The main aim of this study was to investigate the perceptions of stakeholders regarding reputation in schools in Fezile Dabi district. A qualitative approach was used. Multiple sources of data collection included semi-structured interviews, documents and visual data in the form of photographs. A literature review revealed that reputation management is imperative for schools to survive and continue existing. Determination of factors that contribute to good reputation and those causing bad reputation is important before school managers can embark on reputation management. Reputable schools attract more learners and resources because of the culture of learning and teaching in these schools. Four sites were purposefully selected and twenty internal and external stakeholders participated. The research sites were made up of two primary and two secondary schools all Quintile 1 and 2 schools. The study revealed that factors contributing to good reputation in the participating schools included: effective teaching, emotional appeal, clean physical surroundings, good leadership and management, involvement of parents and effective financial management. It was found that all participating schools had good academic results and received awards in sport and music, involvement in extra-curricular activities was regarded as a norm in these schools, thus they were boasting of high enrolment of learners. There were however, causal factors to bad reputation such as external factors- lack of leadership and management at district level and lack of skills regarding dealing with media. Internal factors included misbehaviour of learners and ineffective management. School managers in these schools were not creative and innovative in the use of strategies to strengthen reputation in their schools. The focus was only on effective teaching and extra-curricular activities. No new strategies were adopted by school managers to adapt to the changing school environment to ensure continued reputable schools. / Thesis (MEd (Education Management))--North-West University, Vaal Triangle Campus, 2013

Thesis (M.Ed.)--University of Hong Kong, 1987. / Also available in print.

The problems concerning the future management of state-aided (Model C) schools fall into two main categories, namely problems intrinsic to the Model C schools and the problem of giving substance to the stated vision of the ANC. Model C schools were seen as a South African model of school self-management. A study of the literature relating to school self-management in general, and how it is practised in various countries, was made and the management of state-aided (Model C) schools was analyzed. A impirical investigation was conducted to ascertain the perceptions of various role-players in school management about their duties and responsibilities in this regard. A model for the self-management of state-aided schools, based on the Caldwell and Spinks' s model, and conforming to various criteria, is proposed. The proposed model is, in the opinion of the researcher, applicable not only to State-aided schools, but to all schools in South Africa as it allows individual schools to accept as much or as little self-management as is consistent with the capacity of their communities to provide effective and efficient service. It also allows schools to accept increases in self-management as their communities gain in management skills and expertise. / Educational Studies / D.Ed. (Educational Management)

Abstract The main purpose of the study was to clarify the importance and realization of the duties of a principal. An international viewpoint was sought for the management of Finnish schools through studying what kind of school management exists in Holland and Germany. The importance and realization concerning both actions and experiences expressed by principals about their own work were analysed using questionnaires. The image of the school management was collected by a thematic interview. The study was carried out in Finland, Germany and Holland. The postal questionnaires sent to the Lueneburg and Ludwiglust regions of Germany in 1997 were answered by 19 principals and 13 teachers; and the Friesland region of Holland were answered by 18 principals and 17 teachers. In Holland, three principals were interviewed and in Germany five principals and two chief education officers. In Finland, Northern Savo was selected as the research region. The questionnaires sent in 1998 were answered by 129 principals and 154 teachers. The measures and functioning opportunities of a German principal were similar to the management system existing in Finnish schools during the years 1970-1980. In Holland, indications were that independence and decision-making rights were much wider than in our schools. The principals in Northern Savo were of the opinion that it was important to aim for certain measures through administrative reforms: the