Research supports that many studies conducted across the country and internationally, acknowledge the positive effects of parental interest in learner academic achievement. The research findings reveals that no study about the role of SMTs and parents in enhancing learner academic achievement has been conducted in rural secondary schools of Sekhukhune Limpopo Province. Further inquiry discovered that studies conducted nationally and internationally focused only on parent participation in elementary schools to improve reading, composition, and cognitive powers of primary school children. Epstein (2011) posits that parental involvement diminishes as the child moves on to secondary school level. The intent of this study through qualitative case-study research explored and analysed the role SMTs and parents play in Sekhukhune District Limpopo Province in enhancing learners’ academic achievement. Five parents of Grade 8-12 learners and 3 SMT members participated from each of the six public secondary schools of Sekhukhune Limpopo province in the inquiry procedure. Principals regards parental engagement in education as interfering with school programmes. This work explored and examined how SMTs and parents collaborate and interact to improve learner academic achievement in rural public secondary schools of the Sekhukhune Limpopo Province. Knowledge of the concept parent involvement; encouraging positive parenting skills; enhancing communication with families; increasing volunteerism at school encouraging learning at home; increasing the number of parents in leadership and decision-making roles; improving community collaboration; capacitating parents and teachers with legislation and laws and dealing with barriers prohibiting effective involvement were some of the themes that evolved from the findings of this study. The implications point to the urgent need for proper training of the school management team for the efficient involvement of parents of children in rural areas, as this will enhance learner achievement. This research highlights the importance of collaboration between all stakeholders to establish a shared vision in order to improve learner academic achievement. / Dissertation (MEd)--University of Pretoria, 2017. / Education Management and Policy Studies / MEd / Unrestricted

In South African schools and in other schooling systems, curriculum implementation and management poses a challenge. The purpose of this qualitative case study located within an interpretive paradigm was to explore how curriculum advisors and School Management Teams (SMTs) communicate curriculum changes to schools in the Gauteng North District in Gauteng Province. Purposive sampling was employed to select twelve participants: four curriculum advisors and eight SMT members from two primary schools. Data were collected by means of semi-structured interviews. The findings of this study show that while communication occurs between curriculum advisors and SMTs, there are certain challenges. These include lack of clarity on what needs to be changed, poor planning and time management, lack of coordination in communicating the changes and communication barriers related to the use of written messages. It was evident that implementation of curriculum changes requires supportive and open communication between the curriculum advisors, SMTs and other educators. Strategies for enhancing communication comprise planning for change, effective communication and the provision of feedback to confirm that messages are interpreted as intended. It was therefore recommended that adequate time be given to communicate the changes, communication be planned and coordinated to reduce conflict of activities and clear communication channels, trusting relationships and open lines of communication that include the use of technology be established. / Dissertation (MEd)--University of Pretoria, 2017. / Education Management and Policy Studies / MEd / Unrestricted

A dissertation submitted in fulfilment of the requirements for the degree of Masters in Education, at the University of the Witwatersrand , July 2019 / ‘Servant leadership’ is a burgeoning research area and a novel approach to leadership, which links the issue of leadership with questions of morality and virtues. Robert Greenleaf, the originator of the theory, describes servant leadership as a theory that ‘begins with a natural feeling that one wants to serve, to first serve, and then lead as a servant’. Scholarship on servant leadership has increased in recent years, with a growing trend for it to be practised in private and non-profit organisations. However, there is still a lack of research on the topic. Some studies have found servant leadership to be a relevant and effective leadership style, and have therefore suggested that educational leadership programmes adopt the principles and apply the practices associated with it. Part of what is intriguing about servant leadership theory is the application of this unique leadership approach in organisations. But to contextualise and apply this approach correctly, we need to understand its Western character and origin. My objective in this project is to understand what servant leadership would mean in an African context, and to evaluate its plausibility in South African school organisations. In other words, my aim is to translate the concept of servant leadership to fit the South African paradigm. / NG (2020)

