<p>School psychologists in South Africa are employed by the state to provide psychological services to schools. The role of school psychologists has been debated and contested nationally and internationally for many decades, with the need for a paradigm shift in school psychology practice and redefining the role of school psychologists being highlighted. In this study, the roles and practices of school psychologists are explored, with a focus on the nature of collaborative work engaged in when facilitating school development. In particular, challenges that emerge when school psychologists work with other sectors to facilitate school development are investigated. The overall research question was: What are the challenges that face school psychologists who facilitate school development through intersectoral collaboration and how can these challenges be addressed?</p>

<p>School psychologists in South Africa are employed by the state to provide psychological services to schools. The role of school psychologists has been debated and contested nationally and internationally for many decades, with the need for a paradigm shift in school psychology practice and redefining the role of school psychologists being highlighted. In this study, the roles and practices of school psychologists are explored, with a focus on the nature of collaborative work engaged in when facilitating school development. In particular, challenges that emerge when school psychologists work with other sectors to facilitate school development are investigated. The overall research question was: What are the challenges that face school psychologists who facilitate school development through intersectoral collaboration and how can these challenges be addressed?</p>

Doctor Philosophiae / School psychologists in South Africa are employed by the state to provide psychological services to schools. The role of school psychologists has been debated and contested nationally and internationally for many decades, with the need for a paradigm shift in school psychology practice and redefining the role of school psychologists being highlighted. In this study, the roles and practices of school psychologists are explored, with a focus on the nature of collaborative work engaged in when facilitating school development. In particular, challenges that emerge when school psychologists work with other sectors to facilitate school development are investigated. The overall research question was: What are the challenges that face school psychologists who facilitate school development through intersectoral collaboration and how can these challenges be addressed? / South Africa

Thesis (MEdPsych (Educational Psychology))--University of Stellenbosch, 2004. / ENGLISH ABSTRACT: My study aims to ascertain whether interpersonal staff relationships have a role to play in the healthy development of a school as an organisation. My specific focus is on how educators experience these relationships, and how they impact on the educators' commitment to a particular school. My research design consisted of three case studies. I used a semi-structured questionnaire with each case and at a later date had a group discussion. My analysis of the questionnaires' data provided tentative themes for inclusion and further exploration in the group discussion. The combination of two data production phases resulted in the confirmation and expansion of the data. My study shows that various factors impact on interpersonal staff relationships within a school. These interpersonal staff relationships have a bearing on the continuance, moral and alienative dimensions of commitment, and impact on staff retention and job performance. They also impact directly on the health of the educators. Thus interpersonal staff relationships would seem to have an important role to play in the development of healthy schools. I conclude by acknowledging the limitations of this study, and recommending further research.

<p>A mixed methods approach was employed and included a document study, questionnaires and a focus group interview. Participants included post level one teachers, and non-teaching staff and members of the school management team at one school in the Western Cape. Research findings indicated that the school management team only implemented IQMS to comply with departmental requirements and to ensure that teachers received pay progressions. It also emerged that planning was only done for compliance resulting in no real school development taking place at the school due to a number of constraints. It is recommended that the school management team employs a more balanced approach to school evaluation with a strong focus on both Developmental Appraisal (DA) and Performance Management (PM) as they employ whole school v development. It is further recommended that the school management team plans for school development with the intention to implement these in order to improve the conditions in the school. A final recommendation is that the Department of Education establish a directorate of school development in order to fund and assist schools with translating evaluation into school development.</p>

<p>A mixed methods approach was employed and included a document study, questionnaires and a focus group interview. Participants included post level one teachers, and non-teaching staff and members of the school management team at one school in the Western Cape. Research findings indicated that the school management team only implemented IQMS to comply with departmental requirements and to ensure that teachers received pay progressions. It also emerged that planning was only done for compliance resulting in no real school development taking place at the school due to a number of constraints. It is recommended that the school management team employs a more balanced approach to school evaluation with a strong focus on both Developmental Appraisal (DA) and Performance Management (PM) as they employ whole school v development. It is further recommended that the school management team plans for school development with the intention to implement these in order to improve the conditions in the school. A final recommendation is that the Department of Education establish a directorate of school development in order to fund and assist schools with translating evaluation into school development.</p>

Magister Educationis - MEd / A mixed methods approach was employed and included a document study, questionnaires and a focus group interview. Participants included post level one teachers, and non-teaching staff and members of the school management team at one school in the Western Cape. Research findings indicated that the school management team only implemented IQMS to comply with departmental requirements and to ensure that teachers received pay progressions. It also emerged that planning was only done for compliance resulting in no real school development taking place at the school due to a number of constraints. It is recommended that the school management team employs a more balanced approach to school evaluation with a strong focus on both Developmental Appraisal (DA) and Performance Management (PM) as they employ whole school v development. It is further recommended that the school management team plans for school development with the intention to implement these in order to improve the conditions in the school. A final recommendation is that the Department of Education establish a directorate of school development in order to fund and assist schools with translating evaluation into school development. / South Africa

The Johannesburg World Summit on Sustainable Development in 2002 reaffirmed the school as the centre of change and as critical for promoting sustainable education. The purpose of this research was to assess, firstly, how the Eco-Schools Programme can achieve whole school development by implementing sustainability education, and secondly, the feasibility of its incorporation into the formal school system. It examined what impact the South African Eco-Schools Programme, since 2003, has had on the implementation of sustainable education through whole school development. The qualitative evaluation research design was used and data was collected through interviews, questionnaires and narratives that included all role players. It noted the strengths of the programmes already in place and identified the challenges that still need to be addressed. The outcome of the study proves that the Eco-Schools Programme does achieve whole school development by implementing sustainability education and should be incorporated into the formal education system. / Further Teacher Education / M.A. (Education)

The Johannesburg World Summit on Sustainable Development in 2002 reaffirmed the school as the centre of change and as critical for promoting sustainable education. The purpose of this research was to assess, firstly, how the Eco-Schools Programme can achieve whole school development by implementing sustainability education, and secondly, the feasibility of its incorporation into the formal school system. It examined what impact the South African Eco-Schools Programme, since 2003, has had on the implementation of sustainable education through whole school development. The qualitative evaluation research design was used and data was collected through interviews, questionnaires and narratives that included all role players. It noted the strengths of the programmes already in place and identified the challenges that still need to be addressed. The outcome of the study proves that the Eco-Schools Programme does achieve whole school development by implementing sustainability education and should be incorporated into the formal education system. / Further Teacher Education / M.A. (Education)

Truancy is one of the problems that exist in schools and affect learners' performance. The aim of the current study was to determine how truancy manifests and also to explore the life world of truants in secondary schools. From the literature review, the two types of truancy, namely blanket truancy and post-registration truancy were described. Various programmes and approaches used in truancy intervention were explored. An empirical investigation was undertaken with a sample of 758 Grade 10 learners from three secondary schools. The results indicated that significantly more males than females engaged in truancy. There is also a significant dependency between learning problems and truancy. The results of the study were analysed and recommendations for intervention and for further study were made. / Educational Studies / M.Ed. (Guidance and Counseling)