School rules form an important management instrument for the principal in his management of the school (i.e. management of pupil activities). The accepted view of school rules and of the term discipline has a negative connotation. This should not be so. School rules have as first aim education and teaching and discipline indicates a state of orderliness and a positive learning and educational atmosphere in which the self-discipline of pupils can prosper. This state is brought about by the intertwining of management functions amongst which the implementation of a system of rules. In order to enable the principal to fulfil the mission given to man at creation, and at the same time comply with legal and educational requirements, a system of school rules must be regarded as part of his management function. A rule system regarding management of the school (i.e. pupil management) should be made compulsory in schools by departments of education. However, it is not advisable that a complete set of school rules should be enforced on principals by such departments. Guided by his scriptural religious fundamentals, the christian principal will apply rules against the background of creation, the fall of man and his salvation. He will apply rules as though implementation is scripturally founded. School rules show a bifocal perspective regarding major management functions, planning, organizing, guidance and control. On the one hand management functions are applied to establish school rules and on the other hand existing school rules are applied as management instrument in collaboration with major and secondary management functions. School rules form an integral part of the management function of a principal. It is imperative that principals should be aware of the requirements with which school rules must comply and that these rules should form part of their daily management functions in order to ensure first rate education and teaching. / Thesis (MEd)--PU vir CHO, 1986

School rules form an important management instrument for the principal in his management of the school (i.e. management of pupil activities). The accepted view of school rules and of the term discipline has a negative connotation. This should not be so. School rules have as first aim education and teaching and discipline indicates a state of orderliness and a positive learning and educational atmosphere in which the self-discipline of pupils can prosper. This state is brought about by the intertwining of management functions amongst which the implementation of a system of rules. In order to enable the principal to fulfil the mission given to man at creation, and at the same time comply with legal and educational requirements, a system of school rules must be regarded as part of his management function. A rule system regarding management of the school (i.e. pupil management) should be made compulsory in schools by departments of education. However, it is not advisable that a complete set of school rules should be enforced on principals by such departments. Guided by his scriptural religious fundamentals, the christian principal will apply rules against the background of creation, the fall of man and his salvation. He will apply rules as though implementation is scripturally founded. School rules show a bifocal perspective regarding major management functions, planning, organizing, guidance and control. On the one hand management functions are applied to establish school rules and on the other hand existing school rules are applied as management instrument in collaboration with major and secondary management functions. School rules form an integral part of the management function of a principal. It is imperative that principals should be aware of the requirements with which school rules must comply and that these rules should form part of their daily management functions in order to ensure first rate education and teaching. / Thesis (MEd)--PU vir CHO, 1986

The aims of this study are to establish: • what work satisfaction entails • which factors influence the work satisfaction of the principal according to the available literature • which factors in teaching practice influences the work satisfaction of the principal. To achieve these goals both an empirical and a survey of the literature was conducted. The study of the literature was undertaken from primary and secondary sources. After the characteristics and factors of work satisfaction have been established and discussed, a questionnaire was drafted. From the literature the following factors, the need of acknowledgement, the need to excel, relationships within the school, physical circumstances at work, and the status of the principal were identified as important. A systematic sample was used in which principals of primary schools in the Northern