Submitted in partial fulfilment of the requirements for the degree of MASTER OF EDUCATION In the Department of Educational Planning and Administration of the University of Zululand, 2004. / The objective to undertake this study determines whether and to what extent the parent component of the School Governing Body plays a role in decision-making in schools. The study conducted in Umzumbe Circuit schools, under the Port-Shepstone District in the Pietermaritzburg region of KwaZulu Natal Province. The research brings to the fore a distinction and overlap between governance and decision-making. It highlights the nature and importance of the involvement of the parent component in decision-making on school issues. The study demonstrates that school governance and decision-making entail the application of conceptual, technical and human relation skills. Based on findings emanating from the analysis and interpretation of data from the respondents, the study concludes that, ■* Some school principals do not effectively implement the directives portrayed in policy documents of the Department of Education. This situation hinders the participation of some parents in decision-making in schools; • Many parents do not have the necessary knowledge • about school governance in general and lack the necessary expertise required to enable them to participate effectively in decision-making on school issues; From the conclusions made, the study makes recommendations directed to school principals, schools, SGBs and district officials, SGBs and the Department of Education.

No description available.

Thesis (MBA.) -- University of Limpopo, 2011 / The functioning of the school within the new education dispensation has brought about radical changes in the management of schools where the formation of school management teams (SMTs) became a necessity in order to assist principals in the day to day management of schools so that effective, proper management can be applied. The introduction of the New Management System compelled the heads of institutions and all other relevant stakeholders to undergo comprehensive management training in order to contribute towards the management of schools. However, very little has been done to evaluate the perceptions of people who have to implement the new management system as to whether it is working or not. This study was aimed at finding out the perceptions of the School Management Teams (SMTs) and School Principals towards the effectiveness of the new management system within the Malamulele West Circuit of the Limpopo Province. The study also intended to explore the gap existing between schools management policy and the way it is understood and implemented by the School Management Teams in schools. The study utilized a questionnaire as an instrument of collecting data. Interviews were arranged with the respondents and they were interviewed following the standardized questionnaire. The findings show that School Management Teams did not feel effective in managing schools using the new management system. The SMTs did not have confidence in implementing the strategic management plans and practicing management effectively. The School Management Teams recommended amongst others, that they be sent for training. They envisaged that training programmes would assist School Management Teams in developing the competencies they need to perform their best in their current jobs. The study has also revealed that both School Management Teams and School \principals feel that they are not properly trained in management skills.

Thesis (M.A. Education (Educational Studies)) -- University of Limpopo, 2017 / Satisfactory learners′ performance in primary schools is faced by many challenges. One of these challenges is the School Management Teams′ (SMTs) competencies in the management, leadership, administration, monitoring and assessment of curriculum implementation. In an attempt to contribute towards improving the learners′ performance, this research study focused on exploring the SMTs′ competencies in the management, leadership, administration, monitoring and assessment in the management of curriculum implementation. The main focus group of the study was the heads of department (HODs) due to the fact that they are deemed as curriculum managers and are therefore well positioned to ensure successful curriculum implementation which yields good learners′ performance in schools. A qualitative case study design was adopted to explore the SMTs curriculum management competencies. This design was used because of its ability to document multiple perspectives, exploring contested viewpoints, its usefulness for exploring and understanding the process and dynamic of change as well as its potential to engage participants in the research process (Simon, 2009:23). The case study allowed the researcher to use interviews and document study in the case schools as sites of the research study and hence this facilitated triangulation. Interviews and document study were used as methods of collecting data from the participants. The population of the study was composed of 88 SMT members from 22 primary schools in Phokwane Circuit, Limpopo Province. Four primary schools were purposively sampled and from each of the schools four members of SMT namely, the principal, deputy principal and two HODs formed the study sample. The total study sample was therefore sixteen. Data collected was then analysed by content analysis method of analysis. The research findings revealed that the SMTs and HODs in particular lack competencies in the management, leadership, administration, monitoring and assessment of curriculum implementation. The study further revealed that there was lack of teamwork among members of SMTs, overcrowding of learners and v insufficient of learner and teacher support materials (LTSM) in the primary schools. The study therefore recommended that the SMTs and HODs in particular be extensively trained in the management, leadership, administration, monitoring and assessment through unique, intensive and well-tailored programmes by service providers. Furthermore, the study recommended that the HODs be thoroughly developed in educational legislative frameworks and policies in order to ensure appropriate application of the documents.

