Die navorsingstudie is kwalitatief in benadering en vanuit die interpretatiewe paradigma onderneem. Deur van ʼn gevallestudie-navorsingontwerp en van ʼn doelgerigte steekproef gebruik te maak, is daar spesifiek gefokus op primêre skole in Kemptonpark wat in terme van art. 20 van die Skolewet (wet 84 van 1996) onderwysstudente in diens geneem het om deur middel van ervaringonderrig ʼn intern-program by die skool te deurloop in ʼn poging om die al groter-wordende uitdaging wat Suid-Afrika met betrekking tot onderwyseropleiding in die gesig staar, asook die werwing en behoud van kwaliteit onderwysers te ondervang. Inligting is ingesamel deur semi-gestruktureerde onderhoude met skoolhoofde en onderwysstudente in diens van skoolbeheerliggame te voer. Die navorsing het getoon dat van al die onderwysstudente in diens van die skoolbeheerliggaam van die deelnemende skole verwag word om betrokke te wees by kurrikulêre en buitekurrikulêre aktiwiteite en om te verseker dat die opvoeding van die leerders doeltreffend ondersteun word onder toesig van ʼn professionele opvoeder by die opvoedkundige instansie. Die terugvoer van die deelnemers korreleer met die literatuur wat toon dat die professionele bestuur van die skool en die aanwending van onderwysstudente binne die opvoedkundige program, soos vermeld in art. 16a(2) van die Skolewet, onder die pligte en verantwoordelikheid van die skoolhoof resorteer. Uit die navorsing blyk dit duidelik dat die skoolhoof toerekenbaar gehou kan word vir die aanwending van die onderwysstudente binne die opvoedkundige program van die skool en dat die skoolhoof ook aanspreeklikheid aanvaar vir die ervaringonderrig-opleiding wat die onderwysstudente as deel van die internskapprogram ontvang. Deurgaans is dit beklemtoon dat die aard van die skoolhoof se taak die basis vorm van alle aktiwiteite van menslike hulpbronbestuur binne die skool. Hierdie studie poog om ʼn sinvolle bydrae te lewer tot die huidige kennisbasis van die aanspreeklikheid van die skoolhoof vir die aanwending van onderwysstudente in diens van skoolbeheerliggame. Daar word aanbeveel dat die beperkte navorsing oor die aanspreeklikheid van die skoolhoof vir die aanwending van onderwysstudente in diens van skoolbeheerliggame wat tans bestaan, deur verdere studies aangespreek word. ENGLISH : The research was conducted from a qualitative perspective and interpretative paradigm. Using a case study design and purposeful sampling, the research focused on primary schools in Kempton Park, that in terms of sec. 20 of the schools act (act 84 of 1996) employ student teachers to be trained via an internship programme hosted by the school in an attempt to assist in the challenge that education in South Africa faces with regard to the training of educators as well as in the recruiting and retaining of quality educators. The research has shown that all the student teachers employed by school governing bodies of the participating schools were expected to be actively involved in extra- and co-curricular activities and to assist and observe class teaching. Students were expected to observe how the educational and general welfare of all learners are catered for and to observe and assist at an elementary level the overseeing of learner discipline and the general welfare of all learners. The student teachers were also expected to be involved in the maintenance of contact with sporting, social and cultural activities. Feedback from the participants correlates with the literature that shows that the professional management of the school is the responsibility of the principal. These responsibilities include effective staff training programmes, as well as orientation and induction programmes for staff. The research has shown that the school principal can be held accountable for the mentoring, coaching and general support of student teachers. In terms of sec. 16a(2) of the School’s Act the school principal must undertake the management of all educators and the support of staff. The research has confirmed that the school principal can be held accountable for the utilisation of student teachers within the educational programme of the school as well as for the training received during the internship programme hosted by the school. Throughout the research it was emphasised that the nature of the task of the principal forms the basis of all human resource management activities in the school. This study attempts to contribute to the existing knowledge concerning the accountability of the school principal with regard to the utilisation of student teachers employed by school governing bodies. It is recommended that the limited research concerning the accountability of the school principal with regard to the utilisation of student teachers employed by school governing bodies be further researched. Copyright / Dissertation (MEd)--University of Pretoria, 2011. / Education Management and Policy Studies / unrestricted

Beginneronderwysers moet die geleentheid kry om om hul onderwysvaardighede te verbeter en hul professionele identiteit te ontwikkel. Daar word internasionaal ervaar dat beginneronderwysers die onderwysprofessie binne twee tot vyf jaar verlaat indien hulle nie voldoende ondersteuning en opleiding deur mentorskap ontvang nie. Die navorsing word gerig na aanleiding van die primêre navorsingsvraag naamlik: Hoe word mentorskap toegepas tussen die Grondslagfase-departementshoof en die beginneronderwyser? Uit die navorsingsprobleem soos hierbo gestel, is die volgende sekondêre navorsingsvrae geformuleer. Sekondêre navorsingsvrae 1. Hoe word die uitdagings van dissipline en klaskamerbestuur deur middel van mentorskap aangespreek? 2. Hoe kan mentorskap bydra om vakkennis en kurrikulumontwikkeling te versterk? 3 Watter aspekte van mentorskap dra by tot beter gehalte van onderwys en metodiek wat die beginneronderwyser in die klaskamer gebruik? 4. Hoe word mentorskap aangewend in die vestiging van _ verhouding tussen die beginneronderwyser en medekollegas, ouers en leerders? 