published_or_final_version / Education / Master / Master of Education

published_or_final_version / Education / Master / Master of Education

published_or_final_version / abstract / toc / Education / Master / Master of Education

published_or_final_version / abstract / toc / Education / Master / Master of Education

This study investigated management development as a task of school managers by focusing on: • the need for a new education management development approach in South African schools; • the nature and scope of management development; • the international and national perspectives on the education management development practice; • current education management development activities in Gauteng schools; and • an education management development model for Gauteng schools. The literature study exposed the need for a new education management development approach in South African schools, the nature, scope and major aspects of management development. Furthermore, management development approaches, techniques and methods as well as guidelines for a new holistic approach are described. The investigation into the education management development practice for school managers exposed advanced levels in this regard in the UK and USA. Malaysia, Zimbabwe and Namibia are engaged in customising effective programmes for school managers. South Africa is focusing on a holistic approach, with a significant step taken being, the establishment of the National Institute for Education Management Development. The empirical study consisted of a structured questionnaire distributed to a sample population of I 08 school principals, 80 deputy principals and 210 heads of departments to investigate their management development needs, experiences and activities. Main findings revealed a lack of training for school management, uncoordinated education management development programmes, with existing ones being reactions to crisis situations, and ill-defined management roles for school managers. School principals seem solely responsible for school management, thus exposing a need for a school-based management development approach. The management development model developed for Gauteng schools focuses on whole-school development, recognises the participatory management vision of the new education system, includes stakeholder involvement in education management development and provides school managers with a model that employs the ODE Quality Assurance Framework. The major recommendations flowing from this study include customising education management linguistics for South Africa, defining job descriptions for school managers, preparing and inducing school managers, setting education management qualifications for education management posts and institutionalising the National Institute for Education Management Development. / Thesis (PhD)--PU for CHE, 1999

The new paradigm in managing organisations, known as Total Quality Management (TQM), was investigated in this thesis. TQM as a management concept represents a fundamental change in the management approach of organisations (i.e. schools). TQM comprises a comprehensive change to the theory and practice of management, and focuses in particular on leadership and people. It is claimed in literature that the bulk of problems of organisations is leadership or management-related subsequently the implementation of TQM poses a major challenge to the managers of those organisations. It has become clear from literature that TQM comprises a radical departure from the traditional educational paradigm of bureaucracy, autocracy and mediocrity, towards a system that liberates the educator from bureaucratic red tape, and which provides for a model of empowerment and participation. This research was particularly aimed at the application of quality principles in secondary schools. The aims of the research were to • determine the nature and characteristics of TQM in schools through a review of the literature; • identify methods from the literature for the implementation of TQM in schools; • identify and analyse from the literature schools as case studies; • determine to what extent effective schools make use of TQM, and to what extent elements of TQM were to be identified in these schools; • determine whether the strategies employed in schools are based on TQM assumptions and could characterise them as effective in terms of TQM; • develop a management strategy for the improvement of the effectiveness of secondary schools through the implementation of TQM. A literature study was undertaken to analyse TQM and to determine methods for implementing TQM in schools. The empirical research consists of two phases: a quantitative phase comprising the use of a questionnaire to determine to what extent principals make use of TQM, and a qualitative phase in which principals, educators, learners and parents participated in interviews to determine what strategies schools use are based on TQM. Information from both the literature review and the empirical study was used to develop a management strategy as a guide for principals to improve the effectiveness of schools through TQM. The conclusion chapter contains a summary of the research, findings and recommendations 'in respect of the research aims. / Thesis (Ph.D. (Education))--Potchefstroom University for Christian Higher Education, 2003

This study investigated management development as a task of school managers by focusing on: • the need for a new education management development approach in South African schools; • the nature and scope of management development; • the international and national perspectives on the education management development practice; • current education management development activities in Gauteng schools; and • an education management development model for Gauteng schools. The literature study exposed the need for a new education management development approach in South African schools, the nature, scope and major aspects of management development. Furthermore, management development approaches, techniques and methods as well as guidelines for a new holistic approach are described. The investigation into the education management development practice for school managers exposed advanced levels in this regard in the UK and USA. Malaysia, Zimbabwe and Namibia are engaged in customising effective programmes for school managers. South Africa is focusing on a holistic approach, with a significant step taken being, the establishment of the National Institute for Education Management Development. The empirical study consisted of a structured questionnaire distributed to a sample population of I 08 school principals, 80 deputy principals and 210 heads of departments to investigate their management development needs, experiences and activities. Main findings revealed a lack of training for school management, uncoordinated education management development programmes, with existing ones being reactions to crisis situations, and ill-defined management roles for school managers. School principals seem solely responsible for school management, thus exposing a need for a school-based management development approach. The management development model developed for Gauteng schools focuses on whole-school development, recognises the participatory management vision of the new education system, includes stakeholder involvement in education management development and provides school managers with a model that employs the ODE Quality Assurance Framework. The major recommendations flowing from this study include customising education management linguistics for South Africa, defining job descriptions for school managers, preparing and inducing school managers, setting education management qualifications for education management posts and institutionalising the National Institute for Education Management Development. / Thesis (PhD)--PU for CHE, 1999

The new paradigm in managing organisations, known as Total Quality Management (TQM), was investigated in this thesis. TQM as a management concept represents a fundamental change in the management approach of organisations (i.e. schools). TQM comprises a comprehensive change to the theory and practice of management, and focuses in particular on leadership and people. It is claimed in literature that the bulk of problems of organisations is leadership or management-related subsequently the implementation of TQM poses a major challenge to the managers of those organisations. It has become clear from literature that TQM comprises a radical departure from the traditional educational paradigm of bureaucracy, autocracy and mediocrity, towards a system that liberates the educator from bureaucratic red tape, and which provides for a model of empowerment and participation. This research was particularly aimed at the application of quality principles in secondary schools. The aims of the research were to • determine the nature and characteristics of TQM in schools through a review of the literature; • identify methods from the literature for the implementation of TQM in schools; • identify and analyse from the literature schools as case studies; • determine to what extent effective schools make use of TQM, and to what extent elements of TQM were to be identified in these schools; • determine whether the strategies employed in schools are based on TQM assumptions and could characterise them as effective in terms of TQM; • develop a management strategy for the improvement of the effectiveness of secondary schools through the implementation of TQM. A literature study was undertaken to analyse TQM and to determine methods for implementing TQM in schools. The empirical research consists of two phases: a quantitative phase comprising the use of a questionnaire to determine to what extent principals make use of TQM, and a qualitative phase in which principals, educators, learners and parents participated in interviews to determine what strategies schools use are based on TQM. Information from both the literature review and the empirical study was used to develop a management strategy as a guide for principals to improve the effectiveness of schools through TQM. The conclusion chapter contains a summary of the research, findings and recommendations 'in respect of the research aims. / Thesis (Ph.D. (Education))--Potchefstroom University for Christian Higher Education, 2003

Thesis (M.Ed. (Education Management)--North-West University, Potchefstroom Campus, 2008.

Thesis (M.Ed. (Education Management)--North-West University, Potchefstroom Campus, 2008.