Thesis (doctoral)--Tilburg. / Summary in French. Includes bibliographical references (p. xxi-xxxii).

Thesis (doctoral)--Universiteit Leiden, 2005. / Includes bibliographical references (p. [190]-203) and index.

Originally presented as the author's thesis, London, 1936. / Bibliography: p. 427-448.

Proefschrift--Utrecht. / Description based on print version record.

Thesis (doctoral)--Uppsala University, 1992. / Summary in English. Includes bibliographical references (p. 208-214).

Thesis (doctoral)--Universitetet i Lind, 1992. / Extra t.p. with thesis statement and English abstract inserted. Summary in English. Includes bibliographical references (p. 362-380).

AFRIKAANS: Die studie handel oor bepaalde riglyne wat in die praktyk van supervisie vir maatskaplike werk aangewend kan word. Verandering en veranderde behoeftes in die moderne samelewing het tot radikale veranderings in maat¬skaplikewerk-dienslewering aanleiding gegee en verhoogde druk vir doel¬matigheid en produktiwiteit na vore laat kom. Supervisie in maatskaplike werk kan beskou word as 'n deurslaggewende komponent in die verhoging van maatskaplike werkers se produktiwiteit en die doeltreffende bestuur van ‘n welsynsorganisasie. Inligting vir die studie is nie slegs van die maatskaplikewerk-literatuur verkry nie, maar ook van ander aanverwante vakgebiede. Die studie bied nie finale en totaal volledige antwoorde vir die probleme wat in die praktyk van supervisie ervaar word nie, maar is ‘n empiries en praktyk-beproefde maatskaplikewerk-georiënteerde raamwerk wat ‘n psigodinamiese interaktiewe benadering in supervisie voorstaan. Daar is gepoog om supervisie as 'n onderrigmetode vir voortgesette oplei¬ding in maatskaplike werk te konseptualiseer en te beskryf, terwyl verskil¬lende funksies, modelle en strategies geïdentifiseer is wat as moontlike basiese beginaela en metodes vir supervisie in maatskaplike werk aangebied kan word. Daar is ook gepoog om aan welsynsorganisasies as 'n dinamiese veranderingsisteem in die veranderde en ontwikkelende samelewing riglyne vir die supervisietaak te voorsien. Ten einde bogenoemde doelstellings te bereik, is daar van die volgende ondersoekmetodes gebruik gemaak: 'n Literatuurstudie is oor supervisie gedoen met die doel om die nuutste inligting en resentste teoretiese ont¬wikkelings te bekom. Verder is kennis en inligting versamel deur eie ervaring van maatskaplikewerk-supervisie veral as resultaat van die dosering van die MA (MW) Supervisiekursus aan die Universiteit van Pretoria. Empiriese gegewens is ook op 'n beperkte skaal ingewin deur middel van vraelyste wat deur persone wat die kursus deurloop en voltooi het, voor en na afhandeling van die kursus voltooi is. Die gegewens van die vraelyste is ontleed en verwerk. 'n Belangrike standpunt wat in die studie gehuldig word, is dat 'n bepaalde situasie geassesseer en bepaal moet word en dat strategieë en metodes wat vir die situasie die beste is, soos bepaal deur spesifieke faktore geselek¬teer en aangewend moet word om 'n supervisiesisteem in die organisasie te vestig wat by die organisasie se doelstellings en beleid sal pas. Die korrekte opleiding van supervisors is 'n belangrike komponent om die komplekse taak van supervisie reg en kreatief uit te voer. Goeie, rele¬vante en stimulerende opleiding in supervisie tesame met die deeglike selektering van persone wat oor bepaalde kwaliteite beskik wat nodig is om van hom of haar 'n goeie supervisor te maak, moet betyds geïdentifiseer word. Na aanleiding van die studie is tot die gevolgtrekking gekom dat uitge¬breide navorsing oor supervisie noodsaaklik is om lig te werp op nuwe ont¬wikkelings, strategieë, kennis, relevante opleiding en die implementering van 'n doeltreffende supervisiesisteem in die moderne welsynsorganisasie. Laasgenoemde behels onder andere 'n veranderde perspektief van maatskap¬likewerk-supervisie en die uitbreiding van die funksies en rol van super¬visie. Die volgende word na aanleiding van die studie aanbeveel dat: Gespesialiseerde opleiding vir supervisie aangebied en aangemoedig word. Poste vir tweedevlaksupervisors geskep moet word. Organisatoriese opleidingsprogramme ontwikkel moet word. Supervisors en maatskaplike werkers geselekteer en gepas moet word. Minimum vereistes en standaarde vir supervisors geïdentifiseer word. Strategieë vir doeltreffende supervisie nagevors en ontwerp word. Die funksies van supervisie sowel as die opleidingsmodelle verder ontwikkel moet word. ENGLISH: This study examines specific quidelines that can be used in the practice of supervision for social work. Changes and changed needs in modern society have resulted in radical changes in the services rendered in social work, as well as in increased pressure for efficiency and productivity. Super¬vision in social work can be regarded as a decisive component in increasing both the productivity of social workers as well as the efficiency of the management of welfare organizations. Material for the study has been obtained not only from literature on social work, but also from other related disciplines. This study does not claim to provide the ultimate and complete solutions to the problems encountered in the practice of supervision in social work, but provides a framework advocating a psycho-dynamic, interactive approach to supervision. This framework is social work-orientated and has been proven empirically as well as in practice. An attempt has been made to conceptualize and describe supervision as a method of instruction for continued training in social work, while various functions, models and strategies have been identified that can be offered as possible basic principles and methods for supervision in social work. An attempt has also been made to provide welfare organizations, as a dynamic and changing system in a changing and developing society, with guidelines for the task of supervision. In the pursuit of the above objectives, the following methods of inquiry have been used A survey of the literature on supervision was done for the purpose of finding out what the latest information and most recent theoretical developments are. Additional knowledge and information was gleaned from personal experience of supervision in social work - especially experience in teaching the MA (Social Work) Supervision Course at the University of Pretoria. Empirical data have also been gathered on a limited scale by means of questionnaires filled out both before and after the completion of their courses, by people who have completed the super¬vision course. The data thus gathered have been analysed and processed. An important point of view adopted in the study is that a particular situation has to be assessed and defined so that the appropriate strategies and methods, as dictated by specific factors, can be selected and applied in order to establish a system of supervision that is suitable to the organization's policies and objectives. For the complex task of sUperV1SlQn to be accomplished correctly and creatively, supervisors have to be given the correct training. Good, relevant and stimulating training in supervision should be the prerogative of previously selected persons in possession of the specific qualities needed in a good supervisor. These qualities have to be identified in good time for the candidates to receive specialized training. In the light of the study a conclusion was reached that extensive research on supervision is needed to illuminate aspects like new developments, strategies, knowledge, relevant training and the implementation of an effective system of supervision in the modern welfare organization. What is envisaged is a changed perspective of supervision in social work and the expansion of the functions and role of supervision. The following recommendations are made that: Specialized training in supervision be offered and encouraged. Posts for second level supervisors be created.>p> Organizational training programmes be developed. Supervisors and workers be selected with a view to compatibility. Supervisors be carefully selected. Minimum requirements and standards for supervisors be identified. Strategies for efficient supervision be researched and designed. The functions of supervision as well as the training models be further developed. / Thesis (DPhil)--University of Pretoria, 2010. / Social Work and Criminology / Unrestricted

