One of the challenges facing the education system in South Africa is a lack of the culture of teaching and learning. It is this challenge that prompted this research. The research investigated how the principaL as an instructional leader, can restore the culture of teaching and learning in previously disadvantaged schools. A qualitative approach was used and three schools were selected in the Sambandou Circuit of the Northern Province. The research results showed that there are general and management factors that contribute to a lack of the culture of teaching and learning. Management factors include, amongst others, lack of staff development programmes and discipline. The general factors, on the other hand, include amongst others, poor physical conditions and infrastructure in schools. In conclusion, the research recommended, amongst others, that principals conduct staff development programmes and supervise the work of educators and learners / Educational Leadership and Management / M. Ed. (Education Management)

Educational authority in a situation where schooling is democratised is explored. The bases of authority such as social order, legal authority, knowledge, moral values and societal structures are established. The role of authority in education relationships and in the realisation of the educational aim is researched in order to attempt formulating criteria for accountable authority. The basic tenets of democracy that included aspects such as involvement, consultation, communication and reflective decision making are explored. Since fundamental human rights is a critical issue and precondition for a democracy, a focus on Chapter Two of the Constitution of the Republic of South Africa is related to the research. Attention is also given to the hierarchical school structure and the rights and responsibilities of those involved in this structure. Through an extensive literature study and a qualitative analysis of the responses to a questionnaire, conclusions are reached and recommendations made. / Educational Studies / M. Ed. (Philosophy of education)

Thesis (MEd)--University of Stellenbosch, 2001. / ENGLISH ABSTRACT: The education of the children in the community is the responsibility of the whole community of which the parents are part. The aim of the school is to create responsible and respectful citizens who can make a significant contribution to the future South Africa. The role of the school is furthermore to establish democratic values. The school is also in a position to contribute to the establishment of a democratic society. The governing body is an example of a democratic institution in which representatives of the role players in education are involved. They are democratically elected onto the governing body. Parents are now also part of the leadership and management team of the school. They also must contribute to policymaking. It means that they must acquire certain skills to be productive and to deliver service in' the best interest of the school and the community. The South African Schools Act (1996) made provision for the need for capacity building amongst governing bodies. In the past the management of the school was the total responsibility of the principal and the staff. This role has now changed, but if the governing body does not function well it will again put pressure on the principal and the staff. This thesis is specifically concentrating on one particular governing body and whether it is functioning in an effective way. A preliminary investigation was done among ten schools in the Grabouw-area. The investigation was in actual fact done to pinpoint, the central focus for the thesis. The central focus of this thesis is about parental involvement in the school and how it can contribute to effective governance. / AFRIKAANSE OPSOMMING: Die opvoeding van die leerders in 'n gemeenskap is die verantwoordelikheid van die groter gemeenskap waarvan die ouers deel vorm. Die doel van die skool is om gerespekteerde en gewaardeerde burgers te skep wat 'n betekenisvolle rol in daardie gemeenskap kan vervul. Die skool moet verder verseker dat die demokratiese waardes van die nuwe Suid-Afrika in daardie spesifieke gemeenskap gevestig word. Die beheerliggaam is "n demokratiese struktuur waarbyalle rolspelers betrek word by die beheer en die bestuur van die skool. Daar is egter baie beperkinge wat betref die vemoëns van die persone wat daarop dien. Dit bemoeilik die vestiging van die beoogde demokratiese beginsels. Die Suid-Afrikaanse Skolewet (1996) maak voorsiening dat effektiewe deelname vooraf gegaan moet word met doelgerigte kapasiteitsbou programme. In baie gevalle het die groter magte wat oorgedra is na mikrovlak eintlik die werklading van die prinsipaal vergroot. Sommige beheerliggame beskik nie oor die kapasiteit om hul verantwoordelikhede uit te dra nie. Hierdie tesis let op een spesifieke beheerliggaam en 'n evaluering word gedoen omtrent die effektiewe funksionering van daardie beheerliggaam. Met effektiewe funksionering word bedoel dat daar gekyk word in hoe "n mate die werksaamhede wat deur die Skolewet opgedra is, tot uitvoering gebring word. Die grootste leemte in die pad van effektiewe funksionering blyk te wees die gebrekkige vermoëns van die ouers. Hierdie feit het na vore gekom in 'n voorlopige ondersoek wat gedoen is om die fokus van die studie vas te pen. Die sentrale fokus van die studie behels die betrokkenheid van ouers by die skool om hul vermoëns te bou. Deur middel van hul betokkenheid by verskeie aktiwiteite van die skool word ouers eintlik vooraf geskool om op die beheerliggaam te dien.

