Aim: This study investigated the nature and extent of the relationship between bullying and trauma among male adolescent learners. Trauma was operationalised through the constructs of posttraumatic stress, anxiety, depression, dissociation and anger. In addition the study aimed to determine the prevalence and forms of bullying with reference to the different bullying roles (the bully, the victim, the bully-victim and the bystander). Method: In this quantitative study, two objective measures were administered (viz., the Olweus Bullying/Victimisation Scale and the Trauma Symptom Checklist for children) to a saturation sample of male adolescent learners between the ages of 12 and 17, from a purposively selected South African male-only high school (N=509). Findings and Conclusions: Statistical analysis (correlational analyis, MANOVA, and Binary-Logistic Regression analysis) produced evidence to suggest that there is a statistically significant relationship between bullying and trauma, and this was strongest for the victim role. The relationship between bullying and trauma was dependent on the frequency of bullying; as the frequency of being bullied increased so too did the mean scores of all the five trauma subscales. Depression demonstrated the highest correlation with the victim role, followed by Posttraumatic stress. In addition, 22.4% of learners could be clinically and subclinically diagnosed with posttraumatic stress and 21.0% with dissociation. The study suggests that each learner has a subjective experience of bullying, and accordingly displays different symptom profiles. Overall, the findings corroborate the argument that repetitive stressful events (such as bullying) are predictive of symptom-clusters of ongoing trauma. The subjective experience of bullying was also evident in the prevalence rates of bullying; as these were evidently dependent on how it was defined and understood by learners. While only 32.1% of learners admitted to being bullied; 60.2% of this same sample admitted experiencing at least one form of bullying listed in the questionnaire; and similarly, while only 29.8% of learners admitted to bullying other learners; 49.0% admitted participating in at least one form of bullying listed in the questionnaire. Chronic bullying demonstrated greater levels of trauma for all 5 subscales; 19.7% of learners had experienced weekly (or chronic) bullying and 12.3% had participated in chronic bullying. A range of policy, school-specific and research recommendations are offered based on the findings of the study. / Thesis (M.A.)-University of KwaZulu-Natal, Durban, 2009.

No abstract available. / Thesis (M.A.)-University of Durban-Westville, 1994.

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.

The purpose of this study is to investigate the leadership practices and organizational culture at a private Christian school in the Eastern Cape. A preliminary review of leadership literature suggested that traces of servant leadership may be apparent at the organization. Thus servant leadership will form a key focus area for exploration in this study. An analysis of this nature can make one aware of the influence leadership has in shaping the organizational culture of an institution. This in turn can be used to inform the future thinking around leadership efforts with respect to culture formation within an organization. The issue was addressed by consulting various articles to view the issue from different perspectives. The school served as a vehicle to explore the tenets of leadership and organizational culture. The study will take the form of a descriptive quantitative study. It was concluded that leadership plays a significant role in establishing the culture at an organization. However, leadership is not the only factor that shapes the organizational culture of an institution. The beliefs and values of the organization also has a role in shaping the overall culture and identity of an organization.

D.Ed. / At present parents, learners and staff from various cultures, faiths, interests, language needs, learning and cognitive style needs have admission to the same schools. Apart from this, the manner in which a Christian principal manages the school and his management behaviour are to a large extent determined by his belief framework. This, however, presupposes that the Christian principal should be knowledgeable about the various cultural groups in order to display a positive attitude towards these groups. At the same time it is true that each child, regardless of race, colour, faith, culture, sex, age, belief and ethnic origin can be admitted to any school of his/her choice (Botha, 1990 : 41; Bouwer, 1995 : 48; Bray, 1998 : 18). The Christian principal should seriously consider the mission, code of conduct and ethos of his school for all learners to feel welcome. Living by one's beliefs has become a sensitive matter and should be approached with care within a new education system. Perhaps a principal should adapt his management strategy with a diversity of language, faith and culture in public schools in order not to give offense to people who are different-minded. This, however, does not imply that the Christian principal should remain silent about his faith, for he should rather act with wisdom and insight in order to proclaim the gospel of Jesus Christ (compare Romans 1 : 16). This is just one of the many problems confronting a Christian principal in public schools which gave rise to the motivation for this research. In an effort to overcome the above problems, the following aims were formulated for this study as an inquiry into ; the degree to which the management skills of the Christian principal are influenced by Scriptural principles (traditional management values); the attitude required to realise in practice the understanding of the will of God in order to display the personality traits which are given to the reborn Christian by the Spirit of God and which are related to traditional management values; specific personality traits required from a Christian principal in accordance with the will of God in order to manage effectively; and educators' experience and opinions of specific management values (moral values) in educational management, in order to determine whether principals whose management approach rests on Scriptural principles can indeed manage effectively in public schools.

