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An investigation into the management of school-parent relationships at a primary school in the Chatsworth district of the KwaZulu-Natal Department of Education and Culture.Govender, Kamaladevi. January 2004 (has links)
This research project attempted to investigate the Management of the School-Parent Relationships in a Primary School. The aims of this study were to determine to what extent parents participate in school activities and whether parental participation in school activities is being optimised. An important pre- condition in developing a positive relationship between schools and parents is the need to persuade school-based personnel that their professionalism includes recognising the integral role of parents in the educational enterprise. The key focus of this study was to determine the perceptions of school based personnel and parents of the learners of the school regarding the current state of the relationship between the school and the parents. The subjects of this study were the principal, two heads of department, the school-clerk, thirteen level one educators and a sample of eighty parents of the learners of the school. The study was conducted at a Primary School in the Chatsworth District. The overall aim was enhance the relationship between the school and the parents at the researched site. This study employed the quantitative approach in its methodology. Data were gathered from interviews and questionnaires The results of the study have revealed that there is potential to enhance the relationships with parents at the school. Efforts to improve the relationship includes, encouraging parents to identify with the aims of the school, providing some form of education, training and guidance for parents who do not fully understand their role in education, adopting a participative and consultative style management when interacting with the parents, identifying skills and competencies of parents, encouraging effective two-way communication with parents, accommodating parents with busy work schedules and acknowledging parents for their assistance. This research project has also proposed possible recommendations to assist the school based personnel and the School Governing Body to develop and sustain stronger and positive relationships with the parents. The study concludes with recommendations for further research. / Thesis (M.Ed.)-University of KwaZulu-Natal, 2004. Read more
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Transformational leadership : an investigation into the existence of transformational leadership at a Durban secondary school.Kok, Alistair R. January 2004 (has links)
Coinciding with a rebirth in South Africa, new education legislation has given considerable more power and responsibility for making decisions. While assuming a degree of autonomy, schools are also expected to resource themselves with the minimum support from their respective provincial departments. The extent to which schools will be able to make the transition depends a great deal upon the nature and quality of their internal management. (Department of Education 1996). The Task Team on Education
Management Development (1996) says that a move to self-management does not mean that you are guaranteed positive change. It is the nature and quality of internal
management that will influence real transformation. So, a self-managing school is
accompanied by an internal devolution of power and by a leadership style that is
transformational.
It is here that an attempt is made to look at the extent to which transformational
leadership is practiced in a Durban Secondary School. Seeing that transformational
leadership is linked with school effectiveness, (Coleman, 1994) it is the aim of this research project to evaluate the principal's leadership style. Does the way the school is managed
contain any evidence of transformational leadership? Is the principal's perception of his
leadership style parallel with the staff's perception of how he leads the school?
The findings of this research have shown that there is no evidence of transformational
leadership at this school. The recommendations have highlighted ways in which the
principal can begin to transform the school so that they too may improve to such an extent that the school is seen as being effective. / Thesis (M.Ed.)-University of KwaZulu-Natal, Durban, 2004. Read more
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An investigation into leadership in a high school in the Pinetown District of the KwaZulu-Natal Department of Education and Culture, with special reference to characteristics of transformational leadership.Khambule, Nhlanhla Protas. January 2003 (has links)
The apartheid Education System in South African schools which was in existence prior to the introduction of democracy was based on a top-down management and leadership. The system of management and leadership was extremely non-consultative and non-participatory. Many challenges in education were brought into existence by the advent of the South African democratic constitution in 1994. The task team on education management development (1996) made some recommendations regarding the management and leadership of the schools. Transformational leadership has been identified by the task team as the best form of leadership through which school effectiveness and improvement can be created. (see Bans & Avolio, 1996) In this study, bench marked against the characteristics of transformational leadership, derived from the literature, an attempt was made to determine the principal's perceptions of his leadership style and to determine the educators perceptions of the same. Thereafter the research attempted to compare the actual against the ideal, based upon the findings and further reference to the literature. The use of questionnaire and interview was made to gather information from the staff and the principal. A discrepancy was identified between the perceptions of the staff and those of the principal with