Globally, there are numerous debates on what constitutes an effective school. Parents strive to choose what they regard as the best school for the education of their children. Historically, school effectiveness is a phenomenon associated with learner attainment. Yet, school effectiveness is measured and conceptualized differently throughout the world. The aim of this research was to determine and define the factors contributing to the effectiveness of secondary schools in the Free State Province of South Africa. A case study was conducted on six schools selected in the Free State Province. Data were collected qualitatively by means of semi-structured and focus-group interviews with principals, SMTs, teachers, SGBs, learning facilitators and school-management and -governance developers. A documentary analysis was carried out to triangulate data from interviews. The data collected were triangulated and supported by an extensive literature review on school effectiveness and improvement. In particular, the literature review encompassed the policy context of school effectiveness in South Africa, definitions of the concept of school effectiveness, models of school effectiveness, methods of evaluating school effectiveness, the relationship between school effectiveness and school improvement, change and school improvement, approaches to school improvement and the characteristics of effective schools. The legislative framework for both teacher and school evaluations is highlighted and their effectiveness critically reviewed with reference to current investigations in the field. These empirical investigations, which, form part of this larger qualitative research project, show that effective schools exhibited high learner attainment, effective teaching and learning, as well as a highly effective leadership and management. Management, leadership and administration, curriculum, school governance and VI school support structures were confirmed as very instrumental as far as school effectiveness and improvement are concerned. Furthermore the study indicates that the current policies are not enhancing school effectiveness and improvement, thus the study recommends the index of school effectiveness and improvement (ISE&I). The Index of School Effectiveness and Improvement, which is a document that schools can use to review and enhance their effectiveness, is a model developed in the course of this study to assist schools in improving their effectiveness. Unlike the WSE review, which takes place every five years, the index suggests a continuous and regular review process by schools carried out by all stakeholders. In conclusion, an overview of the challenges identified by this research project, as well as the aspects in need of further research, is highlighted. / Educational Leadership and Management / D. Ed. (Education Management)

The changes within the South African education system have turned-around the view that regards principals as “sole” people responsible for leadership and management of schools. The task of the school principal has undergone a radical change. Over the years the notion has been replaced by the view that sees management and leadership as prerogative of many, including stakeholders within and outside education. The move has become world-wide phenomenon compelled by the dual imperatives changing societal values and the rate of change. This study is aimed at investigating the perceptions and experiences of School Management Teams (SMTs) on teamwork as an alternative to school management. The investigation was framed within the mixed-method approach, and sought to unpack the experience of SMT members with regard to teamwork. An interpretive paradigm made it possible for me to gain an in-depth understanding of SMT members’ experience of teamwork within their school contexts. I used interviews and questionnaires as research tools to gather data. This study has found that, although the concept of teamwork is well-received, there are still significant obstacles to the implementation of teamwork as an alternative form of school management / Educational Leadership and Management / M. Ed. (Education Management)

In the 21st century, there is a growing realisation that providing principals with the necessary opportunities of training in leadership and management skills has become increasingly important as a way to increase school effectiveness and achieve quality performance. Central to this argument is the fact that principals are merely accorded a status and role without the necessary training. The purpose of this study was therefore to explore the effectiveness of state-funded professional development programmes of school principals with specific reference to Soshanguve secondary schools and also to ascertain the extent to which principals’ training meets the schools’ and principals’ needs given the changed conditions that exist in the country. The study employed a quantitative research methods approach to collect data from 100 educators and 20 Head of Departments (HoDs). This was done through administration of questionnaires. Data was analysed using the Statistical Package for the Social Sciences (SPSS), which was used to generate the frequencies and descriptive statistics that were used to answer research questions. While it is expected that principals should effectively and rigorously be developed to enable them to improve teaching and learning at their schools, the study, however, found that training of school principals in Soshanguve was elusive and ineffective, and as result, the majority of these principals lack basic management training prior to and after their entry into principalship. The study has shown that apart from being faced with various challenges and being promoted to principalship without the necessary leadership experience, principals rely on trial-and-error experience and common sense in leading and managing schools. The study also showed that a majority of principals are in great need of being professionally developed in some specific areas. Furthermore, the study discovered that the Department of Basic Education does not seem to be making efforts in ensuring that principals are professionally developed. Consequently, principals develop on their own through informal professional development strategies. In conclusion, the study recommended, amongst others, that principals should be encouraged to take personal responsibility and initiative in preparing and developing school leadership through self-study, reading literature, attending seminars and workshops out of their own personal volition. That Department of Basic Education (DoBE) needs to look into ways of subsidising the training of school principals. DoBE should also find ways of formally incorporating more of the private sector and non-governmental organisations to help in the preparation and development of principals for school leadership by allowing them to offer in-service courses for potential principals and serving principals. / Educational Leadership and Management / D. Ed. (Education Management)

