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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.
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Principals' views and experiences of school governing bodies in the Sweetwaters circuit, Pietermaritzburg, KwaZulu-Natal.Ndlovu, Thandanani Moses. January 2004 (has links)
Abstract not available. / Thesis (M.Ed.) - University of KwaZulu-Natal, PIetermaritzburg, 2004.
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An investigation of school-related problems perceived by headmasters in the Bergville Circuit, KwaZulu, to influence their work performance.Tshabalala, S. N. January 1987 (has links)
Abstract not available. / Thesis (M.Ed.) - University of Natal, Durban, 1987.
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Educator, learner and the abolition of corporal punishment in a rural isiZulu-medium school in Harding, KwaZulu-Natal.Ndlovu, Gugu Hildegard. January 2005 (has links)
This thesis examines the impact of the abolition of corporal punishment on boy behaviour in a
rural IsiZulu-medium school in Harding, Kwazulu-Natal. The school is made up of black
learners and educators.
As far back as we can remember, corporal punishment has been part of a teacher's function.
When corporal punishment was abolished by the South African Act of l996, many teachers were
aggrieved, as they believed that corporal punishment was the only answer to disciplinary
problems. Many educators still believe that corporal punishment should be used to make learners
respect them and curb deviant behaviour.
Altematives to corporal punishment have been provided as a way of bringing change to schools'
disciplinary practices. These alternatives to corporal punishment haven't been popular with
parents, educators and learners. There is a call for the restoration of corporal punishment in spite
of the negative impact such punishment has on a learner. The South African Government has
made it illegal to use corporal punishment as a way of addressing or instilling change.
This study examines the effects of the abolition of corporal punishment, and more specifically,
looks at whether the abolition has had a positive effect on school discipline, boys' behaviour and,
more broadly, on gender relations.
Using questionnaires and interviews posed to both educators and learners, the research suggests
that boy's behaviour is shaped and influenced to a large extent by the following factors:
(a) Home back ground,
(b) The society/environment,
(c) The history of the education system,
(d) School practices and discipline policies and
(e) Hegemonic masculinities.
The type of punishment that is used also contributes towards shaping boys behaviour. The study
finds that the abolition of corporal punishment has had both a positive and a negative impacts
on schools' discipline and boy behaviour. The study shows that one of the intended consequences
of the abolition of corporal punishment (the improvement of the teacher learner environment)
has not been achieved and in fact, may have become worse as a result of the abolition of corporal
punishment.
Leamers are more undisciplined now than before. Educators fail to exert authority over learners
as boys have as increased disregard for the rights of others. There is a high frequency of late
comers and the school is functioning poorly. Educators feel that they lack the authority to
discipline leamers as they are not allowed to use corporal punishment. Academic performance
is low in both internal (grade 8-11) and external (grade 12) classes. There is increased graffiti and
vandalism. Learners fail to attend studies and extra lessons and during breaks they are very noisy.
Most learners experience difficulty using English as the medium of learning and teaching.
Learners seem to have no interest in academic work although the majority of learners participate
in extra mural activities.
A few of the learners and educators have responded positively to the abolition of corporal
punishment. Some of the educators have changed their disciplinary methods and practices. They
have resorted to alternative methods of punishment like detention, discussions and getting
leamers to perform menial tasks. The use of non violent methods of punishment have yielded a
slight change in boy learners. Some of the boys seem to be obedient, they conform to school rules
and are responsible and committed to their work. Some learners, who displayed violent behaviour
before, have become passive and display acceptable behaviour. This study finds a thin but steady
line of change in boys' behaviour and in gender relations in the school.
The abolition of corporal punishment appears to create democratic spaces which allow new
perceptions and practices of discipline to emerge and these assist in the emergence of new
masculinities. / Thesis (M.Ed.)-University of KwaZulu-Natal, Durban, 2005.