5. Hoe word onderwysprofessionalisme ontwikkel en versterk deur mentorskap? Die navorser het _ kwalitatiewe navorsingsbenadering gevolg en die navorsings-ontwerp was _ gevallestudie binne _ interpretivistiese / konstruktivistiese paradigma. Die data is ingesamel deur semi-gestruktureerde onderhoude met die deelnemers waartydens hulle oop vrae (hoe? hoekom?) beantwoord het. Die vrae is vooraf opgestel volgens die temas van die konseptuele raamwerk soos geïdentifiseer uit die literatuurstudie. _ Doelgerigte steekproef wat aan voorafbepaalde kriteria voldoen het, is in die kwalitatiewe navorsingstudie gebruik. Die steekproef het bestaan uit skoolhoofde, departementshoofde en beginneronderwysers by vyf verskillende Afrikaanse laerskole in die Tshwane-Noord-distrik van Pretoria. Laerskole is telefonies gekontak en die skole wat beginneronderwysers aangestel het, is geïdentifiseer. Daarna is die skoolhoofde gekontak en toestemming verkry om navorsing by hul skole te doen. Die bevindings en aanbevelings van die studie is aan die deelnemers voorgelê sodat hulle die akkuraatheid en betroubaarheid daarvan kon verifieer. Die navorser het gepoog om die studie te trianguleer deur verskillende metodes te gebruik, naamlik _ literatuurstudie, asook die evaluering en vergelyking van inligting uit semi-gestruktureerde onderhoude om die geldigheid en betroubaarheid van bevindings te toets. Die deelnemers aan die studie se identiteite is beskerm deur van skuilname gebruik te maak – vir sowel die individue as die laerskole wat aan die studie deelgeneem het. My opsommende bevinding is dus dat die voordele van mentorskap legio is en sodra nuwe onderwyser doeltreffend bemagtig word deur mentorskap, hy/sy die geleentheid kry om te groei en ontwikkel om sy profesionele potensiaal ten volle te ontwikkel. / Dissertation (MEd)--University of Pretoria, 2019. / Education Management and Policy Studies / MEd / Unrestricted

The image of a school is mechanism that defines a certain school amongst other schools in the vicinity, as well as the country. The image model developed in this study, can be used as a management tool through which the school can evaluate all the different facets contributing to the image of a school, and identify positive and negative factors requiring action plans for maintenance or development. Transvalia High School has been one of the top 100 schools in South-Africa since 2009. The evaluation done by Perry (2009) does, however, only focus on the academic side of the school and not on the other factors as defined by Howard (1998:15) that contributes to the image of a school. The question thus is how the image of Transvalia presents itself, and what could possibly be done to enhance it and strengthen its position between the top 100 schools in South-Africa. It was decided to research die possible factors as identified by the literature study, that supports the image of the school and the measure of their impact. Through prioritization of the factors, management actions were derived to enhance the image of the school. Research was done through a quantitative questionnaire with a sample size of 450 students, parents and teachers randomly selected from each class in the school. The design of the questionnaire stemmed from the literature study done. The results from the questionnaires were used to: • test the validity, reliability and comparative fit of the questionnaire; and • identify critical, development and maintenance areas of the image of the school. Only 345 valid questionnaires could be used in the study. Additional comments from the questionnaires were divided into positive and negative areas, with several main focus points. The qualitative data were then sorted into these focus areas and quantified. The results of the questionnaire as a measuring instrument showed beyond doubt, that the questionnaire was sufficiently valid and reliable to measure the image of a school. A structural equation model was developed through factor analysis and the statistical department of the North-West University to determine the exact influence of each of the pillars onto the image as well as onto each other. The following results were obtained: • Only 79% of the environment contributes to the image of the school where the environment consists of the parents, the Department of Education and the school governing body; • The school culture consists of the history of the school, the climate within the school, recognition, appearance, discipline, safety and religion. Only 82% of the school culture contributes to the image. • Approximately 85% of Product Catalogue supports the image. The Product Catalogue is supported by academics, sport, leadership and tertiary alignment. • Lastly, the image is supported by 84% of delivery mechanisms that consists of the principal, teachers, infrastructure and technology of the school. From the study and the conclusions drawn, the following recommendations were made: • Parent involvement in supporting their children with homework and with sport and fundraising activities, is insufficient and requires development; • The selection of teachers, especially in the lower grades, has to have stricter requirements in line with subject needs; • Safety at school and in particular evacuation plans, requires attention and drills; • Discipline application between the teacher core has to be standardized and focused on reducing smoking students, intensified; • The perception of an imbalance between sport and academics requires proper information distribution; • Formal leadership courses have to be introduced in to the product catalogue; • Performance appraisal for teachers through a Balanced Scorecard and individual development plans have to be introduced; and • A visible marketing plan utilising the various media available have to be developed. / Thesis (MBA)--North-West University, Potchefstroom Campus, 2011.