M.Ed. (Educational Leadership and Management) / In our dynamic South African society effective leadership is a huge challenge and an important responsibility. It has to be realised that one of the realities that is increasingly imposing itself on socio-politico-economic management all over the world, as globalisation becomes dominant, is the need to manage diversity (Kauzya, 2002:2). School leaders are faced with the challenge of transforming schools to comply with rapidly changing policies to meet the needs of a changing society, and are in a key position to develop a strategy for promoting and managing diversity (Naidu, Joubert, Mestry, Mosoge & Ngcobo, 2008:2). Managing diversity in the workplace is a worldwide phenomenon (Harris, Moran & Moran, 2004:208). Unlike other culturally diverse countries such as the United States, Britain, Canada and Australia which have paid attention to multicultural issues since the 1970s, South Africa is now only beginning to face the challenges brought about by a multicultural approach (Grobler, Wärnich, Carrell, Elbert & Hatfield, 2006:79; Loock, Grobler & Mestry, 2006:16). Managing diversity in South Africa is no easy responsibility due to historical racial segregation and institutionalised separate development, which resulted in a lack of understanding between people from different backgrounds and cultures (Meier, 2007:655; Ngobese, 2004:19-20). If managed well, diversity provides benefits that enhance organisational performance. When ignored or mismanaged, diversity brings challenges and obstacles that can hinder the organisation‟s ability to achieve organisational goals (Cox, 2001:4; Moodian, 2009:36).

What happens to the implementation trajectory of a specific policy as it is shaped by multiple stakeholder understandings and competing policy influences in the school environment? The specific case in focus is the new government policy in South Africa on Whole School Evaluation (WSE). This policy requires that schools conduct internal self-evaluations, which will be followed by external evaluations and the implementation of school development plans for the purpose of bringing about school improvement. The purpose of this study is to explain how different stakeholders (education planners, teachers, and principals) understand and enact WSE policy within the school environment given the competing policy demands in the South African context. My study is unique for three reasons. First, I wish to cancel out explanations for possible policy failure that can be attributed to a lack of commitment to the new WSE. I will be seeking to understand how policy is implemented in contexts where there is a readiness to receive and manage change. Second, I will compare rival stakeholder understandings and trace the influence of these competing understandings on the implementation process and outcomes within the South African school context and, third, investigate how one policy is understood and acted-on, given the competing demands of related policies on schools and the practitioners working in the sampled schools. The specific research questions that guided this investigation are the following: 1. How do various stakeholders in the school environment understand WSE policy? 2. How do schools implement WSE policy given the presence of other evaluation related policies in the same school environment? Data was collected over a period of one year using a multi-method approach. Multiple methods of data collection included using in-depth, semi-structured interviews (both individual and focused group sessions) with stakeholders, observations of critical incidents in the policy implementation process, document analysis, photographs, teacher diaries, field notes, free writing schedules and structured questionnaires. The main findings from the study are the following: -- that when implementers are faced with multiple competing policies their implementation stance is determined by what is considered to be practical, immediate and known -- that for policies to have the desired impact there has to be a high degree of “coherence” among the different policies as well as “coherence” within individual policy frameworks. Furthermore, a combined and well-co-ordinated approach to multiple policy implementation is necessary for the policies to have the desired impact -- that for policies have the desired impact there has to be a high degree of “coherence” within the minds/understanding of practitioners -- that stakeholders who have negative experiences of a particular policy issue remain skeptical about the value of similar policies. Stakeholders draw on these experiences to guide their future actions -- that school-site conceptions of evaluations are constantly developed and changed as a result of multitudinous “forces of influence” -- that homogenous culture, bureaucratic responsiveness and hierarchical organization together compose a positive response to official policy -- that the course of policy implementation is influenced both negatively and positively by variables operating within and outside the school context. Finally the insights gained from this study hold practical as well as theoretical significance. Not only does it offer planning insights for the North West province in relation to WSE implementation, but is also serves to unpack the “black box” of policy implementation. It deepens our understanding of the problems faced with implementing planned change in transforming contexts even in cases where there is a receptiveness to change. / Thesis (PhD (Education Policy Studies))--University of Pretoria, 2006. / Education Management and Policy Studies / unrestricted