development of teaching schemes, goal and results-oriented management, more co-operation with interested groups and the development of internal functions in the school. The largest differences between opinions of the principals were expressed concerning the traditional administrative functions of principals. The results indicated that the administrative culture and the management of the schools are changing. To one part of the principals was assimilated the role of a modern human-oriented director, whilst the other part was continuing to do their work through concentrated administrative work at the offices. According to the Northern Savo teachers, implementing the general functions of principals was carried out quite well. The teachers would like to have more support, opportunities and communication, but not so much control and advice. They also wanted to see the principal concentrating more on the pedagogical concept of the school, but they also did not expect to have as much guidance as their German colleagues did. The teachers considered the principal's role to be more administrative in implementing functions, and were of the opinion that principals were carrying out their functions more traditionally, compared with the opinion of the principals. In all the researched countries, monitoring of individual lessons was considered to be quite unnecessary. On one hand, the results express the variability of the principal?s work, and on the other hand they express the contradiction between the work day duties and expectations. / Tiivistelmä Tutkimuksen päätehtävänä oli selvittää rehtorin tehtävien tärkeys ja toteutuminen. Suomalaisen koulun johtamiseen haettiin kansainvälistä näkökulmaa kartoittamalla, millaista on koulun johtaminen Hollannissa ja Saksassa. Erilaisista organisaatioteorioista ja -malleista valittiin systeemiteoreettinen näkökulma. Koulu ymmärrettiin asiantuntijaorganisaatioksi. Johtamista tarkasteltiin tehtävä- ja henkilöstöjohtamisen perusulottuvuuksien kautta. Koulun johtaminen määriteltiin rehtorin toimenpiteiksi, joiden avulla saavutetaan kouluorganisaatiolle asetetut ja sen itse asettamat tavoitteet. Tehtävien tärkeys ja toteutuminen sekä rehtoreiden kokemukset omasta työstään kartoitettiin kyselylomakkeen avulla. Koulun johtamisen kuvaa täydennettiin teemahaastattelun avulla. Tutkimus suoritettiin Suomessa, Saksassa ja Hollannissa. Saksan L?neburgin ja Ludwigslustin alueelle 1997 lähetettyyn kyselyyn vastasi 19 rehtoria ja 13 opettajaa sekä Hollannin Länsi-Frieslandin alueelta 18 rehtoria ja 17 opettajaa. Hollannissa haastateltiin kolmea rehtoria ja Saksassa viittä rehtoria ja kahta koulutoimenjohtajaa. Suomessa tutkimusalueena oli Pohjois-Savo. Vuonna 1998 suoritettuun kyselyyn vastasi 129 rehtoria ja 154 opettajaa. Tutkimuksen tulosten perusteella pohjoissavolaisia kouluja johdetaan edelleen asiantuntijaorganisaatiomaisesti. Koulun kehittyminen oppivaksi organisaatioksi edellyttäisi hallinnon ja opettamisen vuorovaikutusareenan laajentumista ja avautumista. Näin voitaisiin avoimesti käsitellä ja kehittää sekä opettamiseen että yhteisön hallinnointiin liittyviä asioita. Saksalaisen rehtorin tehtävät ja toimintamahdollisuudet muistuttivat suomalaisen koulun johtamisjärjestelmää 1970- ja 1980-luvuilla. Hollannissa koulujen itsenäisyys ja päätäntävalta todettiin olevan paljon suurempi kuin meillä. Pohjoissavolaiset rehtorit pitivät tärkeinä tehtäviä, joihin on hallinnollisilla uudistuksilla pyritty: opetussuunnitelman kehittämistä, tavoite- ja tuloshakuisuutta, yhteistyön lisäämistä sidosryhmiin ja koulun sisäisen toiminnan kehittämistä. Suurimmat erot rehtoreiden näkemysten välillä ilmenivät perinteisissä rehtorin hallinnollisissa tehtävissä. Tulos viittaa siihen, että koulun hallintokulttuuri ja johtaminen on muuttumassa. Osa rehtoreista oli omaksunut modernin kehittämis- ja ihmissuhdejohtajan roolin osan hoitaessa tehtävänsä edelleen hallintokeskeisesti kansliastaan käsin. Rehtorit olivat onnistuneet keskeisissä tehtävissään pohjoissavolaisten opettajien arvion mukaan melko hyvin. Opettajat odottivat rehtorilta enemmän tukea, edellytysten luomista ja yhteydenpitoa kuin kontrollointia ja neuvomista. He toivoivat myös parempaa paneutumista koulun pedagogiseen toimintaan, vaikkakaan eivät kaivanneet samassa määrin opastusta kuin saksalaiset kollegansa. Rehtorit korostivat opettajia enemmän pedagogista rooliaan. Opettajat mielsivät rehtorin roolin toimeenpanoasioissa hallinnollisempana ja että rehtorit hoitivat tehtäviään perinteisemmin kuin rehtorit itse. Kaikissa tutkimuksen kohteena olleissa maissa koettiin yksittäisten tuntien seuranta jokseenkin turhaksi Tulokset ilmentävät osaltaan rehtorin työn moninaisuutta sekä arkipäivän työn ja odotusten välistä ristiriitaa. Koulun johtamistyölle tulisi luoda nykyistä paremmat edellytykset ja yhteiskunnan tuki. Rehtorit odottavat selkeämpiä tavoitteita, toimintaohjeita ja -valtuuksia.