regard to the style of leadership of the principal. Although the principal identified himself as being a friendly, approachable and a transformational leader, the staff perceived him as a more transactional and autocratic leader. interview was to gather from between the perceptions of the staff and those of prinCipal with of the principal. Although principal himself as being a friendly, a transformational leader, the perceived him as a more transactional and to ii Education schools existence based and management challenges South management development 1996) made regarding leadership of the schools. Transformational identified school created. (see 1996) derived literature, determine principal's his and determine perceptions the reference literature. questionnaire and made information the staff and the principal. A discrepancy was identified the principal regard of leadership the identified / Thesis (M.Ed.)-University of Natal, Durban, 2003. Read more
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Leadership for self management : an investigation into evidence for transformational leadership in a primary school in Durban, South Africa.Chengladevar, Sulochana. January 2003 (has links)
During the apartheid era the South African education system was characterised as being authoritarian, non-consultative and non-participatory. Educational leadership tended to focus on technical and bureaucratic functions of management without
integrating the skills of vision building, team building or promoting collaboration and participative management skills. The dawn of a democratic South Africa heralded major transformation in the education policies, systems and practices for all schools. The South African Schools Act places all South Africans firmly on the road to a school based system of education management. Educationalists were faced with a major challenge to transform education towards a participative and collaborative approach with the fundamental goal of promoting effective teaching and learning in all schools. The Task Team on Education Managements report, Changing Management to Manage Change 1996, emphasised that the move to self-management in itself offers no guarantee of positive change. Real transformation will depend upon the nature and quality of internal management. In this connection self-management must be
accompanied by an internal devolution of power within the school and in transformational leadership. A transformational style of leadership is significant as this style of leadership embraces a charismatic, visionary, cultural and empowering concept of leadership. Emphasis is given to higher levels of personal commitment towards accomplishing the goals of the organisation. Evidence suggests that transformational leadership in particular is closely associated with both school effectiveness and school improvement (see Clark 1989) What is attempted is an assessment of the extent to which leadership in a primary school may be characterised as transformational. The mentioned school is
substantially self-managing and is one which has clearly stated goals related to effectiveness and its mission implies an ongoing concern with continuing improvement. The main findings of the research exhibited a discrepancy between the principal's
perception of his leadership style and the perception of the staff regarding the principal's leadership style. The principal perceived his role as leader as being more transformational than transactional while members of the staff believed that the principal was more a transactional leader. / Thesis (M.Ed.)-University of Natal, Durban, 2003. Read more
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A study of the role of induction and mentoring programmes in achieving school effectiveness.Makanya, Nomhlangano P. January 2004 (has links)
The study investigated the role of induction and mentoring programmes in achieving school effectiveness. The study did not address all the issues related to school effectiveness. It aimed at finding out if the two schools under study had induction and mentoring programmes, and if these programmes were effectively used, and also to ascertain if the programmes of induction and mentoring contributed to the sound relationships within the school community. In order to answer the research questions the study employed a qualitative case study approach. Literature on issues of induction and mentoring locally and internationally was examined to provide a wider context with which to view the present study. Interviews were conducted which involved a sample of seven educators, employed between the years 2002 and 2003. Observation of the staff meetings and three of the newly appointed educators teaching was also conducted. Documents supplied by the Department, such as, Towards Effective School Management Manuals, The Final Draft of Systemic Evaluation 2001 KZN, Handbook for the Code of Professional Ethics 2002 and Guides for School Management Teams, related to induction and mentoring were analysed. The findings of the study suggest that in one school, the educators felt abandoned. In the other, the educators felt at home as regards induction and mentoring. The findings also seem to suggest that the schools studied did not practice formal induction and mentoring. As far as mentoring and having mentors were concerned, educators in one school, have their H.O.Ds as mentors although it was not spelt out to them. Educators in the other school did not have mentors in the school. The study recommends that principals, especially the beginning principals, need to be given guidance in the development of programmes of induction and mentoring. Workshops would also help to develop principals in using documents supplied to schools by the Department, to ensure the effective implementation of procedures and processes to be followed in schools. / Thesis (M.Ed.)-University of KwaZulu-Natal, 2004. Read more
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An investigation into the management of induction and mentoring at a private college in North Durban, KwaZulu-Natal.Jogie, Abdull Latiff. January 2004 (has links)
