The subject Music in junior secondary schools in Botswana exhibits areas of concern. While commendable efforts have been made in ensuring access to and equity in education, a corresponding commitment to the improvement and quality of education, by way of ensuring effective delivery in the classroom, has not been realised. The objectives of the Music syllabus are more inclined toward music literacy, at the expense of listening, movement, singing and instrumental playing. The syllabus design undermines the potential of music education to foster creativity, imaginative thinking and self-actualisation among the learners. Also, Western music receives more coverage than non-western musical genres. The following research question guided the study: <ul> <li> What are the problems regarding the teaching of Music in the junior secondary schools in Botswana, and what solutions can be recommended?</li> </ul> The following sub-questions received attention: <ul> <li> To what extent are the teaching methodologies used effective (or ineffective)?</li> <li> To what extent does the teaching of Music take into account a learner’s acquired skills, knowledge, attitudes and experiences?</li> <li> What is the amount and quality of professional support given to music teachers?</li> <li> To what extent are the assessment strategies used effective?</li> <li> To what extent are the available resources adequate (or inadequate)?</li> </ul> Thus, the aim of the study has been to determine the status quo, to make an analysis of the progress (or lack thereof) made in the development of music education, to identify the problems associated with teaching Music as a subject, and to come up with proposals for coping with and managing the situational constraints. Information was gathered from an intensive scrutiny of the Music curriculum and a literature study. To this was added information gleaned from questionnaires sent to selected Music teachers and school pupils. The study determined that: there are definite imbalances in the treatment of learning objectives and genre coverage, with an inclination towards music literacy, and unclear directions towards the development of creativity, imaginative thinking and self-actualisation; there is an over-emphasis on Western models and music; there is a prevailing feeling that the performance and listening aspects of Music are difficult to assess; the amount of professional support provided to music teachers and to schools is minimal with a lack of proper mentorship for less experienced teachers; and, there is insufficient allocation of facilities and resources. Thus the following recommendations have been suggested: more indigenous musical arts should be incorporated into the curriculum, with an increase in the Popular music content as a way of responding to the learners’ interests; capacity-building workshops should be conducted; methods of appraising teachers should be reviewed to make them more subject specific; supervisors of music education programmes in schools should be further equipped with the necessary skills to appropriately carry out supervision; the Department of Curriculum Development and Evaluation should involve South African experts in their Arts and Culture curriculum in order to make assessment more relevant and accurate; the Teaching Service Management and the Teacher Training and Development departments should take appropriate steps towards an across-the-board improvement of music education through subject Music.Copyright / Dissertation (MMus)--University of Pretoria, 2012. / Music / unrestricted

In Botswana secondary schools, a positive climate is more of an ideal than a reality. It is the task of stakeholders particularly the headteacher's to create and sustain a conducive learning environment to improve pupils' academic and behaviour standards. To a large extent, the headteacher, as an individual occupying the highest official position in the school, determines how the school is run. His/her expectations, values, beliefs, relationships with teachers and the examples he/she sets for the whole school shape the climate in the school. The headteacher can promote or inhibit a positive climate through his/her leadership behaviour pattern. Thus, the headteacher's leadership style is significant in creating and sustaining a positive school climate. This study has been undertaken to examine the connectedness between headteacher leadership style and school climate. This research focuses on the improvement of climate in Botswana secondary schools through the headteacher's appropriate use of leadership styles in different situations with a view to answer the following questions: What different leadership styles are employed by school headteachers? What are the different types of climates in schools? Are the leadership styles of school headteachers responsible for the climate that exists in their schools? What are the implications of the headteachers' leadership styles for school climate? How can school climate be improved? What roles can the headteachers, teachers and other stakeholders play to improve school climate? The research report comprises six chapters: Chapter one contains the background information of the research, statement of the research problem, aim and objectives of the research, demarcation of the study, definition of concepts, research methods and the research structure. Chapter two presents a review of literature on leadership styles, factors affecting it and discussion of models from different perspectives form part of this chapter. However, the emphasis is on Hersey and Blanchard's situational model which proposes the appropriate use of leadership styles to suit situations. Chapter three covers a review of relevant literature on school climate and factors affecting it. Chapter four presents detailed report on the empirical study. Questionnaires each of which contains items on leadership styles and school climate were responded to by secondary school teachers and interviews were conducted with headteachers. Chapter five contains data analysis and interpretation. Various leadership styles used by headteachers and the corresponding climates were identified. The findings indicated that the type of climate that exists in schools is related to the headteachers leadership style. It emerged that organisational climates vary in schools and that the participating leadership style promotes an open organisational climate. Implications for school performance and for the nation's vision (Vision 2016) was given. Chapter six presents findings from the literature study as well as the empirical study, conclusions based on the findings and recommendations for improvement for practice and further research. / Educational Studies / DED (EDUC MANAGEMENT)

In Botswana secondary schools, a positive climate is more of an ideal than a reality. It is the task of stakeholders particularly the headteacher's to create and sustain a conducive learning environment to improve pupils' academic and behaviour standards. To a large extent, the headteacher, as an individual occupying the highest official position in the school, determines how the school is run. His/her expectations, values, beliefs, relationships with teachers and the examples he/she sets for the whole school shape the climate in the school. The headteacher can promote or inhibit a positive climate through his/her leadership behaviour pattern. Thus, the headteacher's leadership style is significant in creating and sustaining a positive school climate. This study has been undertaken to examine the connectedness between headteacher leadership style and school climate. This research focuses on the improvement of climate in Botswana secondary schools through the headteacher's appropriate use of leadership styles in different situations with a view to answer the following questions: What different leadership styles are employed by school headteachers? What are the different types of climates in schools? Are the leadership styles of school headteachers responsible for the climate that exists in their schools? What are the implications of the headteachers' leadership styles for school climate? How can school climate be improved? What roles can the headteachers, teachers and other stakeholders play to improve school climate? The research report comprises six chapters: Chapter one contains the background information of the research, statement of the research problem, aim and objectives of the research, demarcation of the study, definition of concepts, research methods and the research structure. Chapter two presents a review of literature on leadership styles, factors affecting it and discussion of models from different perspectives form part of this chapter. However, the emphasis is on Hersey and Blanchard's situational model which proposes the appropriate use of leadership styles to suit situations. Chapter three covers a review of relevant literature on school climate and factors affecting it. Chapter four presents detailed report on the empirical study. Questionnaires each of which contains items on leadership styles and school climate were responded to by secondary school teachers and interviews were conducted with headteachers. Chapter five contains data analysis and interpretation. Various leadership styles used by headteachers and the corresponding climates were identified. The findings indicated that the type of climate that exists in schools is related to the headteachers leadership style. It emerged that organisational climates vary in schools and that the participating leadership style promotes an open organisational climate. Implications for school performance and for the nation's vision (Vision 2016) was given. Chapter six presents findings from the literature study as well as the empirical study, conclusions based on the findings and recommendations for improvement for practice and further research. / Educational Studies / DED (EDUC MANAGEMENT)