During the second half of the 20th century there has been both a burgeoning intellectual interest in business and management as a topic and an exponential growth in the formal study of business and management as an academic subject. Indeed by the end of the century it was estimated that worldwide there were 8,000 business schools and more than 13 million students of business and management. In addition, it was estimated that worldwide annual expenditure on university level business and management education had reached US $15 billion (The Global Foundation for Management Education, 2008). However, despite this there is a lack of clarity regarding both the scale and the nature of the influence that academic scholarship exerts over managers. Accordingly this research study has sought to investigate the appropriation of ideas, theories, concepts and models by management practitioners. The thesis has reviewed and evaluated the two most obvious, most established and most influential potential explanations. These were diffusion of innovations (Rogers, 1962) and fashion theory (Abrahamson, 1991 & 1996; Abrahamson & Fairchild, 1999). It has been concluded that whilst both these potential explanations provided important insights, neither was able to provide a comprehensive theoretical foundation for this research study. Accordingly, a much broader range of pertinent scholarship was reviewed and evaluated. This included, but is not limited to, the scholarship that is associated with learning by adults (Dewey, 1933; Bartlett, 1967; Schank & Abelson, 1976; Mezirow, 1977). Although this additional scholarship provided a further range of potential explanations, the extent to which any of these would be found within the particular setting of management practitioners remained unclear. In addition, the literature review highlighted a number of unresolved debates regarding issues such as (i) whether management was a science or an applied science; (ii) whether it was a craft or a profession; (iii) whether in reality there were fashionable trends in management practice or whether in fact such practices were remarkably stable; and (iv) whether management theoreticians, gurus and consultants actually exerted significant influence over management practitioners. The literature review also highlighted methodological concerns relating to the use of citation analysis as a proxy for primary information regarding managerial practice. Hence, this research is situated in a gap which is delineated by the unresolved issues that are associated with both diffusion theory and fashion theory; the applicability of the broader range of scholarship to a management setting; the unresolved debates within this field of interest and the need to obtain primary information relating to management practice, rather than being dependant upon citation analysis. The research study has utilised qualitative data and inductive reasoning to examine these matters and the overarching research philosophy has been that of realism (Ritchie & Lewis, 2003). Ultimately, 39 semi-structured, recorded interviews were undertaken using the critical incident technique (Flanagan, 1954). Collectively these interviews lasted for 35 hours and obtained information relating to 160 critical incidents. The verbatim transcripts of the interviews totalled 350,000 words. A case study analysis of this data was undertaken to examine the decision making of the interviewees in relation to some of their most challenging managerial situations. This analysis concluded that for the ‘generality’ of these interviewees; theory played little, or no, overt part in their decision making. The data was also subjected to a content analysis using a bespoke compendium of 450 ‘terms’ that represented the development of theorising about management over the whole of the 20th century. This analysis concluded that the influence of the 20th century’s management theoreticians over these interviewees was weak. Finally, the possibility that any such influence might be a covert, rather than an overt; phenomenon was examined using both the insights of intertextuality (Allen, 2000; Bazerman, 2004) and the framework analysis technique (Ritchie, Spencer & O’Connor, 2003). This analysis demonstrated that the discourse, dialogue and language of these interviewees could be indexed to four domains; (i) the theoretical; (ii) the conceptual; (iii) the tactical; and (iv) the practical. The intertextual indexing outcomes were corroborated both by substantial extracts from the verbatim interview transcripts and by three unrelated strands of scholarship. These were (i) adaptive memory systems (Schacter, 2001); (ii) the realities of management (Carlson, 1954; Stewart, 1983; Mintzberg, 1989) and (iii) the role of concepts and conceptual thinking in nursing (McFarlane, 1977; Gordon, 1998; Orem, 2001). On this basis it has been concluded that management can be characterised as a conceptual discipline; that in its essential nature management is at least as conceptual as it is either theoretical or practical; and that managers appropriate concepts and ideas, rather than theories and models per se.