Cape were involved. The information gathered was processed with the aid of a computer. After processing, the data was interpreted and findings were established. According to the findings recommendations were made. The empirical investigation indicated that principals have reasonable work satisfaction but that there still are certain factors that should be addressed. Some of these factors are a healthy relationship with pupils, colleagues and subordinates and the line of communication between the school and Education Department. Certain recommendations are made on the basis of the empirical investigation. The most important recommendations are that the line of communication between the school and Education Department should be improved, and that achievements of the principal in his working environment should be acknowledged more. / Thesis (MEd)--PU for CHE, 1999

The aims of this study are to establish: • what work satisfaction entails • which factors influence the work satisfaction of the principal according to the available literature • which factors in teaching practice influences the work satisfaction of the principal. To achieve these goals both an empirical and a survey of the literature was conducted. The study of the literature was undertaken from primary and secondary sources. After the characteristics and factors of work satisfaction have been established and discussed, a questionnaire was drafted. From the literature the following factors, the need of acknowledgement, the need to excel, relationships within the school, physical circumstances at work, and the status of the principal were identified as important. A systematic sample was used in which principals of primary schools in the Northern Cape were involved. The information gathered was processed with the aid of a computer. After processing, the data was interpreted and findings were established. According to the findings recommendations were made. The empirical investigation indicated that principals have reasonable work satisfaction but that there still are certain factors that should be addressed. Some of these factors are a healthy relationship with pupils, colleagues and subordinates and the line of communication between the school and Education Department. Certain recommendations are made on the basis of the empirical investigation. The most important recommendations are that the line of communication between the school and Education Department should be improved, and that achievements of the principal in his working environment should be acknowledged more. / Thesis (MEd)--PU for CHE, 1999

The aim of this research is threefold: • to determine the nature of job satisfaction; • to determine the factors which influence the job satisfaction of principals at secondary schools; and • to determine which factors influence the job satisfaction of principals at secondary schools in practice. In order to achieve these aims a literature study and empirical study were undertaken. The literature study was based on primary and secondary sources. A DIALOG computer search was undertaken with the keywords such as: work motivation; work satisfaction, teaching conditions; teacher motivation, secondary school and principal. The nature of job satisfaction was then discussed. Once the management factors that influence work satisfaction of principals were identified, they were grouped and discussed under the following headings: • factors that centres in the principal himself; • factors situated within the school; • factors at management level; • factors within the community; and • factors within the teaching career. A questionnaire was compiled from existing questionnaires (that of Hillebrand, 1989; Esterhuizen, 1989; Du Toit, 1994; Engelbrecht, 1996 and the Minnesota Importance Questionnaire, 1985). All principals at secondary schools in the Northern Cape Province, excluding schools of Correctional Services, were taken as target group in this research. The questionnaires were sent to principals within the target group. The information was statistically analized with the aid of a computer after with it was interpreted. Subsequent to these results recommendations were made. The empirical study showed that principals at secondary schools experience reasonable work satisfaction but that there are still certain factors which should be addressed. Certain recommendations are made on the basis of the empirical investigation. The most important recommendations are that the problem of work security should be addressed, rationalisation and assessment of teachers should be planned carefully and the communication between the school and the Education Department should be improved. Achievements of principals should receive more acknowledgement. / Thesis (M.Ed.)--Potchefstroom University for Christian Higher Education, 2000

