ influence on learner achievement varies from one school to the next. The influence was both direct and at times mediated. The findings were that instructional leadership was a dominant style of leadership in the schools studied, as students identified direct and highly influential instructional leadership behaviours. It also transpired that the critical role of the principal to influence and enhance learner achievement was to manage teaching and learning, which is the core business of the school.

Change in any form can become painful if individuals are not equipped with the necessary coping mechanisms. The transformation in the educational arena over the last few years has resulted in increased stress levels for school principals. This study investigates the role and impact of a stress intervention programme, the Art of Living workshop, using controlled breathing techniques, on the functioning of primary school principals in the Phoenix Circuit, Durban. A combined quantitative and qualitative research approach employing structured questionnaires and semi-structured individual interviews was used to compare the principals’ stress levels before and after the stress intervention programme. The findings revealed that the intervention programme was successful in reducing principals’ stress levels. A lack of resources, increased workloads, learner discipline, educator attitudes, indifferent parents and resolving conflicts created stress for principals. Benefits of the Art of Living workshop included the ability to remain calm and relaxed; and improved sleep patterns, increased energy levels and improved human relation skills. / Educational Leadership and Management / MED (ED MNG)

Change in any form can become painful if individuals are not equipped with the necessary coping mechanisms. The transformation in the educational arena over the last few years has resulted in increased stress levels for school principals. This study investigates the role and impact of a stress intervention programme, the Art of Living workshop, using controlled breathing techniques, on the functioning of primary school principals in the Phoenix Circuit, Durban. A combined quantitative and qualitative research approach employing structured questionnaires and semi-structured individual interviews was used to compare the principals’ stress levels before and after the stress intervention programme. The findings revealed that the intervention programme was successful in reducing principals’ stress levels. A lack of resources, increased workloads, learner discipline, educator attitudes, indifferent parents and resolving conflicts created stress for principals. Benefits of the Art of Living workshop included the ability to remain calm and relaxed; and improved sleep patterns, increased energy levels and improved human relation skills. / Educational Leadership and Management / MED (ED MNG)

MEd / Department of Education Management

This study focuses on the financial management role of principals of Section 21 schools. The research reports on principals working within such a regime. The South Africa Schools Act makes provisions for schools, through their school governing body, of which the principal is a member, to obtain funds from the community. Therefore the acquisition and spending of such funds has to be managed effectively and efficiently. This mini dissertation endeavours to study the changing role of principals with regard to the effective management of school finances and whether they have the necessary skills to perform these duties. Reference is made to similar situations of principals of schools in the United States, England, Australia and certain developing countries. The qualitative research method was used to elicit the perception of Section21 school principals. The research concludes with an attempt to make some recommendations for this new role of Section 21 principals. / Educational Studies / M.Ed. (Education Management)

In this study the problem concerning the contingency approach to the managerial tasks of the Black high school principal was investigated by means of literature study, interviews and observations. As a result the problems and challenges facing the Black principal were identified. The managerial tasks of the principal in the South Africa of the l 990's were identified and defined. It became clear that these tasks are performed under changing situational contingencies. The contingency approach, its basis, what it entails and its importance in the RSA of today was described. When the contingency approach was related to the managerial tasks, it became clear that under one set of circumstances one type of leadership style is effective. Interviews and observations were conducted in certain schools and with certain principals. Research findings revealed that the Black high school principal should be flexible in the face of many contingencies facing him. / Educational Leadership and Management / M. Ed. (Educational Management)

Dissertation submitted in partial compliance with the requirements for the Master's Degree in Technology: Education (Management), Technikon Natal, 2002. / The writer's observation of staff at selected secondary schools in the Phoenix Central Region has indicated that serious problems exist at these schools. The problems identified relate to teachers' lack of commitment, motivation, trust and the presence of interpersonal conflict among them. These observations have been found to be similar to the findings of other researchers and numerous articles that have appeared in the media also confirm the existence of similar problems in other schools in South Africa. The problems mentioned above have had a negative impact on the effectiveness of these schools in achieving their goals. The writer believes that these problems can be connected to a lack of effective leadership on the part of principals in these schools. In this study the writer reviewed the relevant literature in order to identify strategies that principals could use to overcome the problems outlined above. To isolate and address the root causes of the problems, the writer found it necessary to clarify and distinguish between the key concepts of 'leadership' and 'management'. Thereafter, the writer discussed some important skills and qualities he believes are necessary for effective leadership. / M