Resume Topic of this thesis is leadership. Its aim is to recapitulate theoretical frame of this subject, and to outline to what extent Czech people (for purposes of this thesis Czech internet users) are familiar with leadership concept in similar way which is presented by authors who write about it. This work is based on ideas of so-called classical management schools, and information about leadership takes not only from books of chosen Czech authors, but also from works of foreign specialists like Peter F. Drucker or John Adair. For theoretical frame are used also some management textbooks like works of Koontz and Weihrich or Vodáček and Vodáčková. My hypothesis and initiative for this work is that for Czech environment leadership still is not much usual concept. There was quantitative survey on sample of Czech population carried out. As the interviewing was done online, it is not possible to present it as fully representative however criterions for choosing respondents corresponded with representative sample of Czech population when considered demographical indicators like gender, age, region or size of residence. Aim of the survey was to check on how leaders are perceived in Czech environment, which characteristics are they connected with, and if there are any differences between them and managers. The...

This study presents the main results of an investigation on food management in the public schools of the state of Alagoas with special emphasis on what has been called the politics of autonomy , meaning the taking over of food management tasks by the school staff with state government resources. In order to bring it to fruition I went beyond the general references on the subject, scanning both national and local food management policies as well as the political culture of both managers and beneficiaries, striving to bring together the social-economical reality of the state of Alagoas and the deeper meaning of the referred policies, examining several documents such as the general rules and regulations dealing with the subject as well as the reports produced by the food management instances under examination. Taking what has conventionally been called, specially within the Alagoas state school system, democratic educational management as one of the key references of my study, with all that this particular category take or leave to be considered, I strive to throw some light on the dynamics and process of management, taking management in its broadest possible sense as regards the particular dynamics of the school. That s the reason why such categories as political participation and social control appear as so important in this study, implying the search for determining the general perception of both managers and beneficiaries of the school nutritional issue. Of course, here the word beneficiaries applies mainly to those responsible (parents or tutors) for the students enrolled in the two schools that made up my case-study. Indeed, taking as my case two schools located in Maceió, the capital of the state, I strived to reach a more accurate perception of the different process, dynamics and senses of the actions of the subjects who, in the state school system, deal directly or indirectly with food management and the policies related to it. My intention in studying these particular cases which I reputed exemplar was to set a comparison between a unit that has been perceived as successful and another one officially seen as flawed as regards the process of giving food management autonomy to schools. As for the results achieved by this study, titled THE RIGHT TO BE FED AND THE FRUITION OF THE RIGHT TO EDUCATION: AUTONOMY AND FOOD MANAGEMENT IN SCHOOLS IN THE STATE EDUCATIONAL SYSTEM OF ALAGOAS, I hope to have pointed out to the strengths as well as the limits of the policy of giving food management autonomy to schools, since the adoption of this policy aimed at the democratization of school management in general. If, on the one hand, the results thus achieved do not allow for a thorough generalization, they do allow, on the other hand, with its grasping of concrete realities, processes and senses, for a deeper understanding of the phenomena under consideration. Be that as it may, I believe that one is perfectly able to judge for oneself what either was or was not achieved after giving some thought to what I hereby propose. / O presente trabalho apresenta os principais resultados de uma investigação sobre a gestão da