The aim of this research is threefold: • to determine the nature of job satisfaction; • to determine the factors which influence the job satisfaction of principals at secondary schools; and • to determine which factors influence the job satisfaction of principals at secondary schools in practice. In order to achieve these aims a literature study and empirical study were undertaken. The literature study was based on primary and secondary sources. A DIALOG computer search was undertaken with the keywords such as: work motivation; work satisfaction, teaching conditions; teacher motivation, secondary school and principal. The nature of job satisfaction was then discussed. Once the management factors that influence work satisfaction of principals were identified, they were grouped and discussed under the following headings: • factors that centres in the principal himself; • factors situated within the school; • factors at management level; • factors within the community; and • factors within the teaching career. A questionnaire was compiled from existing questionnaires (that of Hillebrand, 1989; Esterhuizen, 1989; Du Toit, 1994; Engelbrecht, 1996 and the Minnesota Importance Questionnaire, 1985). All principals at secondary schools in the Northern Cape Province, excluding schools of Correctional Services, were taken as target group in this research. The questionnaires were sent to principals within the target group. The information was statistically analized with the aid of a computer after with it was interpreted. Subsequent to these results recommendations were made. The empirical study showed that principals at secondary schools experience reasonable work satisfaction but that there are still certain factors which should be addressed. Certain recommendations are made on the basis of the empirical investigation. The most important recommendations are that the problem of work security should be addressed, rationalisation and assessment of teachers should be planned carefully and the communication between the school and the Education Department should be improved. Achievements of principals should receive more acknowledgement. / Thesis (M.Ed.)--Potchefstroom University for Christian Higher Education, 2000

The research study investigated management strategies through which school effectiveness could be enhanced in primary schools situated in Gauteng Province. The enhancement of school effectiveness necessitated the discussion on school improvement to find ways to turn around the situation in dysfunctional schools in the province. The province is characterised by urban and suburban areas, townships, and informal settlements. Teachers in schools in these areas are well qualified. However, different challenges in these areas impact upon the enhancement of school effectiveness. A literature review was conducted to provide a conceptual framework and explain concepts such as effective management, administration, leadership, principal effectiveness, and teacher effectiveness. The literature review also investigated the factors that impact upon school effectiveness and school improvement and explored the historical development of School Effectiveness Research (SER) in the United States of America, Europe, Australia, and Africa to expound the problem investigated. An empirical investigation using a qualitative approach was conducted. Six primary schools were selected using purposive sampling to ensure that different demographic areas were covered in the research. Purposive sampling allowed the researcher to target schools from high and low socio-economic areas because they often experience different challenges concerning to school effectiveness. Data were collected through individual interviews with principals and officials from the Gauteng Department of Education (GDE) at the district and teachers in focus groups. Key findings were identified. Participants from the three categories respectively identified several characteristics of effective schools which concurred with the literature on school effectiveness. They also identified two features of effective schools which were unique to the study: in effective schools, there is little or no learner and teacher absenteeism; and school values which shape the behaviour of learners are clearly articulated. School values include trustworthiness, respectfulness, honesty, responsibility, striving for excellence and good leadership. School effectiveness is hindered by the current process of appointing principals which does not always succeed in selecting principals with the required leadership qualities and management skills. Further, the incorrect implementation of the Integrated Quality Management System (IQMS) in schools hinders teacher development and leads to poor teacher performance. / Die navorsingstudie