Afrikaans text / Die bestuurstaak van die hoof van 'n preprimere skoal word gekenmerk aan die eie aard en struktuur van preprimere onderwys. Die doel van hierdie studie is die identifisering en omskrywing van die aard en omvang van die besondere bestuurstaak. Die diversiteit en kompleksiteit van hierdie bestuurstaak word vergestalt in die huidige beleid oor preprimere onderwys wat meebring dat verskeie staatsdepartemente, provinsiale- en plaaslike owerhede, gemeenskaps- en privaatinstansies by die beheer en voorsiening van preprimere onderwys betrokke is. Hierbenewensmoet die doelstellings van preprimere onderwys ann die unieke behoeftes ban die jong kind voldoen. Noue samewerking met die ouers asook samewerking tussen die personeel onderling, is uiteraard noodsaaklik. Die invloed van gemeenskapstrukture en die eise van die moderne samelewing word in die bestuurstaak aangespreek. In hierdie verband word veral verwys na gesinsprobleme waarby die hoof in 'n vertrouens- en raadgewende hoedanigheid betrokke is. In die bepaling van die omvang van die bestuurstaak is die vier hooftake in onderwysbestuur, naamlik beplanning, organisering, leidinggewing en beheer op die tersaaklike bestuursareas van toepassing gemaak. Benewens algemene bestuursaangeleenthede, het die preprimere skoolhoof ook 'n besondere taak ten opsigte van die professionele uitbouing van die beroep. Ten einde te bepaal hoe die bestuurstaak in die praktyk realiseer, is 'n kwalitatiewe ondersoek na die persoonlike ervaring en interpretasie van skoolhoofde onderneem. Dataversameling aan die hand van in-diepte onderhoude het velerlei probleme, wat aanvullend tot die literatuurstudie bespreek kon word, openbaar. In die lig van die moontlike privatisering van preprimere onderwys sal aangeleenthede soos finansiele bestuur en bemarking in die kurrikulum van preprimere onderwysbestuur aangespreek moet word. Die aktualiteit van 'n effektiewe beheerstruktuur vir preprimere onderwys word beklemtoon. Op grand van die bevindings normatiewe ontwikkeling van onderwysbestuur gemaak. van die studie is aanbevelings die opleidingskursusse in vir die preprimere onderwysbestuur gemaak. / The management task of the principal of a preprimary school is characterised by the distinctive nature and structure of preprimary education. The purpose of this study is tn identify and define the nature and scope of the particular management task. Both the diversity and complexity of this management task are embodied in the current policy on preprimary education which entails the involvement of various state departments, provincial and local authorities, social and ·private organisations in the control and provision of preprimary education. In addition to this; the aims of preprimary education have to meet the unique needs of the young child. Close cooperation with the parents • as well as mutual cooperation among the staff is naturally essential. The influence of social structures and the demands of modern society are addressed by the management task. In this regard special reference is made to family problems where the principal is involved in a confidential and advisory capacity. The four primary tasks in educational management, namely planning, organisation, guidance and control, are applied to the relevant management areas to determine the scope of the management task. Apart from general managerial concerns, the preprimary school principal also has a special task with regard to the professional extension of the profession. In· order to determine how the management task materialises in practice, a qualitative investigation was undertaken into the personal· experience and interpretation of school principals. The data collected by means of in-depth interviews, revealed several problems, additional to those which emerged from the literature study, which were discussed. In the light of the possible privatisation of preprimary education, issues such as financial management and marketing will have to be addressed in the curriculum of preprimary educational management. The actuality of an effective control structure for preprimary education is stressed. Based on the findings of the study, recommendations are made for the normative development of the training courses in preprimary educational management. / Educational Leadership and Management / D. Ed. (Onderwysbestuur)

