M.Com. (Business Management) / The aim of this research is to create, within the framework of the South African Educational system, the opportunity for the educational manager to determine new management outcomes through the application of relevant planning techniques. This study, therefore, focuses on planning as management function and in particular addresses strategic planning as management task to determine management outcomes. From this important factors were identfied that will influence strategies of education managers when introducing change within the Department of Education. During strategic planning sessions various group dynamic manifestations appear that usually influence group decision making. In order to establish an effective strategic planning session, it is imperative that group techniques are utilized which support the group decision making process. Therefore, managers need to understand the basic principles of group dynamics as it will eventually influence the outcome of group process and ultimately the strategic planning process.

M.Ed. (Educational Psychology) / This investigation examines empirically, the perception of educational system and educational policy as determinants of educational standards. Changes in the community lead to changes in the educational system. The present educational system does not enjoy the support of all South Africans, many maintaining that the education system must be co-ordinated into a flexible unit for the maximum benefit of pupils, parents, teachers and the broader community. The aim of the study was to determine what perceptions are, how they are formed, and what peoples perceptions are of educational systems and educational policy as determinants in educational standards. In order to achieve this, a questionnaire of eleven questions was developed based on the literature studied in chapter two of this dissertation. These were investigated for validity and reliability, and were used as a scale for the measurement of educational system and educational policy as determinants of educational standards. The variables obtained from this analysis, were applied to test structure and detailed hypotheses concerning the various groups. In this comparison the Hotelling P test was used to examine the combination of the eight facets of educational standards. Where significant multivariate differences were found, they were further investigated by means of the Student's t test. For three or more groups, the multivariate hypotheses on the eight facets of educational standards were investigated with the use of the one-way Manova. Where significant multivariate differences were found, the detail differences were investigated further with an Anova and a Scheffe, An analysis of the results revealed the following: * The education system and policy are considered an important determinant of education standards, with emphasis on: pupil teacher ratio, mother tongue instruction, financial support and support for indigent pupils * * * * * * Women's perception of the education system and policy as determinants of education standard rated higher than that of men. The Afrikaans group perceived the education system and policy as determinants of education standard more important than their English peers. Qualifications playa role in perceptions. Professional groups also differ in their perception as to the importance of the education system and policy as determinants of education standards. There are considerable differences in the perceptions of the staff of the various school models. Model Aschools placed the lowest premium on this aspect whereas Model C considered it important. A comparison of age groups revealed that the higher the age of the respondent the lower the perception that education system and policy influenced the education standards. There have alsobeen different perceptions between people of different religions affiliations, families with oneor more children, different income groups and married or unmarried people. j Education must change to keep pace with changing demands. Certain principles will still form the basis of education i.e, mother tongue tuition, Christian upbringing and differing cultures. Futureeducation system planners and politicians must take the above into account especially the teacher-pupil ratio.

M.Ed. (Education Management) / Taking up the first principalship is a demanding career transition involving emergency professional development, not only for the new principal to move from the role of teacher and administrator, but for him to successfully diagnose a new culture. The degree of success that a new principal -has in discovering, understanding, developing further and managing a new school culture within the first year of his appointment, will determine his overall effectiveness in managing the new school. Against this background, the focus of this research paper will be to identify and define school culture. Included here will be a discussion of what constitutes culture, the process of acculturation, the influence of sub-cultures and the impediment of culture on both management and change. The role of the new principal in managing and where necessary changing existing culture in a school is described in this paper. The problem areas likely to be encountered and the solutions to these problems are also discussed. A strategy is proposed to assist future new principals with the problem of managing existing culture in the school. Divided into three parts, the strategy assist the new principal to read the existing culture of the school. Secondly, it proposes that the new principal follows a collaborative process for the review of and transformation of existing school culture. The final part of the strategy is to revise and establish innovative communication networks to ensure the strategy's overall success.

Thesis (PhD)--Stellenbosch University, 2014. / ENGLISH ABSTRACT: This dissertation argues that, for several reasons, school boards serving the various Seventh-day Adventist schools in the Western Cape have not carried out their functions and responsibilities effectively and efficiently. Although the school boards meet on a regular basis, there appear to be several problems that contribute to a lack of effective performance by the board. Through an analysis of data constructed from interviews and questionnaires, the study reveals that many board members feel that they are not fully equipped to carry out the responsibilities of a governor, and furthermore that they do not belong because they do not feel a part of the decision-making process in the school. They therefore are willing to spend time and effort to equip themselves for the task through capacity building programmes and ongoing training. I contend that, in addition to capacity building programmes, the voices of individual members need to be heard as they participate, deliberately, in decision-making processes. This dissertation contends that if the boards are to function optimally, all stakeholders, particularly the school board members, should engage in capacity building programmes and also experience deliberative, democratic citizenship. They must be given an equal voice to participate in deliberations concerning policy formulation and other decision-making processes. This will help them to realise their democratic right to participate and also to experience inclusivity as a free member of the society in which they live. / AFRIKAANSE OPSOMMING: Hierdie proefskrif argumenteer dat skoolbestuursrade wat verskillende Sewende-dag Adventisteskole in die Wes-Kaap beheer om verskeie redes nie hulle pligte effektief en doeltreffend nakom nie. Hoewel die beheerrade gereeld vergader is daar blykbaar verskeie probleme wat bydra tot ’n gebrek aan die vervulling van hulle pligte. Deur die ontleding van data saamgestel uit onderhoude en vraelyste is daar gevind dat veral die raadslede, en tot ’n kleiner mate ander belangstellendes, voel hulle is nie ten volle toegerus om die verantwoordelikheid van ’n raadslid te dra nie. Hulle voel ook dat hulle nie deel is van belangrike beslissings wat in die skool geneem word nie. Daarom is hulle bereid om tyd te maak om hulle vir die werk van ’n raadslid toe te rus. Ek hou voor dat behalwe vir die gebruik van kapasiteitsbouprogramme moet die individue se stemme gehoor word en moet hulle ’n kans gegun word om saam te praat en ook aan belangrike beslissings deel te neem wat verband hou met die skool en die opvoeding van die leerder. Hulle moet hulle demokratiese burgerregte uitvoer, deelneem aan die ontwikkelinge wat in die skool plaasvind en daardeur sal hulle stemme ook gehoor word.