Thesis (Ph. D. (Education)) -- University of the Limpopo, 2001 / Refer to document

This study looks at the various actions by the principal of a farm school in running an academically successful school. The study exposes the difficulties faced by farm schools and looks at how the principal confronts these difficulties and turn some of these into success stories. In trying to understand the role of the principal this study uses school effectiveness literature as a source and reference in an attempt to understand the actions adopted by the principal to make this farm school successful. The study uses the interpretive orientation as the methodology for investigating the principal’s role. This is in line with my attempt at explaining the perceptions, views and experiences of the people who are working closely with the principal. I have done this by employing semi-structured interviews and participant observation. The information gathered from the respondents helped in the development of the role of the principal which in this case, is the expressed views of the respondents. The investigation is conducted as a case study and the handling of the information provided by the respondents is in line with case study methods. The study has revealed that actions of the leader have an influence on the organizational success. The way in which the leader of Rocklands farm School conducts herself and the vision she shares with the people within the organization go a long way towards the improvement of organizational structures and their functioning. In this case the principal has been noted as particularly transformational, charismatic, instructional and transactional in her approaches to school administration and that her dedication to the cause of learners from disadvantaged background is reflected in her sacrificial actions. The study has also found that the principal is considered to be fairly autocratic in her leadership, which is a departure from current leadership thinking. The study has also shown that socio-economic disadvantages do not necessarily inhibit the school from performing beyond expectation. With good guidance from the leader and trust among staff members the farm school has been able to overcome some socio-economic pressures to emerge successful in the academic field. The fact that the principal of this school is a woman has not changed the overall findings that leadership qualities for successful schooling are universal and do not necessarily depend on the gender of the leader. This study suggests that leaders have a potential to turn poor situations in schools around and that leaders should as a matter of course ensure that they understand the organizational dynamics within their schools. They should be in the forefront as agents of change being mindful that those within the school understand and share the vision the leader has. The study also suggests that the human element in the educational processes in schools is of critical importance than the conditions in which schools find themselves.

This study had two major purposes: (a) to investigate and compare the perceptions of principals and teachers towards instructional supervision in Zimbabwe, and (b) to attempt to come up with a framework that would improve the effectiveness of instructional supervision in Zimbabwean schools. The study highlights the impact of political, cultural and social realities on instructional supervision in developing countries (including Zimbabwe) from which any theories of effective instructional supervision must derive. The phenomenon of instructional supervision and its related concepts is explored and analysed. The approach and methods used in the study are discussed and finally, the thesis provides a suggested framework for effective instructional supervision in Zimbabwean primary schools which concerns perceptual data which were obtained from 176 principals and 572 teachers drawn from three of Zimbabwe's ten provinces. Factor analysis of the existing situation in Zimbabwe's primary schools produced five major variables that were perceived to be associated with instructional supervision in Zimbabwean primary schools: Lack of a clear vision about what should constitute effective instructional supervision; instructional supervision models that do not promote the professional growth of teachers; ineffective leadership styles; internal and external overloads that significantly interfere with the principal's instructional supervision program; and inadequate principal capacity building for effective instructional leadership. This percetual data, subsequently crystallized into the following suggested instructional supervision initiatives: Utilization of instructional supervision models that encourage interaction between the principal and the teacher as opposed to using models that promote fault-finding or principal dominance during the instructional supervision process; establishment of a school climate that is conducive to effective instructional supervision; establishment of a staff development program that promotes effective instruction; establishment of government policies that reduce interference with the instructional supervision programs of principals; and establishment of mechanisms for building skills for principals so that they can effectively conduct instructional supervision / Educational Studies / D. Ed. (Education Management)

One of the challenges facing the education system in South Africa is a lack of the culture of teaching and learning. It is this challenge that prompted this research. The research investigated how the principaL as an instructional leader, can restore the culture of teaching and learning in previously disadvantaged schools. A qualitative approach was used and three schools were selected in the Sambandou Circuit of the Northern Province. The research results showed that there are general and management factors that contribute to a lack of the culture of teaching and learning. Management factors include, amongst others, lack of staff development programmes and discipline. The general factors, on the other hand, include amongst others, poor physical conditions and infrastructure in schools. In conclusion, the research recommended, amongst others, that principals conduct staff development programmes and supervise the work of educators and learners / Educational Leadership and Management / M. Ed. (Education Management)