Thesis (MTech (Public Management))--Cape Peninsula University of Technology, 2016. / There is always much debate about the performance of high schools, especially around the lack of learners excelling and the Grade 12 poor pass rate. This dissertation nvestigates the impact of mentorship on the performance of principals, deputy principals and subject heads at a selection of high schools in the Cape Town metropolitan area. Literature on the topic indicates that various types of mentorship programmes exist. The literature review consisted of journal articles, books and policy documents. For the purpose of the empirical study, the research question of whether mentorship has a positive impact on the performance of senior personnel in high schools was best answered by following a quantitative approach to research. The study population comprised 42 senior staff members from three high schools in the Cape Town metropolitan area. A questionnaire survey was used to collect data from the sample of 21 senior staff members, and the data analysis was done by means of a Microsoft Excel spreadsheet using pie charts to illustrate the results. The study found that mentoring subordinate educators and principals is a Key Performance Area (KPA) of the convenience randomly selected schools that fall within the respective district under the jurisdiction of the Western Cape Education Department (WCED), that key personnel are familiar with mentorship, but that there are some issues that need to be resolved. It is envisaged that the implementation of mentorship programmes at high schools will positively influence the development of educators, and impact positively on the performance of key personnel and the performance of the affected schools.

Thesis (MEd (Education))--Cape Peninsula University of Technology, 2015. / The Western Cape Education Department could not reach their proposed pass percentage of 50% in Grades 3 and 6 for Afrikaans Huistaal/English Home Language and Mathematics in all schools since 2002. Rural primary schools in a Circuit in the region of the West Coast form part of these statistics. The main aim of this study is to identify and discuss the shortcomings and positive aspects in the management practice within this Circuit, draw conclusions and propose recommendations. With this aim the central focus resides within the ambit of the role and function of rural primary school principals as well as the impact of their management acts on learner performance. The accountability of principals comprises managing schools in such a way that learning by learners is a core priority. Several literary genres and philosophies based on professional judgment, views and opinions of experts as well as authorities were researched to find answers to how these approaches can be applied in order to answer the problem statement. To find further answers for the problem statement a combination of quantitative and qualitative research was used. This research process resides within an interpretive research paradigm and is exploratory and descriptive. Selfdesigned questionnaires as well as semi-structured questions for focus group interviews were developed to obtain information from participants, the primary sources. Using this design first-hand knowledge was obtained from participants through the responses in the questionnaires and comments from the interviews. Responses and comments were organised in order to formulate the findings. Both the shortcomings and positive aspects regarding school management in its total extent are highlighted and recommendations are suggested. This study attempts to make a meaningful contribution to the management and leadership accountability function of principals in rural primary schools in order to improve learner achievement.