Legislation regarding education in South Africa has changed significantly since 1994. One aspect that has changed is language policy and language of learning and teaching at schools. The number of schools that have changed their language policy from single medium to parallel- and dual medium has increased significantly. This change had an impact on the management of schools. The head of department as an instructional leader in his or her department plays an important role in managing this change. The research aims to investigate and describe the instructional leadership role of heads of departments at parallel medium primary schools. Furthermore, this study would also focus on the impact of the leadership role of department heads when the language policy at their respective schools has changed. With the focus on instructional leadership of the heads of departments this case study investigated the challenges experienced by this department heads. The study was conducted at three parallel medium primary schools in Pretoria. This is a qualitative study which interprets data collected by three techniques. The three data collection instruments were observations, interviews and document analysis. The data were analyzed using content analysis. My findings indicate the following: First, a school's language policy has a significant influence on the instructional leadership of heads of departments at parallel medium schools. Second, more specifically, the heads of departments must do tasks and duties in both languages of learning and teaching. This implies a tremendous increase in their workload that includes planning, meetings and communication. Finally, legislation and case law forms the framework within which the heads of departments as instructional leader has to fulfill their tasks. It seems that the participants' have a limited knowledge of the legal framework. / Dissertation (MEd)--University of Pretoria, 2011. / Education Management and Policy Studies / unrestricted

Thesis--Universität Heidelberg, 2000. / Includes bibliographical references (p. [231]-246) and index.

SASA (SA, 1996) caters for the participation of a wide range of stakeholders who have an interest in education. In terms of section 23 of SASA (SA, 1996) the membership of the School Governing Body (SGB) consists of representatives of parents, educators, learners, support staff and the principal as ex-officio member. Section 23 (6) of SASA (SA, 1996) states that SGBs may co-opt a member or members of the community to assist in discharging its duties. This implies that participation in school governance is extended to members of the community, who are referred to as external stakeholders in this study. Therefore the aim of this research study was to investigate the extent to which these external stakeholders participated in the activities of school governance. The research made use of a qualitative research design to determine the extent of participation by external stakeholders in school governance. The findings revealed a lack of participation by external stakeholders in activities of school governance. The study further highlighted some of the challenges that hindered participation by external stakeholders such as transport problems which resulted in non-attendance of meetings, poor communication of information, lack of trainings resulted in lack of knowledge of the roles and responsibilities of SGBs, language barrier, lack of time and lack of confidence from some stakeholders. A model is thus proposed as a solution to involve external stakeholders to participate in the activities of school governance. This model would assist SGBs to involve external stakeholders in school governance. / Thesis (PhD (Education Management))--North-West University, Potchefstroom Campus, 2013