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Understanding the educational needs of rural teachers : a case study of a rural education innovation in KwaNgwanase.Salmon, Cecily Mary Rose. January 1992 (has links)
This dissertation examines the following key educational issues: the needs of rural teachers, the role of rural parents in education and the nature of support provided by non-governmental organisations. The literature on South African education, rural education and in-service education and training provides a theoretical framework for the evaluation of an education innovation which began in 1986 in KwaNgwanase, in the Ubombo Circuit of the KwaZulu Department of Education and Culture. The focus of the study is to show how an innovation can be adapted by rural teachers to suit their own specific needs. It is acknowledged that improving teacher support and school provision within a rural area in South Africa is only a small step in transforming an inadequate education context. It remains the role of the state to provide a meaningful system of education for all South Africans, but communities can, and should, play a role in deciding how this service can best be utilised. The study suggests that aspects of the innovation has potential for replicability in other rural areas and may provide a strategy to address the need for appropriate in-service education and training for rural teachers. / Thesis (M.Ed.) - University of Natal, 1992
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Women in management : perceptions of eight women in the Kwazulu-Natal department of education.Nair, Charmaine Magdalene. January 2003 (has links)
In South Africa, one site where women in management are most underrepresented is educational
management Equal opportunity for women as a political objective is entrenched in the
Constitution of the Republic of South Africa. A gendered shift in educational management is an
emerging phenomenon in the province of KwaZulu-Natal. This study explored the experiences of eight women holding education management positions in one region in the province of KwaZulu-Natal through a qualitative case study approach. The research method was the semi-structured interview. The aim was to examine the reasons they entered management, the routes that led them to acquiring the positions, the management strategies they employed, their experiences in a male dominated environment, and their views on the issue of gender equity in educational management.
The findings revealed that most of the women had a motivation and drive to progress through the
ranks in the profession and enter management positions. This drive appears to be linked to early
socialisation of the women and the development of an autonomous, self-controlling identity. In their perceptions of their experiences as managers, findings suggest a high degree effectiveness amongst the women managers evident in the value they place on management strategies such as effective listening and communication, building trust, people centred approaches, team building, and networking. However, participants in the study all alluded to the fact that they still had to deal with the gendered dynamics of organisational life. Men's dominance in educational management and the numerical marginalisation of women remains a hurdle. No matter how career oriented and motivated women may be, they still have to engage with the constant immersion in a masculinist work culture. The findings suggest that the women have to constantly prove their worth, deal with gender stereotyping, and negotiate their private and public roles. All the women in the study suggested the need for women to build networks of support, and for creating more inclusive organisational cultures that reflect a commitment to gender equity. / Thesis (M.Ed.)-University of Natal, 2003.
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A team-based approach to leading and managing a rural primary school.Govender, Poovalingum. January 2011 (has links)
The aim of this study is to explore a team-based approach to leading and managing a rural
primary school. A requirement in a team-based approach to make quality decisions and
improvements in the school, comes from people working in harmony. In noting that teams
are more effective than individuals, this study explores how a team-based approach to leading
and managing schools plays itself out in a rural primary school. The objectives of this study
were to determine how a team-based approach is operationalised in a rural primary school
and to determine the challenges and possibilities associated with a team-based approach. The
study employed an interpretive meta-theoretical approach with a case study research design.
For the purpose of this study, purposive sampling was chosen. The study was conducted in a
public rural primary school in the eThekwini Region of the Ilembe District. The research
participants sampled comprised two male and three female participants to accommodate
gender representation. The principal, head of department (intermediate, phase), acting head
of department (foundation phase), one level one educator (intermediate phase) and one level
one educator (foundation phase) who were concerned with the day-to-day activity of the
organisation and the delivery of its performance were selected. Data was collected by means
of semi-structured interviews. The collected data was analysed and categorised into common
categories, patterns and themes. The key findings that emerged from the research were that
to ensure achievement of school goals, teamwork is necessary. People working together,
learning and sharing together will promote team effectiveness. The principal, together with
the SMT play an important role in creating and managing the different types of teams. By
having regular formal and informal meetings; ongoing professional development; monitoring
and evaluating members of a team; having a clear vision and rationale to manage change and
conflict will lead to continuous improvement and team effectiveness. / Thesis (M.Ed.)-University of KwaZulu-Natal, Edgewood, 2011.
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The supervision and assessment experiences of the National Professional Diploma in Education (NPDE) field workers.Pillay, Deshini. January 2011 (has links)
Five field workers and their coordinator of the National Professional Diploma in
Education (NPDE), an in–service upgrading course for under-qualified teachers in
KwaZulu–Natal, South Africa, were interviewed to find what meaning and practices
informed them in carrying out their work with teachers.