The image of a school is mechanism that defines a certain school amongst other schools in the vicinity, as well as the country. The image model developed in this study, can be used as a management tool through which the school can evaluate all the different facets contributing to the image of a school, and identify positive and negative factors requiring action plans for maintenance or development. Transvalia High School has been one of the top 100 schools in South-Africa since 2009. The evaluation done by Perry (2009) does, however, only focus on the academic side of the school and not on the other factors as defined by Howard (1998:15) that contributes to the image of a school. The question thus is how the image of Transvalia presents itself, and what could possibly be done to enhance it and strengthen its position between the top 100 schools in South-Africa. It was decided to research die possible factors as identified by the literature study, that supports the image of the school and the measure of their impact. Through prioritization of the factors, management actions were derived to enhance the image of the school. Research was done through a quantitative questionnaire with a sample size of 450 students, parents and teachers randomly selected from each class in the school. The design of the questionnaire stemmed from the literature study done. The results from the questionnaires were used to: • test the validity, reliability and comparative fit of the questionnaire; and • identify critical, development and maintenance areas of the image of the school. Only 345 valid questionnaires could be used in the study. Additional comments from the questionnaires were divided into positive and negative areas, with several main focus points. The qualitative data were then sorted into these focus areas and quantified. The results of the questionnaire as a measuring instrument showed beyond doubt, that the questionnaire was sufficiently valid and reliable to measure the image of a school. A structural equation model was developed through factor analysis and the statistical department of the North-West University to determine the exact influence of each of the pillars onto the image as well as onto each other. The following results were obtained: • Only 79% of the environment contributes to the image of the school where the environment consists of the parents, the Department of Education and the school governing body; • The school culture consists of the history of the school, the climate within the school, recognition, appearance, discipline, safety and religion. Only 82% of the school culture contributes to the image. • Approximately 85% of Product Catalogue supports the image. The Product Catalogue is supported by academics, sport, leadership and tertiary alignment. • Lastly, the image is supported by 84% of delivery mechanisms that consists of the principal, teachers, infrastructure and technology of the school. From the study and the conclusions drawn, the following recommendations were made: • Parent involvement in supporting their children with homework and with sport and fundraising activities, is insufficient and requires development; • The selection of teachers, especially in the lower grades, has to have stricter requirements in line with subject needs; • Safety at school and in particular evacuation plans, requires attention and drills; • Discipline application between the teacher core has to be standardized and focused on reducing smoking students, intensified; • The perception of an imbalance between sport and academics requires proper information distribution; • Formal leadership courses have to be introduced in to the product catalogue; • Performance appraisal for teachers through a Balanced Scorecard and individual development plans have to be introduced; and • A visible marketing plan utilising the various media available have to be developed. / Thesis (MBA)--North-West University, Potchefstroom Campus, 2011.