ondersoek bestuurstrategieë waardeur die effektiwiteit van primêre skole, geleë in die Provinisie van Gauteng verhoog kan word. Die verhoging van effektiwiteit in skole het die bespreking oor skoolverbetering genoodsaak om maniere te vind om die situasie in disfunksionele skole in die provinisie om te draai. Die provinsie word gekenmerk deur landelike en stedelike gebiede, lokasies, en informele nedersetttings. Onderwysers van skole in hierdie gebiede is goed gekwalifiseerd. Verskeie uitdagings in hierdie gebiede het egter n uitwerking op die verhoging van effektiwiteit in skole. ʼn Literêre oorsig is uitgevoer om n konseptuele raamwerk te voorsien en om konsepte soos effektiewe bestuur, administrasie, leierskap, effektiwiteit van die skoolhoof, en onderwysers te verduidelik. ʼn Kwalitatiewe benadering is gebruik om die empiriese ondersoek uit te voer. Ses primêre skole is gekies en doelgerigte steekproefneming is gebruik om te verseker dat verskillende demografiese gebiede deel was van die navorsing. Doelgerigte steekproefneming het die navorser toegelaat om skole van hoë en lae sosio-ekonomiese gebiede te teiken omdat hulle dikwels verskillende uitdagings aangaande die effektiwiteit van skole ervaar. Data is versamel deur indivduele onderhoude met skoolhoofde en amptenare van Gauteng Onderwys Departement (GDE) by die distrik en deur fokusgroep onderhoude met onderwysers. Sleutelbevindinge was soos volg. Deelnemers uit die drie kategoriëë het onderskeidelik geidentifiseer met verskeie eienskappe van effektiewe skole wat ooreenstem met die literatuur op effektiwiteit in skole. Hulle het ook twee kenmerke van effektiewe skole wat uniek was tot die studie geïdentifiseer: in effektiewe skole is daar min of geen afwesigheid van leerders en onderwysers; en skoolwaardes wat die gedrag van leerders vorm word duidelik verwoord. Skoolwaardes sluit betroubaarheid, respek, eerlikheid, verantwoordelikheid, strewe na uitenmendheid en goeie leierskap in. Effektiwiteit in skole word verhinder deur die huidge proses van aanstelling van skoolhoofde wat nie altyd daarin slaag om skoolhoofde te kies wat die nodige leierskap en bestuurseienskappe het nie. Verder, die verkeerde implementering van die Geïntegreerde Bestuurstelsel (IQMS) in skole belemmer die ontwikkeling en lei tot swak prestasie van onderwysers. / Dinyakisiso tse tsa go ithuta di be di tsomana le mekgwanakgwana ya bolaodi bja thuto go tiisetsa gore dikolo tsa motheo Profentsheng ya Gauteng di soma mesomo yeo e nepagetsego. Tiisetso ya go soma mesomonepagetsego ya sekolo e dirile gore go ahlaahliwe hlabollo ya dikolo go humana ditselana tseo ka tsona re ka hlabolang dikolo tseo di sa someng botse mo profentsheng. Profentshe ya Gauteng e na le dikolo tsa motsesetoropong le tsa mo go bego go dula batho basweu fela. Barutisi mo mafelong a ba na le di thuto tse maleba. Fela, dihlotlo tseo dileng gona mo mafelong a di huetsa tiistso ya go soma mesomonepagatso sekolong. Go dirilwe tekololeswa ya dingwalwa go hlalosa dikgopolo tse bjalo ka taolonepagatso, boetapele, mesomonepagatso ya hlogo ya sekolo le mesomonepagatso ya morutisi. Tekololeswa ya dingwalwa e nyakisisitse dintlha tseo di huetsang mesomonepagetso sekolong le hlabollo ya sekolo go lebeletswe tswetsopele ya dinyakisiso tsamesomonepagatso ya dikiolo dinageng tsa United States of America, Europa, Australia le Afrika go hlalosa bothata bjo bo nyakisiswago. Go dirilwe dinyakisiso ka poledisano go somiswa mokgwa wa kwalitetifi. Go kgethilwe dikolo tse tshela tsa fase ka go somisa kgetho ka maikemisetso go direla gore go akaretswe dikolo go tswa mafelong a go fapana. Kgetho ka maikemisetso e dumelela monyakisisi go tswa mafelong a batho ba go ba le sa bona le mafelong a batho ba go hloka sa bona ka ge ba itemogela dihlotlo tse fapaneng mesomonepagatso. Tshedimoso ye e kgobokeditswe ka dipoledisano le dihlogo tsa dikolo motho a le nosi le bahlankedi bammuso wa Kgoro ya Thuto ya Kgauteng motho a le nosi le dipoledisano ka sehlopha. Dintlha tsa dipoelo di be di le mo go latelago: Batseakarolo go tswa mafapeng a go fapana ba hlaotse diponagalo tsa dikolo tseo disomago ka nepagalo tseo di dumelelanago le tekololeswa ya dingwalwa. Gape ba hlaotse dipanagalo tse dingwe tsa moswana nosi: Dikolo tsa go soma ka nepagalo ga di na barutwana goba barutisi ba go se tle sekolong. Meano ya sekolo e akaretsa botshephegi, tlhompho, boikarabelo le go somela bobotse ka go fetisa le boetapele bjo bo botse. Mosomonepagatso ya sekolo e sitiswa ke tshepediso ya go thwala dihlogo tsa dikolo yeo ka nako tse dinwe e sitago ke go hlaola hlogo ya sekolo yeo e nago le boetapele le bolaodi bjo bo botse. Gape, go tsentshatirisong wo o fasagetseng wa tshepetso ya bolaodi bja hlabollo ya barutisi go sitisa tswelopele. / Educational Management and Leadership / Ph. D. (Education Management)