Global ETD Search

31	A study of the management problems and possible solutions in state-aided schools Knott, Jean Burr Manuel 11 1900 (has links) The problems concerning the future management of state-aided (Model C) schools fall into two main categories, namely problems intrinsic to the Model C schools and the problem of giving substance to the stated vision of the ANC. Model C schools were seen as a South African model of school self-management. A study of the literature relating to school self-management in general, and how it is practised in various countries, was made and the management of state-aided (Model C) schools was analyzed. A impirical investigation was conducted to ascertain the perceptions of various role-players in school management about their duties and responsibilities in this regard. A model for the self-management of state-aided schools, based on the Caldwell and Spinks' s model, and conforming to various criteria, is proposed. The proposed model is, in the opinion of the researcher, applicable not only to State-aided schools, but to all schools in South Africa as it allows individual schools to accept as much or as little self-management as is consistent with the capacity of their communities to provide effective and efficient service. It also allows schools to accept increases in self-management as their communities gain in management skills and expertise. / Educational Studies / D.Ed. (Educational Management) Self-management of schools State-aides schools Model C Local management of schools Decentralized management School administration Role-players Duties and responsibilities School charter Vision Mission Governing bodies 371.2 Educational change -- South Africa Schools -- Decentralization Self-management of schools State-aided schools Model C schools (South Africa) Local management of schools Decentralized management School administration
32	Teacher participation in site-based management in schools: a case study Khoza, Shonaphi Fanecky 30 November 2004 (has links) Site-based management (SBM) is recent restructuring initiative in schools. The study is carried out with the aim of investigating the extent to which teachers participate in site-based management in schools. The researcher assumes that teachers are sidelined in site-based management in schools. An extensive literature review provides a theoretical foundation of the study and exposes the nature of site-based management. The qualitative approach is used in the case study. Data are collected through interviews that were conducted between July and September 2004. The interpretive paradigm is used in data collection, analysis and interpretation. The collected data are analysed through inductive analysis. The major research finding is that teachers are marginalised in site-based management in schools and that school-based decision making is still largely in the hands of school principals. It is recommended that principals and SMT's improve their management and leadership styles in order to allow for real participation of teachers in decision-making to take place. / Educational Studies / M.Ed (Education Management) Top-down approaches Collaborative governance Case study Teacher isolation Marginalisation of teachers School-based management Site-based decision making Site-based management Teacher participation 371.1060968271
33	A critical analysis of the learning culture of resilient schools within rural communities in Mpumalanga Dlamini, Mathokoza James 30 June 2004 (has links) The purpose of this study was to investigate those aspects of resilient schools which are particularly beneficial for schools within rural communities in Mpumalanga. The study was done in two phases: a literature review focussing on the culture of learning of resilient schools and an empirical investigation focussing on the culture of learning of resilient schools within rural communities in Mpumalanga. Two secondary schools were selected according to criteria of resiliency. The study involved qualitative approaches, in-depth observations and interviews with key informants: principals, teachers, learners and members of the school governing bodies. The data demonstrate that there is no distinctive aspect of the culture of learning of resilient schools because all aspects are interrelated and interdependent. This study discovered that the most effective aspect, which benefits the culture of teaching and learning in resilient schools, was the involvement of all stakeholders. / Educational Management / M.Ed. PFMA: Public Finance Management Act Self-managing schools LRC: Learners Representative Council MDE: Mpumalanga Department of Education SMT: School Management Team SBM: School-based management SGB: School governing body SASA: South African Schools Act Learning, Psychology of
34	Teacher participation in site-based management in schools: a case study Khoza, Shonaphi Fanecky 30 November 2004 (has links) Site-based management (SBM) is recent restructuring initiative in schools. The study is carried out with the aim of investigating the extent to which teachers participate in site-based management in schools. The researcher assumes that teachers are sidelined in site-based management in schools. An extensive literature review provides a theoretical foundation of the study and exposes the nature of site-based management. The qualitative approach is used in the case study. Data are collected through interviews that were conducted between July and September 2004. The interpretive paradigm is used in data collection, analysis and interpretation. The collected data are analysed through inductive analysis. The major research finding is that teachers are marginalised in site-based management in schools and that school-based decision making is still largely in the hands of school principals. It is recommended that principals and SMT's improve their management and leadership styles in order to allow for real participation of teachers in decision-making to take place. / Educational Studies / M.Ed (Education Management) Top-down approaches Collaborative governance Case study Teacher isolation Marginalisation of teachers School-based management Site-based decision making Site-based management Teacher participation 371.1060968271
35	A critical analysis of the learning culture of resilient schools within rural communities in Mpumalanga Dlamini, Mathokoza James 30 June 2004 (has links) The purpose of this study was to investigate those aspects of resilient schools which are particularly beneficial for schools within rural communities in Mpumalanga. The study was done in two phases: a literature review focussing on the culture of learning of resilient schools and an empirical investigation focussing on the culture of learning of resilient schools within rural communities in Mpumalanga. Two secondary schools were selected according to criteria of resiliency. The study involved qualitative approaches, in-depth observations and interviews with key informants: principals, teachers, learners and members of the school governing bodies. The data demonstrate that there is no distinctive aspect of the culture of learning of resilient schools because all aspects are interrelated and interdependent. This study discovered that the most effective aspect, which benefits the culture of teaching and learning in resilient schools, was the involvement of all stakeholders. / Educational Management / M.Ed. PFMA: Public Finance Management Act Self-managing schools LRC: Learners Representative Council MDE: Mpumalanga Department of Education SMT: School Management Team SBM: School-based management SGB: School governing body SASA: South African Schools Act Learning, Psychology of

Page generated in 0.0954 seconds