AFRIKAANS : Voor 1994 was die skoolhoof aanspreeklik vir die beheer van die finansies van die skool. Met die instelling van die Suid-Afrikaanse Skolewet no. 84 van 1996 het die aanspreeklikheid ten opsigte van finansies drasties verander deurdat selfbestuur by skole geïmplementeer is. Daar bestaan groot onduidelikhede by departementele amptenare sowel as by skoolhoofde en beheerliggaamlede oor wie aanspreeklik vir die finansies van die skool is. Skole se begrotings het sedert 1994 van `n paar honderd duisend rand na `n paar miljoen rand toegeneem; meer personeel word aangestel wat deur die skoolbeheerliggaam vergoed word en dit alles plaas ekstra belading op die skoolhoof. Dikwels is die skoolhoofde en skoolbeheerliggaamlede nie opgelei om hierdie ekstra finansiële lading te hanteer nie. Daar word van die skoolbestuurspan verwag om kennis van finansiële bestuur te hê om hulle taak effektief te kan uitvoer, nie alleenlik vir hulle eie oorlewing nie maar ook tot die voordeel van die skool en die gemeenskap. Die doel van hierdie studie is om te bepaal watter faktore die beheer en bestuur van skoolfinansies in `n openbare skool beïnvloed en om `n model daar te stel wat die beheer en bestuur van skoolfinansies in `n openbare skool sal rig. ENGLISH : Before 1994 the principal of a school was accountable for the control of the school`s finances. Since the introduction of the South African Schools Act no. 84 of 1996 and the implementation of self management of schools, the accountability regarding finances has changed dramatically. Schools’ budgets have increased from thousands of rand to millions of rand since 1994; more teachers are being appointed and paid by the school governing body. Departmental officials, principals and school governing body members have no experience to handle the extra financial burden. Principals and school governing body members have no experience of carrying this extra financial burden. It is expected of school managers to have knowledge of financial management to enable them to execute tasks effectively, not only for their own survival but also in the best interest of the school and the community. The purpose of this study is to determine factors that influence the control and management of public schools’ finances and to present a model that will guide the control and management of a public school’s finances. Copyright / Dissertation (MEd)--University of Pretoria, 2009. / Education Management and Policy Studies / unrestricted

The researcher investigated the management of multi-grade teaching for optimal learning in Gauteng West primary schools. Ten participants, including school principals, heads of departments and educators participated in individual and focus group interviews and in observation of multi-grade classroom contexts. Findings revealed that educators involved in multi-grade teaching feel overwhelmed by challenging work conditions pertaining to large learner numbers and a lack of adequate didactical resources. This is exacerbated by a lack of professional development by means of tailor-made training for multi-grade teaching and the presumption that educators teaching such classes must merely change the monograde teaching format of the curriculum themselves for applicable implementation in a multi-grade teaching context. This leaves educators socially, emotionally and professionally isolated. Recommendations include the involvement of seasoned educators with expert knowledge and experience of multi-grade teaching to present training sessions constituting advice and support to inexperienced educators involved in said teaching. / Die navorser het die bestuur van meergraadonderrig by laerskole in Wes-Gauteng vir optimale leer ondersoek. Afgesien van individuele en fokusgroeponderhoude met skoolhoofde, departementshoofde en opvoeders, is waarneming in meergraadklaskamers gedoen. Volgens die bevindings bemoeilik groot klasse en ʼn gebrek aan didaktiese hulpmiddels meergraadopvoeders se taak. Meergraadopvoeders voel hulle geensins opgewasse teen hierdie werksomstandighede nie. ʼn Gebrek aan opleiding in meergraadonderrig en die veronderstelling dat opvoeders die eengraadformaat van die kurrikulum in ʼn meergraadformaat kan omskakel, vererger sake. Opvoeders is van mening dat hulle maatskaplik, emosioneel en professioneel in die steek gelaat word. Daar word aanbeveel dat gesoute opvoeders met kennis van en ervaring in meergraadonderrig onervare opvoeders oplei en adviseer. / Monyakisisi o dirile dinyakisiso ka ga go ruta dikereiti tse fapanego go fihlelela bokgoni le tsebo tikologong ya go thekga dinyakwa tsa baithuti dikolong tsa phoraemari go la Gauteng Bodikela. Batseakarolo ba lesome, go akaretswa dihlogo tsa dikolo, dihlogo tsa dikgoro le barutisi ba tseere karolo ditherisanong ka botee le dihlopha tseo di nepisitswego gape le temogo dikemong tsa diphaposi tsa dikereiti tse di fapanego. Dikhwetso di utollotse gore barutisi bao ba rutago dikereiti tse fapanego ba imelwa ke maemo a modiro wo o nyakago gore ba ntshe bokgoni bja bona ka moka ka lebaka la dipalo tse ntsi tsa baithuti le tlhokego ya dithusi tsa thuto tse di lekanego. Se se thatafiswa ke tlhokego ya tlhabollo ya profesene ye ka go fa tlhahlo yeo e lebanego ya go ruta dikreiti tse fapanego le kgopolo ya go re barutisi bao ba rutago ba swanela go no fetola popego ya lenaneothuto la kereiti e tee ka bobona go re ba le dirise kemong ya go ruta dikereiti tse fapanego. Se se dira gore barutisi ba ikhwetse ba se na kgokagano le setshaba leagong, ba hloka bao ba ka llelago go bona le go se be le bao ba nago le kgahlego go profesene ya bona. Ditshisinyo di akaretsa go ba gona ga barutisi bao e lego kgale ba ruta ba nago le maitemogelo le botsebi go ruta dikereiti tse fapanego go hlagisa dipaka tsa tlhahlo tseo di fago maele le thuso go barutisi bao ba se nago maitemogelo. / Educational Management and Leadership / M. Ed. (Education Management)