Submitted in fulfilment of the requirements of the Master of Management Sciences in Administration and Information Management, Durban University of Technology, Durban, South Africa, 2016. / A number of studies have been conducted in relation to academic workload in higher education and many have noted a marked increase in workload over recent decades. However, fewer have specifically investigated the increase in the administrative component of an academic’s workload, and none have focussed on the current support given to academics by their secretaries in the context of a South African University of Technology. All academics require sufficient time to perform their teaching, research and community outreach duties satisfactorily, while Universities of Technology make additional demands on their academic staff in relation to such aspects as Work Integrated Learning, maintaining contacts with industry and new research requirements. The literature indicates that many feel that they are unable to cope or to cope adequately and that universities often do not understand the burden of the different tasks/activities they perform. The purpose of this case study was therefore to investigate the administrative workload experienced, and the support given, to academics at the Durban University of Technology. It specifically investigates whether the institution of a workload model for the university as a whole would be supported, and would be effective, in addressing equity and transparency issues in academic workload and thus in improving academic retention and research output for the university as a whole. This study used a mixed method approach involving three questionnaires administered to academics, their secretaries, and to senior management. In addition, semi-structured interviews were conducted with some senior academic staff. The results of the research indicate that the great majority of academic staff members experience a heavy administrative workload and that many believe they are doing more than they expected at the time of their appointment. While the secretaries were better informed as to the nature and extent of the administrative duties expected of them, many also felt that they are doing more than they expected and both groups indicated strongly that there is a lack of transparency and equity between different workloads performed by different individuals. Over ninety percent of both academic and secretarial staff believed that a workload model would assist in ensuring a fairer balance in the work performed, but significant individual comments indicated the difficulties and drawbacks which should also be taken into account and the consequent need for flexibility and ongoing consultation with staff, before the imposition of such a model. The results also revealed that there was considerable uncertainty amongst respondents as to the current existence of a workload model. It was, however, established that the university is planning to implement a workload model across all six faculties and that a member of the academic staff, Mr Greg Parrott, has been tasked to develop the relevant software. He is in the process of collecting the information needed. Contact was made with Mr Parrott and information exchanged with him. It is hoped that the data gathered in this study will serve to support this initiative. Following an in-depth analysis of the results, this study recommends wide consultation over the implementation of the model and the employment of a pilot phase to iron out any problems. Flexibility within the model and ongoing consultation are also recommended. The study further recommends that academic departments should consider making greater use of WIL students from the discipline of Office Management who, as part of their work experience, can work closely with secretaries in departments which require additional secretarial assistance. Additional part-time assistance, possibly from retired academics, for specifically academic administrative duties might also be considered. / M

Thesis (MEd (Education Policy Studies))--University of Stellenbosch, 2005. / The aim of this paper is to obtain an indication of the impact of an outcomes-based assessment policy on the workload of six teachers of a secondary school. Since the implementation of Outcomes Based Education (OBE) there are great expectations to implement new approaches in relation to planning, instruction and assessment guidelines that teachers should follow. Despite these guidelines assessment remains a problem area because teachers are still grappling with the assessment principles of OBE. The new outcomes-based approach to assessment encourages teachers to integrate their instruction with classroom-based assessment. Teachers however do not appear to be integrating their instruction with their assessment. Teachers are blaming the lack of integration to a lack of time. This research is an attempt to assess the time teachers spend on instruction, assessment and extra mural activities. Although this is a qualitative research, it offers a quantifiable reality that is relative to the context of six selected teachers and the context in which the teachers and school is situated. Policy is not static and thus it should be continuously tested to determine whether the aim of the particular policy is practicable. Thus I am of the opinion that research of this nature can be an important mechanism for policy enactment because indicators inform policy makers about the policy. The findings of this research proposes to "put in numbers" what teachers have to say, in other words, to reflect the quantified realities of the workload of teachers.

This dissertation is a narrative account of a self-study undertaken with the primary aim of positively influencing the morale of colleagues in my school department. It addresses an area of personal and professional concern where my values were being denied in my practice. As a Head of Department, I was worried that the low morale of my colleagues would negatively impact on the quality of teaching and learning at school, and on their own mental health. Situated within self-efficacy theory, my study reflects the values I attach to human dignity, respect, fairness, honesty perseverance and caring. These values were applied as the living standard by which I judged the quality of my leadership practice. I describe how I used an Action Research methodology as a living transformational process to reflect on my own leadership in terms of how I could influence the development of positive morale in the department. My findings offer new conceptualisations about how teachers can take action to improve the emotional climate of the school. I am claiming that the significance of my research is grounded in my ability to facilitate an improvement in the low morale of myself and my colleagues in order for us to ultimately contribute to self and school improvement.

The study focused on the effects of Continuing Professional Teacher Development on teachers’ workload in the Gauteng province. Apart from the literature review, the objectives of this study were: to determine the understanding of new approaches to Continuing Professional Development on the workload of teachers. To establish the administrative barriers that frustrate teachers’ efforts in accepting responsibility for improving not only their practice, but also the shared practice of the profession. To draw recommendations for the successful implementation of Continuing Professional Teacher Development on teachers’ workload in the Gauteng province. The qualitative research methodology was adopted and engaged to investigate the effects of CPTD on teachers’ workload in Gauteng schools. The importance or significance of the study was to find out ways and means of dealing with the new roles that form part of teachers’ workload. The participants’ perceptions on the topic were generally in agreement that the schools value the Professional Development initiatives of teachers. Additionally, their learners’ scholastic achievements showed a great improvement as a result. / Educational Management and Leadership / D. Phil. (Educational Leadership and Management)