alimentação nas escolas públicas estaduais de Alagoas, com um foco especial sobre o que se convencionou chamar de política de escolarização, que quer dizer gestão da merenda feita diretamente pela escola a partir do aporte dos recursos pelo poder público estadual. Para o desenvolvimento deste estudo, além das referências gerais que fui buscar no campo da história e da política de alimentação escolar praticada no Brasil e em Alagoas, bem como no campo da cultura política dos gestores e dos destinatários das políticas de merenda, procurei fazer um confronto entre a realidade sócio-econômica alagoana e o sentido das políticas de alimentação escolar, compulsando, para tanto, documentos tais como legislação e relatórios produzidos nas instâncias gestoras das políticas em apreço. Tomando como uma das referências centrais do meu estudo o que, a partir da legislação, se convencionou chamar, na rede estadual de ensino de Alagoas, de gestão democrática da educação , com tudo o que essa categoria comporta ou deixa de considerar, tentei dar atenção às dinâmicas e processos de gestão, entendida a gestão no mais amplo espectro que esse termo pode significar na dinâmica escolar. Daí por que categorias como participação política e controle social são centrais neste estudo, o que implicou a busca da percepção de como a alimentação escolar era vista e conduzida por gestores e usuários. Evidentemente que aqui usuários são aqueles e aquelas que atuam como responsáveis por estudantes que integram as duas escolas públicas que tomei como caso de estudo. Tomando como caso duas escolas situadas em Maceió, capital de Alagoas, procurei perceber processos, dinâmicas e sentidos da ação dos sujeitos que, na rede estadual de ensino, direta ou indiretamente, lidam com a alimentação escolar e suas políticas. A decisão por dois casos que denominei de exemplares foi motivada pela intenção de comparar uma situação considerada bem sucedida, com outra tida como de pouco êxito frente a escolarização da merenda na rede pública estadual. Quanto aos resultados obtidos, com este trabalho de pesquisa, intitulado DIREITO À ALIMENTAÇÃO E FRUIÇÃO DO DIREITO À EDUCAÇÃO: GESTÃO E ESCOLARIZAÇÃO DA ALIMENTAÇÃO ESCOLAR NA REDE PÚBLICA DE ALAGOAS, espero haver obtido resultados explicativos para o alcance e limites do fenômeno da escolarização da alimentação escolar na rede pública estadual, visto que o principal objetivo dessa política foi a democratização da sua gestão. Se os resultados obtidos, por se tratar de um estudo de dois casos, não permite uma generalização taxativa, por outro lado, pela captação de realidades concretas, processos e sentidos, permite um mergulho mais fundo no campo e, conseqüentemente, um aprofundamento na compreensão dos fenômenos analisados. Quanto aos resultados, fica um convite aos interessados pelo tema e pelos objetos pesquisados para que, comigo, empreendam a leitura do trabalho que ora vem a público.

Submitted by Tatiana Lima (tatianasl@ufba.br) on 2015-10-19T18:38:10Z No. of bitstreams: 1 JAQUELINE PEREIRA VIEIRA.pdf: 1238319 bytes, checksum: cb16e58bcc86857d08515a7a269372ec (MD5) / Approved for entry into archive by Tatiana Lima (tatianasl@ufba.br) on 2015-10-19T21:26:52Z (GMT) No. of bitstreams: 1 JAQUELINE PEREIRA VIEIRA.pdf: 1238319 bytes, checksum: cb16e58bcc86857d08515a7a269372ec (MD5) / Made available in DSpace on 2015-10-19T21:26:52Z (GMT). No. of bitstreams: 1 JAQUELINE PEREIRA VIEIRA.pdf: 1238319 bytes, checksum: cb16e58bcc86857d08515a7a269372ec (MD5) / A gestão democrática cuja concepção filosófico-teórica parte do princípio de que a gestão é, sempre, uma ação compartilhada está baseada, portanto, na relação de divisão/ compartilhamento de responsabilidades. Isto permite garantir a plena participação dos atores, que devem buscar juntos soluções coletivas para as diversas questões do cotidiano da gestão da organização. Deste modo, o presente trabalho busca identificar aspectos que dificultam ou facilitam a implantação da melhoria das práticas administrativas e pedagógicas desenvolvidas pelo Centros de Educação Profissional do estado. A teoria da Administração Política pode contribuir com a avaliação desses Serviços, pois propõe uma discussão sobre os conceitos de gestão e gerência permitindo avaliar a gestão escolar desde a concepção à sua operacionalização, analisando se estão integrados ou desarticulados. O presente estudo traz um recorte da realidade dos Centros de Educação Profissional da rede estadual da Bahia, com