Whilst the concept of teacher leadership is not new in the international literature (Grant, 2006), research on the topic of teacher leadership is emerging slowly as a new area of research interest in South Africa (Grant, 2006; Grant, 2005; Singh, 2007). Teacher leadership is basically about teachers who are leaders within and outside the classroom, who identify with and contribute to a community of teacher learners and leaders, influence others to improve their teaching practice and accept responsibility for realising the goals of their organisation (Katzenmeyer & Moller, 2001 in Grant, 2006). Therefore, teachers’ roles in operating as leaders in schools are acknowledged in literature. This study is a replication of a University of KwaZulu-Natal multi-case study on the enactment of teacher leadership conducted in various educational institutions in the province of KwaZulu-Natal. In line with the original study, this study aimed at obtaining an understanding of the enactment of teacher leadership in a township high school in the King William’s Town education district, in the Eastern Cape. I further explored what factors promoted or hindered such enactment. As an Eastern Cape Master of Education student participating in a group research programme at Rhodes University, we adopted and used the same research questions, research approach, data collection methods as well as data analysis techniques as utilised in the original study. Therefore, this research study was conducted within the interpretive paradigm, following a qualitative approach. I adopted a case study methodology, with the case being the school and three teacher leaders as units of analysis. Data were gathered through a multi-method approach which consisted of a school profile, a focus group interview, semi-structured individual interviews, questionnaires, self reflective journaling and observations. Whilst the research was guided by distributed leadership theory, Grant’s (2008) Model of teacher leadership and thematic content analysis was used to analyse data. Research findings revealed that the enactment of teacher leadership was evident in Zones 1, 2 and 4 of Grant’s (2008) Model of teacher leadership in the case study school. However, a restricted form of teacher leadership was enacted in Zone 3, whereby teachers were not regularly involved in school-wide decision-making processes. When teacher leadership was enacted, it was in a form of authorised distributed leadership. The study further identified the autocratic leadership style of the principal and of the School Management Team members, as well as the non-inclusive school culture as main barriers towards the enactment of teacher leadership in the case study school. Despite these barriers, teachers’ high levels of enthusiasm were identified as an enabling factor that promoted the enactment of teacher leadership in the case study school.

A review of the academic literature related to “strategic leadership” reveals that the performance of an organization will indeed be influenced by the application of this phenomenon. This thesis confines its research to a case study on Ellerine Holdings Limited, a multi-billion rand enterprise that trades in the competitive Southern African furniture retail industry. Following the 2007 acquisition of Ellerine Holdings Limited (EHL) by African Bank Investments Limited (ABIL), a new Chief Executive Officer (CEO) was appointed to develop and to lead the strategic changes that were envisioned for EHL. The research examines how the performance of EHL has been influenced since the appointment of Toni Fourie as the new CEO in February 2008. Boasting a reputation borne from his previous successes in organizational transformation, Fourie was ABIL’s first-choice leader for this challenge. Fourie displays qualities, attributes, behaviours and traits that are characterized by the phenomenon of “strategic leadership”. He has been the focus of media attention for the aggressive strategic changes that he has introduced within the organization. A quantitative analysis of EHL’s financial performance (between 2007 and 2009) indicated that there was a constant decline in the organization’s PBT (Profit Before Taxation) during the period observed. However, the research determined that turbulent conditions in the macro-economic environment (such as the global economic recession in 2008 and 2009) complemented by mitigating micro-economic factors, would have adversely skewed the conclusions in this document if the research was limited to quantitative analysis alone. Hence, the researcher explored a qualitative research framework by collecting and assimilating data from available documentation, and from formal interviews that were conducted with research participants representing the organization’s new leadership. These participants included the new CEO, Fourie, and the new Director of Strategy, Dr. Louis Carstens. Information was also obtained from informal discussions that were conducted with other senior executives, and with an ex general manager of one of EHL’s business units, who was based in the Eastern Cape region at the time. An examination of all of this data concluded that although Ellerine Holdings Limited was not achieving all of its financialperformance objectives, there was general consensus that the CEO’s strategic choices would yield the desired financial results from the mediumterm (namely, year-03 of his tenure) onwards. The CEO’s optimism and conviction that his strategic interventions will address long-term financial sustainability is shared by both EHL’s internal and external stakeholders. It emerged that EHL’s stakeholders were satisfied with the accelerated progress reflected in the organization’s non-financial performance indices. These indicators included the sowing of a new organizational culture; improved cost-base efficiencies; labour productivity; customer satisfaction; employee empowerment; innovation and creative thinking; collaborative and participative engagement; structural rationalization, and the introduction of new processes and procedures. The research from the EHL case study concluded that the phenomenon of strategic leadership can have a positive influence on various qualitative indicators within an organization. The research also determined that despite unforeseen conditions in both the macro and micro economic environments, an effective strategic leadership will remain committed to its vision, and resilient to its critics and competitors. This research further concludes that successful organizational transformation (within a macro enterprise) is ostensibly dependent on the interventions of a strategic leader who displays a specialist set of skills and behaviours. These strategic leaders have the ability to successfully shift the cognitive paradigms of their employees, thereby creating an enabling environment for the implementation of their strategic choices.