Mini-dissertation submitted in partial compliance with the requirements for the Master's Degree in Technology: Education, Technikon Natal, 2002. / South Africa has been undergoing political change and this has impacted on education. There have been major shifts in education policy, structures and curriculum. Stakeholders in education and teachers, in particular, have had to cope with this new reality. As a result of the changes in education, teachers have been confronted with a variety of problems such as fewer resources, an increase in working hours and having to perform numerous administrative and fund-raising tasks. New school management structures have been established, class sizes have been altered and Outcomes-based Education has been introduced. Poor working conditions, increased workload, role conflict and ambiguity, the threat of redundancy and re-deployment, time pressures and pupil problems are additional stressors that teachers find themselves exposed to at school. These are but some of the stressors that have contributed towards teachers experiencing stress at school and which have impacted negatively on their work performance. However, at both the Education Department level as well as at school level, very little appears to be done to address the problem of teacher stress despite the negative impact that teacher stress has on the work performance of teachers. In order for schools to function efficiently and effectively, school management authorities will have to devise appropriate strategies to manage teacher stress. This study is confined to those aspects of teacher stress that impact negatively on teacher performance and that are within the scope of the principal's responsibilities at school. It Page vii investigates whether teacher stress is a management issue by examining its impact on the work performance of teachers at school, identifies school-based and school-related stressors and presents a set of recommendations that can be used by school principals to manage teacher stress in secondary schools. The findings of this study are also compared with the / M

D.Ed. / The Republic of South Africa has had a democratic Constitution since 1996 (RSA, 1996 (a)). All other laws must be in accordance with the Constitution since it is the highest law in the country. Important values in which South Africa as a democratic state is based are contained in the Constitution. These values and principles, which take into account democratic school governance, include: Human dignity, the achievement of equality and the advancement of human rights and freedom. Non-racialism and non-sexism.The rule of law applies, in other words, the Constitution and other laws as enforced by the Courts have higher authority than Parliament or the Government. All adults must be able to vote and there must be regular elections, a multi-party system of democratic government, accountability and openness (Potgieter, Visser, Van der Bank, Mothata & Squelch, 1997:5). The Constitution takes cognisance of the fact that all South African citizens have the right to basic education (RSA, 1996a:14). The Constitution also requires that school education must be transformed and democratised so that the aforementioned four values and principles are enshrined in the democratisation of education. The installation of a democratically elected Government has transformedy of the fundamental policies in respect of education. Over time this policy changes must have effects at the level of practice and effect every institution and individual involved in the education system. These developments will have a profound effect on the formal education system at every level and must consequently impact on the structure and forms of management in the evolution of a democratic system.A serious challenge lies ahead for the management and administration of the education system of the future. Educationists at every level of the management process must therefore understand the underlying values and principles which are set out in the policy perspectives of government. By the end of 1997, all schools should have implemented school-based decision-making. Local school governing bodies would be responsible for the way in which the schools are being managed and controlled. The fundamental challenge to all those in education, and especially those at school level, is the ability to organise schools so that the potential for the development of a culture of learning and teaching (COLTS) is reintroduced (Godden, Buckland, Coombe, Dladla, Madisha, Mahanjana, Thurlow, Ngcongo & McLennan: 1996:19). The real challenge that schools face is that of change in order to meet the needs of a new developing demoCracy and how schools should be managed. Changing management to manage change is the essential challenge to bring about democratic education. However, it is always easier to design policies than to implement them and to date the changes have been laboriously slow.