Afrikaans text / Die bestuurstaak van die hoof van 'n preprimere skoal word gekenmerk aan die eie aard en struktuur van preprimere onderwys. Die doel van hierdie studie is die identifisering en omskrywing van die aard en omvang van die besondere bestuurstaak. Die diversiteit en kompleksiteit van hierdie bestuurstaak word vergestalt in die huidige beleid oor preprimere onderwys wat meebring dat verskeie staatsdepartemente, provinsiale- en plaaslike owerhede, gemeenskaps- en privaatinstansies by die beheer en voorsiening van preprimere onderwys betrokke is. Hierbenewensmoet die doelstellings van preprimere onderwys ann die unieke behoeftes ban die jong kind voldoen. Noue samewerking met die ouers asook samewerking tussen die personeel onderling, is uiteraard noodsaaklik. Die invloed van gemeenskapstrukture en die eise van die moderne samelewing word in die bestuurstaak aangespreek. In hierdie verband word veral verwys na gesinsprobleme waarby die hoof in 'n vertrouens- en raadgewende hoedanigheid betrokke is. In die bepaling van die omvang van die bestuurstaak is die vier hooftake in onderwysbestuur, naamlik beplanning, organisering, leidinggewing en beheer op die tersaaklike bestuursareas van toepassing gemaak. Benewens algemene bestuursaangeleenthede, het die preprimere skoolhoof ook 'n besondere taak ten opsigte van die professionele uitbouing van die beroep. Ten einde te bepaal hoe die bestuurstaak in die praktyk realiseer, is 'n kwalitatiewe ondersoek na die persoonlike ervaring en interpretasie van skoolhoofde onderneem. Dataversameling aan die hand van in-diepte onderhoude het velerlei probleme, wat aanvullend tot die literatuurstudie bespreek kon word, openbaar. In die lig van die moontlike privatisering van preprimere onderwys sal aangeleenthede soos finansiele bestuur en bemarking in die kurrikulum van preprimere onderwysbestuur aangespreek moet word. Die aktualiteit van 'n effektiewe beheerstruktuur vir preprimere onderwys word beklemtoon. Op grand van die bevindings normatiewe ontwikkeling van onderwysbestuur gemaak. van die studie is aanbevelings die opleidingskursusse in vir die preprimere onderwysbestuur gemaak. / The management task of the principal of a preprimary school is characterised by the distinctive nature and structure of preprimary education. The purpose of this study is tn identify and define the nature and scope of the particular management task. Both the diversity and complexity of this management task are embodied in the current policy on preprimary education which entails the involvement of various state departments, provincial and local authorities, social and ·private organisations in the control and provision of preprimary education. In addition to this; the aims of preprimary education have to meet the unique needs of the young child. Close cooperation with the parents • as well as mutual cooperation among the staff is naturally essential. The influence of social structures and the demands of modern society are addressed by the management task. In this regard special reference is made to family problems where the principal is involved in a confidential and advisory capacity. The four primary tasks in educational management, namely planning, organisation, guidance and control, are applied to the relevant management areas to determine the scope of the management task. Apart from general managerial concerns, the preprimary school principal also has a special task with regard to the professional extension of the profession. In· order to determine how the management task materialises in practice, a qualitative investigation was undertaken into the personal· experience and interpretation of school principals. The data collected by means of in-depth interviews, revealed several problems, additional to those which emerged from the literature study, which were discussed. In the light of the possible privatisation of preprimary education, issues such as financial management and marketing will have to be addressed in the curriculum of preprimary educational management. The actuality of an effective control structure for preprimary education is stressed. Based on the findings of the study, recommendations are made for the normative development of the training courses in preprimary educational management. / Educational Leadership and Management / D. Ed. (Onderwysbestuur)

This case study was located in the qualitative research approach under interpretive paradigm. The study explored school cultures associated with good academic performance in two selected primary schools in Lesotho, which perform well academically. It aimed to find out the types of school cultures of those schools and how they sustain their cultures. These schools are located in the Leribe district around Maputsoe area. The study was conducted by means of semi-structured interviews. Eighteen teachers were interviewed. The intention was to interview ten teachers in each school, but two teachers in Maliba School declined. Observation and document analysis methods were used for data production and verification. The findings of the study revealed several aspects involved in striving for good academic performance. There were lots of similarities in the findings in both schools. They were categorized into themes namely, time management, rituals and ceremonies, relationships within the school, teaching and learning processes; and school improvement and development. The findings revealed that subject teaching is the most appropriate technique and teachers choose subjects according to their expertise, so that every teacher imparts knowledge to learners satisfactorily. This practice also allows the adoption of various methods. Teachers manage to attempt several lessons in a day successfully. The findings revealed that openness among the colleagues is important because they disclose their problems and get assisted. The conducive environment allows dedication and commitment to work. A support from the principal and colleagues which results from good relationships empowers teachers in their work. This study recommends that the government should allow subject specialization for primary teachers and they should be trained for that. Good time management should be part of school culture as well as commitment. / Thesis (M.Ed.)-University of KwaZulu-Natal, Edgewood, 2009.

This study sought to determine the staff development knowledge and skill needs of school administrators as perceived by primary school principals in Thailand. This study posed the following questions for investigation: what specific knowledge and skills do primary school principals in Thailand perceive as necessary for them to perform the role of staff developer in their schools, and which competencies are perceived to be the most important?

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)

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)

MEDEM / Department of Curriculum Studies and Education Management