Research studies and the review of academic literature has found that strategic leadership had a direct impact on organisational climate, and that climate in turn accounted for nearly one third of the financial results of organisations (Goleman, 2000). The conclusion from research conducted across 13 industries established that over a 20 year period, leadership accounted for more variations in performance than any other variable (Northouse, 2006). This thesis confines its research to a case study on Famous Brands. Famous Brands is currently one of Africa’s leading Quick Service Restaurant and Casual Dining franchisors and is also represented in the United Kingdom. The Group also has a manufacturing arm and supplies its franchisees, the retail trade and the broader hospitality industry with a wide range of meat, sauce, bakery, ice cream, fruit juice and mineral water products. At the time when the company’s name changed from Steers Holdings to Famous Brand in 2004, Kevin Hedderwick was appointed as Chief Operating Officer. The research examines how Kevin Hedderwick has exercised strategic leadership and thereby influenced Famous Brands’ performance. Hedderwick displays qualities, attributes and behaviours that are characterized by the phenomenon of “strategic leadership”. A quantitative analysis of Famous Brands financial performance (between 2005 and 2009) was undertaken. Further qualitative descriptions were used to further give meaning to the financial results. The success experienced by Famous Brands since Hedderwick’s appointment, seem to suggest that strategic choices and initiatives have been met with great success. The research is presented in the form of a case study that can be developed into a teaching case to be used in the classroom to illustrate the exercise of strategic leadership. The researcher explored a qualitative research framework by collecting and assimilating data from available documentation, and from a formal interview that was conducted with Mr Hedderwick. Information was also obtained from interviews that were conducted with other senior executives and influential personnel. This research concludes that the success of organisations is dependent on the interventions of a strategic leader who displays a specialist set of skills and behaviours. These strategic leaders have the ability to successfully influence their employees, thereby creating an enabling environment for the implementation of their strategic choices.

Within the new constitutional order, South African local government has been afforded specific status and is protected as a distinctive sphere of government in terms of the Constitution Act 108 of 1996. Municipalities are no longer a mere function of national or provincial governments. In addition to this entrenched status, the Constitution and other developmental local government legislation vests local government with specific functions and responsibilities as part of the process of building a new democracy and promoting socio-economic development and upliftment. Consequently, local government managers are under constant pressure to improve the performance and quality of service delivery. They are expected to satisfy a number of stakeholders, achieve increases in efficiency, as well as attain developmental service delivery goals as contained in their Integrated Development Plan (IDP). Quality management standards and excellence models in support of the total quality management (TQM) philosophy are relatively new public management approaches that changes traditional organisational decision-making practices to deliver services to its customers in more effective and efficient ways. In essence, quality management standards and excellence models are performance management methodological practices, techniques and tools designed to meet and exceed public requirements. It accomplishes this through determining what constitutes excellence in customer service, and then empowering employees to a never-ending search for quality improvement in the delivery of services, in terms of the continuous improvement and continuous process improvement philosophies, of which total quality management (TQM) is premised on. Consequently, quality management standards and excellence models (such as the ISO 9001: 2008 QMS, ISO 14001: 2004 EMS, EFQM and SAEF Excellence Models) as methodological practices, techniques or tools in support of the critical factors (CFs) of the total quality management (TQM) philosophy, namely: (1) customer-based approach, (2) senior management commitment and leadership, (3) quality planning, (4) management based on facts, (5) continuous improvement, (6) involvement of all members of the organisation, (7) education and training, (8) teamwork, (9) communication systems, (10) learning, (11) process management, (12) co-operation with suppliers, and (13) organisational awareness and concern for the social and environmental context, can provide a framework by which to achieve the goals of effective and efficient service delivery in developmental local government, as they foster a culture of performance and accountability. Local government managers could use these quality and excellence methodological practices, techniques and tools, as a starting point to improve efficiencies in their municipalities, as the programmes afford them an opportunity to systematically evaluate the municipality and determine what leads to organisational success and deliverables. Institutional theory suggests that organisations are both influenced by and can influence the society in which they operate. Institutional theorists believe that the motivation for a change in internal practices might not only be performance related, but may primarily be to enhance or maintain the legitimacy of the respective institution. Institutional theory also focuses on the social contract that exists between the institution and society. This social contract is believed to represent the expectations of society. From an institutional point of view, it has been suggested that institutions may change and adopt the norms of society to appear legitimate to that society. This infers that when societal norms and values change, institutions will be expected to change. These societal pressures combined with legislative changes, require institutional entrepreneurs to respond to these isomorphic pressures, and will work to preserve the institution's legitimacy by incorporating, or at least appearing to incorporate, new practices, norms and values. The aim of this research study was to analyse within an institutional theory framework, the implementation of quality management standards and excellence models in support of the total quality management (TQM) philosophy and developmental local government within two South African municipalities. The research investigation has been undertaken within the social constructionist paradigm and using the case study method. Interviews and documents were the data sources and thematic analysis was used as a tool to analyse the data by applying a theory-driven coding procedure. The findings from the two research sites, namely Makana Municipality in Grahamstown and Drakenstein Municipality in Paarl reveal that the implementation of quality management standards and excellence models in support of the total quality management (TQM) philosophy in both municipalities was not a smooth process and there were many challenges such as political instability, lack of commitment on the part of the senior leadership and management, staff and skills shortages, resistance by staff to implementation and resource constraints. Institutional theory has proved to be useful in understanding why the Makana and Drakenstein Municipalities implemented quality management standards and excellence models. Because of coercive, mimetic and normative isomorphic pressures affecting the Makana and Drakenstein municipalities, change was imperative if these institutions were to remain relevant and legitimate in order to address its service delivery mandate of effectiveness and efficiency. Institutional theory provided a theoretical lens to understand and appreciate the pressures that affected the municipalities because of its new developmental mandate as encapsulated in new municipal legislation. It also assisted in understanding how institutional entrepreneurs responded to these pressures to conform. The implementation of quality management standards and excellence models in the Makana and Drakenstein municipalities was adversely affected by volatility amongst the political leadership of both municipalities. The successful implementation of these standards and models would require collective action from the political, bureaucratic and procedural entrepreneurs in order to enhance effective, efficient and accountable service delivery. However, in both the Makana and Drakenstein municipalities, institutional entrepreneurs, namely councillors and officials were not working together as a collective to implement quality management standards and excellence models. Evidence has shown that the absence of stable political leadership and noncooperation and collaboration amongst institutional entrepreneurs contributed significantly to the non-institutionalisation of quality management standards and excellence models in these Municipalities. This implies that legitimacy has not been achieved, due to institutional entrepreneurs not collaborating and collectively working with each other to implement the quality management standards and excellence models. Thus, this research study suggests that the strategic and collective role of the political and administrative leadership as institutional entrepreneurs is critical if the municipality is to achieve its aims and objectives, namely effective, efficient, and accountable service delivery in developmental local government. Recommendations in respect of future research and to practitioners have also been offered.