um enfoque teórico metodológico embasado no contexto de instituições públicas e se propõe a avaliar o modelo de gestão praticada no referido universo escolar. Esta abordagem se baseia na Teoria da Administração Política e na concepção de gestão democrática escolar, na perspectiva da participação cidadã. Foi realizada uma revisão da literatura desta teoria, fundamentos legais da gestão e concepção de gestão democrática, delimitando elementos teóricos e metodológicos para a construção do percurso metodológico e de indicadores e dimensões que fundamentam a gestão democrática. A partir disto, realizou-se a coleta de dados, que possibilitou analisar as informações da prática evidenciada nos Centros e os princípios teóricos, políticos e pedagógicos que fundamentam a prática da Gestão Democrática nos Centros de Educação Profissional da Bahia, de modo a compreender o conteúdo, a forma e a dinâmica que a orientam e os aspectos essenciais para o funcionamento adequado da gestão destes Centros. Com estes elementos, foi elaborada uma matriz de análise, que trouxe três dimensões da Gestão Democrática Escolar, como a Política, Pedagógica e Administrativo-financeira, delimitando categorias, indicadores e subindicadores construídos de forma a caracterizar a prática de gestão democrática nos centros. Com isto, ratificamos a importância da efetivação de ações que contribuam, direta ou indiretamente, para a implementação e consolidação da gestão democrática, além de considerar que este estudo poderá contribuir para dimensionar e estimular a participação dos atores nos processos decisórios dos Centros de Educação Profissional do Estado da Bahia. / The democratic management, whose philosophical-theoretical design part of the principle that management is always a shared action is based, therefore, on the relationship of Division/sharing of responsibilities. This allows you to ensure the full participation of actors who should get together collective solutions to the various issues of the daily management of the organization. Thus the present study seeks to identify aspects that hinder or facilitate their deployment, thus seeking to contribute to the improvement of administrative and pedagogical practices developed by these centers in the State. The theory of political administration can contribute to the evaluation of these services, because it proposes a discussion about the management concepts and management allowing to evaluate the Health Service since the conception of its management model to its operationalization, analyzing if are integrated or disarticulated. This study brings a clipping of the reality of professional education centers statewide network of Bahia, with a methodological theoretical approach grounded in the context of public institutions and sets out to analyze the model of democratic management practiced in the school context. This approach is based on the theory of political administration and in the design of democratic management of schools, from the perspective of citizen participation and. A literature review was conducted of this theory, Fundamentals of management and Legal conception of democratic management, theoretical and methodological elements for defining the methodological pathways construction, construction of indicators and that underlie democratic management dimensions. From there, data collection was held which allowed to confront the practical information evidenced in the centers and the theoretical, political and pedagogical principles that underlie the practice of democratic management in Professional education centers of Bahia in order to understand the content, shape and dynamics that drive and aspects essential to the proper functioning of the management of these centers of Professional Education. Based on these elements, was an elaborate array of analysis, which brought three dimensions of democratic management of schools, as the policy, financial and administrative, pedagogical and delimiting categories, indicators and sub-indicators constructed characterize the practice of democratic management in the centers. With that, we reaffirm the importance of the implementation of actions that contribute, directly or indirectly, to the implementation and consolidation of democratic management, in addition to considering that this study can contribute to scale and stimulate the participation of actors in the decision-making processes of Professional education centers in the State of Bahia.

