In South Africa, the trend has been towards the decentralising of authority and giving greater powers to schools. This implies the active involvement of the school governing body members, the school management team members and the Level One educators in the day-to-day functioning of the school. Whilst some schools have welcomed this change and seen this devolution of power as an added advantage contributing to the efficacy of schools, some schools have struggled, while others have failed dismally to cope with this added responsibility of managing their own resources. The researcher, being an educator involved in this transition, has been intrigued by the success of some self-managing schools and the failure of others. The following words of Oliver Wendell Holmes have inspired the investigator to conduct this research to ascertain the reasons for the success of certain schools and the failure of others: “What lies behind us and what lies before us are tiny matters compared to what lies within us.” Since the performance of schools is normally ranked according to their matriculation pass rates, this research focused on six self-managing schools in the Port Elizabeth District. These schools were selected on the basis of their matriculation performances in 2008. Two of the schools had achieved an above 85 percent matriculation pass rate (Category A); two obtained a 50 percent pass rate (Category B); while the other two schools obtained matriculation pass rates of between 25 percent and 30 percent (Category C). Although the research relied strongly on a qualitative method of inquiry, because of the nature of the data and the need to obtain a better understanding of the feelings, attitude and perceptions of those in management positions, governing body positions and members of the personnel, multiple instruments for data collection such as a literature review and the study of school documents and questionnaires, were used. This inclusion of these multiple instruments for obtaining information, which is also called triangulation, contributed to the reliability and validity of the empirical investigation. Although the data was presented in the form of tables and graphs, vi which alludes to a quantitative approach, a narrative interpretation of the findings, which is associated with a qualitative method of inquiry, was also presented. An analysis of the findings revealed that there was a great amount of involvement of the principals, school management team members and Level One educators in Category A schools, which had a matriculation pass rate of above 85%, in the following change management strategies: the establishment of a vision, planning and organising, teamwork, training and development, communication, praise and incentives, and evaluation and feedback. There was also a great contribution by the school governing body members. However, the study revealed that Category B and Category C schools did not effectively use communication, praise and incentives and evaluation and feedback as change management strategies. It was evident from the empirical investigation that in Category B and C schools, the school governing body members were less, or not involved in the usage of the change management strategies applied. According to the results based on the six-facet model of Emotional Intelligence, Category A schools obtained 80% and above in the competencies relating to the self and social domain. Category B schools fluctuated between 50 percent and 80 percent in both dimensions, while Category C schools fluctuated between 30 percent and 80 percent. The findings suggest that there should be greater involvement of all stakeholders, especially the school governing body members, in the establishment of a vision, planning and organising, communication, teamwork, training and development, praise and incentives and the provision of feedback and evaluation for self-managing schools to become effective and improve their performances. Professional development, especially in the areas pertaining to Emotional Intelligence competencies such as personal and interpersonal skills, should be prioritised. This thesis proposes that, on the basis of the investigation carried out at the six participating schools on the influence of Emotional Intelligence on the change management strategies adopted in self-managing schools, schools use strategies such as the establishment of a vision, planning and organising, communication, teamwork, training and development, praise and incentives and evaluation and feedback to ameliorate the damaging impact of change. There should be continuous training and development at schools, especially for the school governing body members, who are elected every three years. The newly elected school governing body members need to develop the necessary skills to effectively contribute to the efficacy of schools. The human resource is the vital ingredient in schools, thus for any progression or improvement, all stakeholders need to be informed, trained and enriched. Since Emotional Intelligence can be learned, professional development in the area of Emotional Intelligence should be given more thought and included in training courses, focusing on the development of personal and interpersonal skills. The Emotional Intelligence training should be conducted as part of teacher training courses as well as on an annual basis for educators already in the teaching system, since Emotional Intelligence can influence the use of change management strategies at schools and enhance the efficacy of the functioning of self-managing schools.

Text in Afrikaans / Hierdie studie kontrasteer die Newtoniaanse denkwyse en die konstruktivisme as vertrekpunt. Die beginsels van reduksionisme, neutraliteit en liniere oorsaaklikheid waarop die Newtoniaanse denke gefundeer is, word gekontrasteer met die sirkulariteit en non-objektiwiteit van interveiwante elemente binne die lewende sisteem. Die verskille in aannames van personeel van 'n welsynsvereniging word ondersoek aan die hand van observasie van prosesse van veranderende denke wat oor 'n periode ontwikkel het. Die proses van verandering word aan die hand van 'n gevallestudie bespreek. Binne die veranderende denke, is erkenning verleen aan die sistemiese orientasie waar die interaktiewe intervetwantskap van die elemente binne die sisteem ter sprake raak. Die lewende sisteem en die kenmerke van outonomie, outopo"ise, organisasie en struktuur word binne die filosofie van konstruktivisme bespreek. Uit hierdie filosofie evolueer 'n proses waar binne realiteite geskep word, konsensus binne die sisteem verkry word, en die organisasie van die lewende sisteem reflekteer word / This study focusses on the contrasting thinking patterns of Newtonian thinking and constructivism. The principles of reductionism, neutrality and linear causality on which Newtonian thinking is grounded are compared with circular processes and non objectivity of interrelated elements that are to be found in living systems. The differences in assumptions of personnel in a welfare organisation are investigated through observation of changing processes of thinking that evolved over a period of time. The process of change is discussed by way of a case study. Recognition is given to the systemic orientation where the interactive interrelatedness of elements within the system evolved within changing patterns of thinking. The living system and characteristics of autonomy, autopoiesis, organisation and structure are discussed from a philosophy of constructivism. From this philosophy evolved a process in which realities were created, consensus was reached within the system, and the organisation of the living system was reflected. / Social Work / M.A. (Sosiale Wetenskappe(Geestesgesondheid))

Text in Afrikaans / Hierdie studie kontrasteer die Newtoniaanse denkwyse en die konstruktivisme as vertrekpunt. Die beginsels van reduksionisme, neutraliteit en liniere oorsaaklikheid waarop die Newtoniaanse denke gefundeer is, word gekontrasteer met die sirkulariteit en non-objektiwiteit van interveiwante elemente binne die lewende sisteem. Die verskille in aannames van personeel van 'n welsynsvereniging word ondersoek aan die hand van observasie van prosesse van veranderende denke wat oor 'n periode ontwikkel het. Die proses van verandering word aan die hand van 'n gevallestudie bespreek. Binne die veranderende denke, is erkenning verleen aan die sistemiese orientasie waar die interaktiewe intervetwantskap van die elemente binne die sisteem ter sprake raak. Die lewende sisteem en die kenmerke van outonomie, outopo"ise, organisasie en struktuur word binne die filosofie van konstruktivisme bespreek. Uit hierdie filosofie evolueer 'n proses waar binne realiteite geskep word, konsensus binne die sisteem verkry word, en die organisasie van die lewende sisteem reflekteer word / This study focusses on the contrasting thinking patterns of Newtonian thinking and constructivism. The principles of reductionism, neutrality and linear causality on which Newtonian thinking is grounded are compared with circular processes and non objectivity of interrelated elements that are to be found in living systems. The differences in assumptions of personnel in a welfare organisation are investigated through observation of changing processes of thinking that evolved over a period of time. The process of change is discussed by way of a case study. Recognition is given to the systemic orientation where the interactive interrelatedness of elements within the system evolved within changing patterns of thinking. The living system and characteristics of autonomy, autopoiesis, organisation and structure are discussed from a philosophy of constructivism. From this philosophy evolved a process in which realities were created, consensus was reached within the system, and the organisation of the living system was reflected. / Social Work / M.A. (Sosiale Wetenskappe(Geestesgesondheid))