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.

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)

This research focuses on the role of the school principal as instructional leader in primary schools in Thoyandou area, Limpopo Province. It was motivated by a marked decline in the fulfilment of the instructional leadership role of principals in certain schools in the Limpopo Province. A literature study was undertaken to determine the role of a instructional leader, approaches to this role as well as the relationship between the principal's instructional leadership role and staff development and staff appraisal respectively. A qualitative inquiry was conducted using a focus group and personal interviews with a small sample of participants selected by judgement sampling. The findings suggest that understanding of the instructional leadership is fragmented; principals often fail to develop staff adequately; and the Department of Education's new approach to staff and development appraisals is not adequately implemented in schools. Finally guidelines are provided to assist principals in fulfilling their role as effective instructional leaders. / Educational Studies / M.Ed. (Education Management)

This research investigates the instructional leadership role of the principal and its impact on learners' academic performance. A literature study investigated models of instructional leadership, characteristics of instructional leadership and instructional leadership as a managerial function. An empirical investigation used a quantitative research design to collect data from a purposefully selected sample of secondary school principals in the Vryheid region, South Africa. A questionnaire was used to gather data and statistical data analysis was conducted to calculate frequencies and test hypotheses. Findings indicated an indirect relationship between learners' academic achievement and the principals' practice of instructional leadership. Clearly formulated school goals, academic networks formed between low and high achieving schools and regular discussions between learners and teachers on their progress also contribute to improved academic performance. Finally, in-service training for principals and teachers, annual targets for academic achievement and the formation of school networks are recommended to improve practice. / Educational Studies / M.Ed. (Education Management)

The aim of the study was to investigate the changing role of the secondary school principal in building sustainable communities. It is supposed that communities that are not sustainable affect secondary schools. The focus is on how the secondary school principal should go about building, sustaining and uplifting the school community. The direct and indirect involvement of secondary school principals in community issues, could contribute to sustainability within the community, which gradually becomes a reality. The task of the secondary school principal is realised through the results of effective educative teaching and learning practices. Through literature study it was found that the role of the secondary school principal in enhancing sustainable communities would contribute to the upliftment of communities. The qualitative approach was successful in obtaining information about how the changing role of the secondary school principal in building sustainable communities is viewed. Recommendations were made concerning research findings for stakeholders and officials to note. / Educational Studies / M.Ed(Education Management))

The objective of the case study was to investigate the impact of the principal’s supervision task on teaching and learning in primary school in Vhembe District, Limpopo Province. The investigation focused on five primary school principals and ten teachers. The first chapter exposed background to the study, problem formulation, aims, significance, methods and demarcation of study. Literature reviewed depicted strong advocacy for supervision of teachers by principals. Nevertheless, ineffectiveness of locally based teacher supervision by principals and non-compliance to supervision policy requirements were shown. The methodological aspect suggested that data was gathered through interviews with principals and questionnaires administered to teachers. Qualitative approach was used to interpret data obtained. Findings of this study revealed ineffective supervision of teachers by principals and lack of departmental support to supervision systems. Supervision task was also not impacting positively on teaching and learning. The study recommends the revamping of teacher supervision and monitoring strategies, constant monitoring of principals when carrying out supervision task. Regular workshops and seminars on supervision task should be conducted to empower teachers and principals. / Educational Leadership and Management / M.Ed. (Educational Management)

This study encompasses a reflection of the way back at the beginning of the democratic South Africa when there was an immense yearning for a curriculum which could transform the education system in South Africa into a new national system for schools. After numerous attempts, in search of a tangible, user-friendly curriculum, Curriculum and Assessment Policy Statement (CAPS) was finally brought forth and at the moment, it is regarded as being the turning point of our education system and also geared at promoting the highest possible standard of education in all schools in South Africa. This study investigates some problems experienced at the apex of the management and implementation of CAPS, especially in some schools in rural areas. It focuses on some of the drawbacks which are putting a strain on the smooth running of schools during these prime stages of curriculum implementation such as disciplinary problems, overcrowded classes, large workloads for educators, the gap between well-resourced and under resourced schools as well as non-delivery of textbooks to schools in some provinces. This study examines how school management teams (SMTs), imbued with management and leadership responsibilities are able to put up systems that will ensure that evaluation, assessment and monitoring tools are utilised effectively in support of teaching and learning in schools. It is against this background that this study is therefore informed and guided by the instructional leadership paradigm which, if correctly engaged, can effectively strengthen curriculum management and implementation. For the purpose of conducting empirical research, the mixed method design was used as it offers a wider scope of collecting data and promotes triangulation. Six schools were selected on the basis of proximity to the school I am attached to, two primary schools and four secondary schools. All these were done after having obtained ethical clearance with the College of Education at Unisa and permission from the Limpopo Department of Education. Questionnaires were distributed to all educators in the six schools to fill, while one-to-one interviews were conducted with the principals of each of the six selected schools. The research highlighted that instructional leadership is critical in the implementation of CAPS with the SMTs members affirming their commitment to various aspects of instructional leadership. Furthermore, the findings also affirmed the opportunities that shared leadership offered schools to share moral purpose. However, the findings also enumerate lack of resources, lack of curriculum knowledge and larger workloads of teachers as crucial factors that inhibit the implementation of CAPS. As a result of this research, a number of recommendations and opportunities for further research are offered to Limpopo schools and their SMTs, the systemic authorities responsible for Limpopo Education and for those responsible specifically for policy making and curriculum development in the South African education system. / Educational Leadership and Management / D. Ed. (Education Management)

The aim of the study was to investigate the changing role of the secondary school principal in building sustainable communities. It is supposed that communities that are not sustainable affect secondary schools. The focus is on how the secondary school principal should go about building, sustaining and uplifting the school community. The direct and indirect involvement of secondary school principals in community issues, could contribute to sustainability within the community, which gradually becomes a reality. The task of the secondary school principal is realised through the results of effective educative teaching and learning practices. Through literature study it was found that the role of the secondary school principal in enhancing sustainable communities would contribute to the upliftment of communities. The qualitative approach was successful in obtaining information about how the changing role of the secondary school principal in building sustainable communities is viewed. Recommendations were made concerning research findings for stakeholders and officials to note. / Educational Studies / M.Ed(Education Management))

This research focuses on the role of the school principal as instructional leader in primary schools in Thoyandou area, Limpopo Province. It was motivated by a marked decline in the fulfilment of the instructional leadership role of principals in certain schools in the Limpopo Province. A literature study was undertaken to determine the role of a instructional leader, approaches to this role as well as the relationship between the principal's instructional leadership role and staff development and staff appraisal respectively. A qualitative inquiry was conducted using a focus group and personal interviews with a small sample of participants selected by judgement sampling. The findings suggest that understanding of the instructional leadership is fragmented; principals often fail to develop staff adequately; and the Department of Education's new approach to staff and development appraisals is not adequately implemented in schools. Finally guidelines are provided to assist principals in fulfilling their role as effective instructional leaders. / Educational Studies / M.Ed. (Education Management)