Text in Afrikaans / Die verskynsel van gedesentraliseerde onderwyshestuur, of selfbestuur van skole (SBS), 1s 'n helangrike internasionale ontwikkeling in onderwyshestuur. 'n Afwenteling van gesag vind vanaf 'n hoer onderwysheheerliggaam na die plaaslike hestuurs- of skoolvlak plaas. Die nuwe wyse van selfhestuur van skole in Engeland en Wallis word saamgevat met die term Local Management of Schools (LMS), terwyl die soortgelyke inisiatief in die VSA en Kanada School-Based Management (SBM) genoem word. Talle aspekte van SBM en LMS sluit in 'n groot mate aan by die Suid-Afrikaanse variant van SBS, die bestuur van staatsondersteunde (Model C-) skole. In aansluiting by die literatuuroorsig wat in hierdie navorsing gedoen is, is kwalitatiewe data deur middel van onderhoude met opvoedkundiges wat direk by die bestuur van staatsondersteunde skole betrokke is, ingesamel. Klem is deurentyd in hierdie studie gele op die skoolhoof se veranderde bestuurstaak ten opsigte van die bestuur van die personeel en die gemeenskapsbetrokkenheid. bestuur van finansies, die bestuur van ouer- en Ten slotte is die volgende onder meer bevind: 'n Oorwegend deelnemende, deursigtige bestuurstyl van die skoolhoof is 'n wesenlike vereiste vir die eff ektiewe selfhestuur van skole. Die hestuur van die finansies bet die grootste enkele verandering in die rol van die skoolhoof in staatsondersteunde skole teweeggebring. Elke hoof behoort die kundigheid van 'n verskeidenheid persone te benut, en hy behoort soveel personeellede as wat prakties moontlik is, by die bestuur van die skool te betrek. Die skoolhoof, bestuursliggaam en ouers behoort saam te werk aan 'n vennootskap waarin daar openheid, wedersydse vertroue en hartlike samewerking voorkom. Die skoolhoof behoort ook, as uitvoerende beampte, te help verseker dat die bestuursliggaam eff ektief funksioneer.Die skoolhoof, bestuursliggaam en ouers behoort saam te werk aan 'n vennootskap waarin daar openheid, wedersydse vertroue en hartlike samewerking voorkom. Die skoolhoof behoort ook, as uitvoerende beampte, te help verseker dat die bestuursliggaam eff ektief funksioneer. Die skoolhoof, bestuursliggaam en ouers behoort saam te werk aan 'n vennootskap waarin daar openheid, wedersydse vertroue en hartlike samewerking voorkom. Die skoolhoof behoort ook, as uitvoerende beampte, te help verseker dat die bestuursliggaam eff ektief funksioneer. Die skoolhoof, bestuursliggaam en ouers behoort saam te werk aan 'n vennootskap waarin daar openheid, wedersydse vertroue en hartlike samewerking voorkom. Die skoolhoof behoort ook, as uitvoerende beampte, te help verseker dat die bestuursliggaam eff ektief funksioneer. / Decentralised educational management, or self-management of schools, is an important international development in the field of educational management In this process the decision-making authority is delegated from a central office to the local school level. In England and Wales this new approach is labelled Local Management of Schools (LMS), while School-Based Management (SBM) refers to basically the same initiative in the USA and Canada. Many aspects of the South African variation of selfmanagement of schools, namely the management of state-aided (Model C) schools, are quite similar to SBM and LMS. In addition to the literature review undertaken for this study, qualitative data have been gathered through interviews with a number of educationists who are directly involved in the management of state-aided schools. The main focus was on the changed management role of the principal with regard to financial management, staff management, and the management of parent and community involvement The research concluded with the following findings: A participatory, transparent management style is the key to effective and successful self-management of schools. Financial management has caused the biggest single change in the task of the principal of a state-aided school. Every principal ought to consult as widely as possible, and involve as many staff members as is practicable in the financial management of the school. The principal, management body and parents ought to ensure that a partnership is developed in which there is openness, mutual trust and collaboration. The principal, as managing executive, should also try to ensure that the management body functions effectively. The parents, school community and pupils should be offered the opportunity to participate in a formal, controlled way in the strategic planning and management of the state-aided school / Educational Leadership and Management / D.Ed.