Educational authority in a situation where schooling is democratised is explored. The bases of authority such as social order, legal authority, knowledge, moral values and societal structures are established. The role of authority in education relationships and in the realisation of the educational aim is researched in order to attempt formulating criteria for accountable authority. The basic tenets of democracy that included aspects such as involvement, consultation, communication and reflective decision making are explored. Since fundamental human rights is a critical issue and precondition for a democracy, a focus on Chapter Two of the Constitution of the Republic of South Africa is related to the research. Attention is also given to the hierarchical school structure and the rights and responsibilities of those involved in this structure. Through an extensive literature study and a qualitative analysis of the responses to a questionnaire, conclusions are reached and recommendations made. / Educational Studies / M. Ed. (Philosophy of education)

Doctorat en sciences psychologiques / info:eu-repo/semantics/nonPublished

The purpose of the study was to investigate the effective implementation of instructional supervision practices in secondary schools of Hawassa City Administration in Ethiopia. The study focuses particularly on the practices and roles of supervisors in the implementation of instructional supervision, and the factors affecting its implementation in secondary schools. Basic questions related to the availability of instructional supervision strategies and their implementation, the roles of instructional leaders, perceptions of instructional supervision, and challenges for proper implementation of instructional supervision were raised. In addition, strategies for strengthening the effective implementation of instructional supervision were also addressed. The study was framed within the Theory of Change in Teachers’ viewpoints on instructional practices. In fact, there is a strong link with the instructional leadership strategies and the role of supervisors for the effective implementation of instructional supervision practices. The Instructional Supervision Model was used as it integrates the activities of instructional supervision in the schools. Moreover,this study reviewed global perspectives on educational supervision and provided an overview of the study context with an emphasis on improvement of instructional supervision. Philosophically, this study followed the pragmatist research paradigm, employing mixed research approaches; it also employed an explanatory sequential design in which both quantitative and qualitative data were collected simultaneously, interpreted separately and combined at the time of discussion for better understanding of the problem. Data were gathered from 160 supervision teams (vice-principals, senior teachers, unit leaders and department heads), 185 teachers. In addition, 14 principals and supervisors took part in interviews. One focus group discussion was also conducted with the city educational experts. Data were gathered through survey questionnaires, semi-structured interviews, FGD question guides and document reviews. Quantitative data was analysed through the descriptive approaches such as percentage, mean, grand mean and inferential statistics, known as standard division and t-test. Qualitative data collected through interviews and FGDs was summarised through thematic and narrative techniques, and finally triangulated. The results indicated that the quantitative and qualitative data supported one another. It was found that school supervision in line with strategies was inadequate. In addition, school supervision corresponding to the expected standards was not effectively done. The extent to which instructional supervisors design various intervention strategies so as to assist teacher’s professional improvement was insufficient. Evidence showed that instructional supervisors’ role in building effective relationship in schools was weak. Supportive, directive, conflict management and monitoring and supervising roles in the implementation of instructional supervision were also found to be inadequate. The teachers did not have enough support from supervisors in order to improve their instructional skills, and there was a negative perception of teachers about the implementation of instructional supervision. On the other hand, effective implementation of instructional supervision was hampered by a lack of qualified instructional supervisors, management skills, professional manuals, cooperation, and motivation for work and a lack of training and funding. Inadequate facilities and assignment of small number of supervisors hindered proper implementation of instructional supervision. Moreover, lack of commitment on the part of teachers and school leaders, lack of effective stakeholder support, lack of respect among stakeholders, lack of participatory supervisory approach and lack of adequate guidance between instructional leaders hampered instructional supervision. Based on the findings, instructional leaders, teachers, supervisors, school instructional supervision team and school communities need to be well equipped with basic knowledge and skills on the implementation of school instructional supervision, through pre-service and in-service training, experience-sharing programmes, seminars, workshops and discussion forums about the different approaches of supervision in order to enhance the professional growth of teachers and improve their instructional practices. This could help in fostering critical thinking and the problem-solving capacity of the supervisors. Moreover, the instructional leaders in schools need to plan for continuous training and orientation on the nature, practice and significance of instructional supervision. Suggestions were made to solve the factors that hinder proper implementation of instructional supervision. / Educational Management and Leadership / Ph. D. (Education Management)