This study was conducted within the interpretive paradigm and was qualitative in
nature. Hence, data was collected using semi–structured interviews. No attempt has
been undertaken to generalize the findings as the participants were few. This study
is warranted and the findings have relevance for future research.
The key findings of the study are as follows.
a) Guidelines for supervision – NPDE field workers and the NPDE coordinator
revealed that the time frame for one day workshops was too short and this did not
allow field workers the opportunity to address critical issues pertaining to the
supervision process.
b) Responsibility towards the NPDE students revealed that the NPDE field workers
were not directly involved in choosing the number of NPDE students they had to
assess and supervise.
c) Professional development with regard to classroom observation – a lack of
professional development revealed that fieldworkers had to rely on their own
knowledge and reading to prepare themselves to supervise and assess the NPDE
students.
d) The role of the NPDE field workers in assessing and supervising the NPDE
students – the inappropriate title was key element that emerged from the finding.
e) Supervision out of class – revealed that this was done once the classroom
assessment.
f) Collaborative partnerships between students and field workers – partnerships
formed seemed to be the key element that emerged from the finding. The
partnerships formed was based on love, trust and understanding.
g) Experiences of the NPDE field workers – The data revealed that field workers
experiences during their supervision and assessment of the NPDE students were
very enlightening. / Thesis (M.Ed.) - University of KwaZulu-Natal, Edgewood, 2011.
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Induction experiences of newly promoted heads of department in the Umlazi District.Makoni, Divas. January 2012 (has links)
Recent years have seen a move to enhanced focus upon the induction of school leaders. Initial
induction programmes for school leaders tended to focus mainly on school principals. There is
new found realization of the need to broaden the focus on school principals to include Heads of
Department. This study explores the induction experiences of newly-promoted HoDs.
The study used a qualitative approach using the interpretive paradigm. Three new HoDs
reflected on their personal experiences of being inducted into the system through semistructured,
face-to-face interviews. They were selected through the use of purposive and
snowball sampling techniques. The participants narrated on how they were inducted by the
Department of Education (DOE) as well as their respective school management teams within the
Umlazi District.
The findings reveal that both the DOE and schools offered formal induction programmes to new
HoDs. All the new HoDs who participated in this study claimed to experience feeling of anxiety
and stress. The DoE as well as the schools with which the participants are affiliated, showed that
they valued the process of introducing novice HoDs by conducting such induction programmes
soon after their appointment. All the new HoDs were inducted through forum of workshops held
in the Umlazi District. / Thesis (M.Ed.)-University of KwaZulu-Natal, Durban, 2012.
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School management of learner problems in the context of an impoverished school community.Prammoney, Charmaine. January 2012 (has links)
This study investigated teachers’ management of learner problems in the context of an
impoverished school community. The rationale for the study took into consideration
the constant demands placed on learners and teachers by poverty-related issues. By
illuminating the factors that affect teachers’ work performance in the context of an
impoverished school community, it is hoped that all education stakeholders would be
motivated to support, assist and guide teachers to overcome the current challenges with
regard to poverty in schools, thus enhancing their work performance as well as that of
their impoverished learners.
The study employed a qualitative research design. Through a process of purposive
sampling, five teachers from a primary school from the Phoenix Ward of the Pinetown
District in KwaZulu-Natal were selected. The data were generated by means of semistructured
interviews. The data gathered were coded and organized into themes,
categories and sub-categories. Content analysis was used to analyze the data.
The findings suggest that the consequences of poverty at school level are numerous
and become even more complex when there is a lack of parental support at community
level. Furthermore, they reveal that poverty impacts negatively on learners’ academic
performance. Factors associated with poor work performance by learners included
abuse, parental apathy, the environment, and a lack of resources, to name but a few.
Praise and recognition, as well as democratic leadership styles on the part of teachers
have a positive influence on learners’ work performance. Flexibility, care and visible
intervention by teachers and the school have been found to have a positive impact on
learners’ attitude towards school. The study concludes with a number of
recommendations to address and manage the problems experienced by learners in
impoverished contexts. / Thesis (M.Ed.)-University of KwaZulu-Natal, Durban, 2012.
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