Text in Afrikaans / Die verskynsel van gedesentraliseerde onderwyshestuur, of selfbestuur van skole (SBS), 1s 'n helangrike internasionale ontwikkeling in onderwyshestuur. 'n Afwenteling van gesag vind vanaf 'n hoer onderwysheheerliggaam na die plaaslike hestuurs- of skoolvlak plaas. Die nuwe wyse van selfhestuur van skole in Engeland en Wallis word saamgevat met die term Local Management of Schools (LMS), terwyl die soortgelyke inisiatief in die VSA en Kanada School-Based Management (SBM) genoem word. Talle aspekte van SBM en LMS sluit in 'n groot mate aan by die Suid-Afrikaanse variant van SBS, die bestuur van staatsondersteunde (Model C-) skole. In aansluiting by die literatuuroorsig wat in hierdie navorsing gedoen is, is kwalitatiewe data deur middel van onderhoude met opvoedkundiges wat direk by die bestuur van staatsondersteunde skole betrokke is, ingesamel. Klem is deurentyd in hierdie studie gele op die skoolhoof se veranderde bestuurstaak ten opsigte van die bestuur van die personeel en die gemeenskapsbetrokkenheid. bestuur van finansies, die bestuur van ouer- en Ten slotte is die volgende onder meer bevind: 'n Oorwegend deelnemende, deursigtige bestuurstyl van die skoolhoof is 'n wesenlike vereiste vir die eff ektiewe selfhestuur van skole. Die hestuur van die finansies bet die grootste enkele verandering in die rol van die skoolhoof in staatsondersteunde skole teweeggebring. Elke hoof behoort die kundigheid van 'n verskeidenheid persone te benut, en hy behoort soveel personeellede as wat prakties moontlik is, by die bestuur van die skool te betrek. Die skoolhoof, bestuursliggaam en ouers behoort saam te werk aan 'n vennootskap waarin daar openheid, wedersydse vertroue en hartlike samewerking voorkom. Die skoolhoof behoort ook, as uitvoerende beampte, te help verseker dat die bestuursliggaam eff ektief funksioneer.Die skoolhoof, bestuursliggaam en ouers behoort saam te werk aan 'n vennootskap waarin daar openheid, wedersydse vertroue en hartlike samewerking voorkom. Die skoolhoof behoort ook, as uitvoerende beampte, te help verseker dat die bestuursliggaam eff ektief funksioneer. Die skoolhoof, bestuursliggaam en ouers behoort saam te werk aan 'n vennootskap waarin daar openheid, wedersydse vertroue en hartlike samewerking voorkom. Die skoolhoof behoort ook, as uitvoerende beampte, te help verseker dat die bestuursliggaam eff ektief funksioneer. Die skoolhoof, bestuursliggaam en ouers behoort saam te werk aan 'n vennootskap waarin daar openheid, wedersydse vertroue en hartlike samewerking voorkom. Die skoolhoof behoort ook, as uitvoerende beampte, te help verseker dat die bestuursliggaam eff ektief funksioneer. / Decentralised educational management, or self-management of schools, is an important international development in the field of educational management In this process the decision-making authority is delegated from a central office to the local school level. In England and Wales this new approach is labelled Local Management of Schools (LMS), while School-Based Management (SBM) refers to basically the same initiative in the USA and Canada. Many aspects of the South African variation of selfmanagement of schools, namely the management of state-aided (Model C) schools, are quite similar to SBM and LMS. In addition to the literature review undertaken for this study, qualitative data have been gathered through interviews with a number of educationists who are directly involved in the management of state-aided schools. The main focus was on the changed management role of the principal with regard to financial management, staff management, and the management of parent and community involvement The research concluded with the following findings: A participatory, transparent management style is the key to effective and successful self-management of schools. Financial management has caused the biggest single change in the task of the principal of a state-aided school. Every principal ought to consult as widely as possible, and involve as many staff members as is practicable in the financial management of the school. The principal, management body and parents ought to ensure that a partnership is developed in which there is openness, mutual trust and collaboration. The principal, as managing executive, should also try to ensure that the management body functions effectively. The parents, school community and pupils should be offered the opportunity to participate in a formal, controlled way in the strategic planning and management of the state-aided school / Educational Leadership and Management / D.Ed.