The purpose of this study is to develop a substantive grounded theory explaining the development of a philosophy and the practice of leadership amongst young adults who had attended Hilton College and whom were exposed to their servant leadership development programme. The grounded theory method in this study was developed using conventions identified by Strauss and Corbin (1990) and relying upon a collection of incidents noted during interviews with former students, teachers, housemasters, headmaster and Hiltonian Society board members. In total thirty-six interviews were conducted over a period of four years in South Africa, the United Kingdom and Kenya. Using the grounded theory methodology, an understanding of the theoretical model emerged through the development of a personal philosophy and the practice of servant leadership. Related to the central phenomenon of individual leadership philosophy and practice, the causal condition of opportunity to lead, influenced how the individual philosophy and practice emerged. Strategies used by the participants to nurture their philosophy and practice of leadership were the leadership development programme, community service, feedback and reflection. The data identified the intervening conditions and conditions relating to the context of the leadership philosophy and practice. The consequences of developing a leadership philosophy and practice were related to leadership behaviour; self-esteem; growth; follower relations; empowering of others; and relationship to institutions. The theoretical model illustrated the holistic nature of an individual’s leadership philosophy and practice. In this instance, the nature of the data revealed that the individual's leadership philosophy and practice that developed amongst the participants was predominately servant leadership. The different approaches to leadership development were scrutinised with the intention of locating the grounded theory that developed in this study, within the available literature. The literature did provide some useful insights, in particular the social field theory of Bourdieu (1998), which offered a more encompassing explanation and showed much promise in providing an understanding of leadership development. Wheatley's (1999) interpretation of field theory further explained the influence of servant leadership in leadership development. Finally, the researcher developed a set of propositions and recommendations for practice and future research and discussed the value of this research.