The broad theme of this investigation is Human Resource Management (HRM) in education. It has been widely publicised both in the media and other areas that the salary bill for state paid educators represents the major area of expenditure. More than ninety percent of the education budget at Al-Fallah is spent on salary bill. It therefore becomes necessary to ensure that, newly appointed educators and those appointed into promotion posts who are earning these salaries do justice in their jobs and produce the goods. School management teams have to ensure that these newcomers settle into their new jobs as quickly as possible. It is therefore important that the educators who are the most expensive assert in the school, are managed effectively. Induction and mentoring should not be optional. Failure to provide staff induction can result in long-term problems for both employers and employees. All newly recruited, promoted or transferred staff need an induction programme which takes account of their particular circumstances. Using a variety of approaches will stimulate interest and help to satisfy the different learning needs of individuals. Communication, as always is of paramount importance, thus regular opportunities for feedback and discussion should form an integral part of the programme. This project has attempted to investigate the management of induction and mentoring, at a school in north of Durban. It has been found that no formal programmes of induction and mentoring exist at the school. It is therefore recommended that the management together with, and in consultation with staff members, draw up and implement policy on induction and mentoring. / Thesis (M.Ed.)-University of KwaZulu-Natal, Durban, 2004. Read more
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The school as a learning organisation : educators' perceptions at a high school in the central Durban area.Rehman, Darryl S. January 2004 (has links)
1994 heralded in a new dispensation for South Africa. The change from an apartheid system to one of democracy brought with it much hope and excitement for the future. In terms of education there was need to transform the system so as to enable it to prepare the nation to embrace this democracy. So from 1994 the national dept of education has refocused the vision and direction of the South African Education system through policies, initiatives and innovations (Thurlow; 2003). However, 10 years later and education is still struggling to come to terms with and cope with our changing society. In respect of these changes in our education, the task team on education management development for schools suggests that schools move to becoming learning organisations. This study focuses on Bechet, a high school in the Durban Central Region of the Kwa Zulu Natal department of Education. This school is a
co educational urban school (previously under the control of the
House of Representatives). It is a school in South Africa which has a past shaped by our countries past. They too have been exposed to
these recent innovations in education. In this study an attempt was made to ascertain the principal's perception as well as the perceptions of the educators of their school in respect of it being considered a learning organisation. It then proceeds to compare the two perceptions, to hopefully identify areas of strength as well as challenges to improve the school. The research revealed that the school does display some of the characteristics of learning organisations. However a discrepancy was identified between the perceptions of the staff and those of the principal with regard to how effective the school was in embracing the changes. In this regard the characteristic of leadership spewed out the greatest discrepancy as the principal believed himself to be a good leader with an open door policy, whilst the staff's perception was that of him not being available. They perceived the leadership style to be autocratic. / Thesis (M.Ed.)-University of KwaZulu-Natal, Durban, 2004. Read more
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Investigating the impact of incorporation of colleges of education into higher education on human resource management : voices from the field : research report.Duncan, Garth. January 2002 (has links)
Colleges of education have recently been absorbed into institutions of higher learning. This has had a tremendous impact on the staff of these colleges who have undergone an exercise of re-deployment and have been absorbed into posts within the provincial department of education. The research project suggests that the impact will be felt at both universities and technikons as they are compelled to adapt to the changing face of teacher education in South Africa. The impact will also be experienced within the entire education system. This research project sought to identify the experiences of those persons who were affected by these recent changes. A case study methodology is used and five respondents allow their voices to be heard. Responses are elicited by means of a questionnaire and an informal interview. The data is presented in transcribed form and then analysed and compared. Of interest to this study is firstly, the degree to which a rationale for the rationalisation of colleges of education is understood by those affected. Secondly, the feelings and experiences of the respondents to the process of absorption are expressed. Thirdly, the respondents provide recommendations for future re- deployment processes and for those persons who might be affected by such re-deployment. / Thesis (M.Ed.)-University of Natal, Durban, 2002. Read more
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School based promotions : agony or ecstasy?Pillay, Selvanathan. January 2005 (has links)
This study examined the promotion policy of school-based educators and the manner in which it has been implemented in the Pinetown district of KwaZulu-Natal.