Bullying behaviour is fast becoming a common feature in schools around the world. It is a practice that provokes concern, as it infringes upon the child’s right to human dignity, privacy, freedom and security. The physical, emotional and educational consequences of bullying behaviour can never be underestimated (Oyaziwo, 2008). Limited research has been conducted in South Africa regarding the prevalence and possible long-term effects of chronic bullying at school. This study intended to explore and describe the prevalence of bullying behaviour among a sample of grade 8 learners and the prevalence of previous chronic bullying at school among a sample of young adults in the Nelson Mandela Metropole. In addition, the study aimed to explore and describe the relationship between chronic bullying at school and self-esteem and attachment styles. Finally, the contextual factors which may influence the outcomes of chronic bullying for victims were explored and described. The study was exploratory descriptive in nature and employed a mixed method research design. Participants were selected by means of non-probability sampling. The sample consisted of 225 grade 8 learners at a secondary school in the Nelson Mandela Metropole and 101 young adult participants who had completed their school education in the Nelson Mandela Metropole within the past sixteen years. Data on the demographics of the sample was gathered through the administration of a biographical questionnaire. Furthermore, the Olweus (1996) Bully/Victim Questionnaire was utilized in order to obtain information about the prevalence of bullying behaviours among the participants. James Battle’s (1981) Culture-Free Self-Esteem Inventories were used to measure the construct of self-esteem, and Bartholomew and Horowitz’ (1991) Relationship Questionnaire was employed in order to identify the participants’ current attachment styles. Individual semi-structured interviews were later conducted among a sub-set of young adult participants, who had experienced chronic bullying at school, in order to identify the contextual factors which may have influenced the xiii outcomes of their experiences of victimization. Descriptive and inferential statistics, including correlations and multivariate analysis of variance (ANOVA), were utilized in order to analyze the quantitative data. Key findings revealed that eighty-five percent of the grade 8 participants had been involved in bullying behaviours at school this year and ninety-one percent of the young adult participants had been involved in bullying behaviours during some stage of their school careers. No significant relationship was found to exist between bullying and self-esteem in the grade 8 sample. Self-esteem scores did however vary significantly among the victims, bully-victims and bystanders in the young adult sample. Correlational coefficients confirmed that there was a significant relationship between previous chronic bullying at school and the total self-esteem scores of participants in the young adult sample. Findings also showed that there was no significant relationship between bullying and attachment in either of the samples in this study. Finally, qualitative results revealed that a number of contextual factors influenced the outcomes of chronic bullying at school for the sub-set of young adult victims. These factors included: The nature, frequency and duration of the bullying behaviour, the victims’ social support at the time as well as the victims’ personal characteristics.

M.Ed. / There are many marketing strategies for township schools but the writer has concentrated on the practical strategies for township schools. The aim of this study was to investigate the marketing strategies that might be of strategic importance to township schools and how these marketing ideas can be sustained for a very long-term, and to explore the relationship between parents, student, governors, the community and business sector and the nature of their accountability. The admissions committee and member of school management team in Soweto were part of the participant in the study. This is a qualitative research based on interviews and observation. The outcome of this project is that without the effectiveness and flexibility of marketing, most schools will close down. The schools need to be accountable to every action and activities happening within their boundaries. The relationship of stakeholders to the school is the most important tool for marketing.