Given the inordinately large number of disputes that have been declared since the
inception of this policy in 1997 and the constant adverse publicity it has attracted in
the media, the researcher sought to explore whether implementation of the promotion the policy is in keeping with national and provincial legislation. Given also that both
provincial (Human Resource Management Circulars) and national (Employment of
Educators Act 76 of 1998, The South African Schools Act 84 of 1996, The Labour Relations Act 66 of 1995, etc) legislation exist to guide the process, the researcher sought to examine the reasons for the apparent gap between formulation and practice.
Using policy and policy analysis as the theoretical framework, the researcher explored
the notion that policy tools model (authority, incentive, capacity, symbolic and learning) could be utilized both to understand and implement this process effectively.
Although essentially qualitative in nature, the researcher utilized the survey
questionnaire (secondary method) to elicit the views and perceptions of a wider range of role-players to inform the more intensive case study (primary method).
The findings indicate great disillusionment on the part of the educator and parent
establishment with a policy whose implementation is fraught with problems. Selectors
in attaching personal meanings to the implementation process have deviated from the
principles enunciated in the policy. To counter this, the researcher suggests that the policy tools model be utilized to further inform the process and that policy be viewed as an interactive, consultative process i.e. a cyclic model. / Thesis (M.Ed.) - University of KwaZulu-Natal, 2005. Read more
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The myth of caring and sharing : teaching and learning practices in the context of HIV/AIDS education in the intermediate phase.Jacob, Loganayagie. January 2005 (has links)
This research presents an understanding of the teaching and learning practices
in the context of HIV/AIDS education in the intermediate phase. Against a milieu of change and restructuring in education is the HIV/AIDS education curriculum which teachers are expected to deal with in schools. From an identity
perspective, I try to understand how teaching practices which are adopted by
teachers in the teaching of HIV/AIDS education either challenges or perpetuates
the status of HIV/AIDS in society. Therefore the focus of this study is primarily
the teacher.
By employing Samuel's Forcefield Model as a structure for this study, I
demonstrate how the choices that the teacher makes in teaching practice, are shaped by a range of diverse forces, which are frequently in conflict with each
other. In this study I want to understand how teachers are engaging with their
new roles and multiple responsibilities (as described in The Norms and Standards for Teacher Educators) when teaching HIV/AIDS education in the intermediate
phase - given that this aspect is a relatively new dimension to the curriculum.
From a methodological perspective, the collection and analysis of data were consistent with the Hermeneutic research paradigm. For the purpose of this study interviews and questionnaires were used to collect data from educators.
Furthermore, in order to present a more holistic picture of the teacher and to
ascertain to what extent, what the teacher teaches is actually what the learner learns, data was also collected from learners via observations, conversations and
through an analysis of drawings and poems. It must be emphasised that although learners in this study play a pivotal role as sources of data, they are not the unit of analysis for this study. Thus the major part of this thesis focuses on the teacher.
The findings of this study indicate that the guiding principles of a teacher's life,
such as race, religion and culture are important forces that mould what, why and how teachers teach HIV/AIDS education in the intermediate phase. On the other
hand, the forces that mould learners' experiences of HIV/AIDS education is determined by the social environment that the learner lives in. The forces that
shape what the teacher does are not the same as the forces that shape what the learner learns. The concept of 'othering' is predominant in the interactions
between teachers and learners and teachers are socially distanced from learners,
parents and the child's social environment. Hence the 'caring and sharing' as
espoused by teachers is not being articulated in practice. / Thesis (M.Ed.)-University of Kwazulu-Natal, 2005. Read more
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