Thesis (M.Ed. (Curriculum Studies)) -- University of Limpopo, 2016 / School Management Team (SMT) members struggle to accommodate learners with diverse learning difficulties as prescribed by the Education White Paper 6. This is despite the workshops, which are conducted to develop SMTs to accommodate learners with disabilities and practice Inclusive Education (IE) in their classrooms. The purpose of this study was to investigate the SMT’s competence in the implementation of Inclusive Education in the Capricorn District of Limpopo Province. The study followed a qualitative approach where a case study design was adopted. Two officials from the Inclusive Education section of the Department of Education and six SMT members from three schools in the Capricorn District of Limpopo Province were purposively selected to participate in the study. Data was collected through semi- structured interviews, observations and document analysis. Data was analysed through content analysis, and followed the Creswell’s model of data analysis. The results of the study were as follows: there is a lack of human and physical resources, duration of time taken for conducting workshops was too short, and the lack of follow-up programmes. Therefore, these results may imply that the current professional model of teacher development through workshops is not effective, and that new strategies are needed to improve teacher development programmes. The study suggests that further areas of research should include time allocation for conducting workshops on Inclusive Education, resources allocation and follow-up programmes. / National Research Foundation (NRF)

M.Ed. (Educational Management) / This research was conducted in an effort to investigate the perception of principals on group decision-making within the School Management Teams (SMT's). This study was prompted by the changes taking place within the department of education, which are in line with the political changes that have taken place in South Africa. The dawn of democracy in South Africa paved a way for the democratisation of all government structures. According to the South African School's Act (SASA) of 1996 (b) participative management should be practised at all levels of education, in this instance at school level. The SMT's who are comprised of managers, must make joint informed decisions at the school level. From the literature review it is evident that principals should be competent in group decision making so that they can make rational decisions and to assist the management team to reach the desired common goal. The involvement of the SMT in decision-making develops a sense of ownership for the institution and this sense of ownership can lead to co-operation amongst the members, which could cascade to the rest of the staff members. The co-operation could promote effectiveness in the management of the school. An empirical study was conducted based on group decision-making. A comparison was made concerning the factor mean scores of the following independent groups: gender, age, mother tongue, commitment to group decision-making, teaching experience, qualifications of respondents, medium of instruction, districts and workshops attended relative to group decision-making. Generally, there seemed to be no statistically significant differences between these categories as they mainly agreed with the factor named group decision-making. The respondents belonged to schools in the three districts namely D1, D3 and D4 of the Gauteng Department of Education. Chapter four depicts the results of the research. Based on the results of the research, guidelines were drafted to assist principals in group decision making. Finally, this research recommends further research on this topic on a wider context such as: Research be conducted in other parts of Gauteng and other provinces. The perception of other SMT members to group decision-making should be investigated.

This study was conducted to establish the challenges that Senior Management Teams face as instructional supervisors. The study begins by highlighting the statement of the problem as well as the goals. It continues by providing the historical development of instructional supervision. The study also brings an overview of instructional supervision in Botswana with particular attention to primary school environments. The mixed method approach which incorporates both qualitative and quantitative approaches guided this study. Quantitative data was captured using closed ended questionnaires while qualitative data was collected using semi-structured interviews. Field notes and audio recordings were used to record the interviews. Simple random sampling was used to select a sample of 10 schools from a population of 26 schools. A purposeful sampling was also used to select suitable participants who were directly affected by the theme under investigation. The data was analysed using tables and descriptive formats. The findings of the study reveal that there are some factors that limit the effectiveness of instructional supervision in primary schools. Evidence provided by the participants indicates that supervisors are not well trained on the area of instructional supervision, instructional supervision problems are left pending and there is no distinction between instructional supervision and teacher evaluation. The study concludes by recommending that teachers who assume supervisory roles need to be orientated on the area of instructional supervision and a blue print for instructional supervision should be produced so that supervisors can use it as a guide to improve supervision of instruction in schools. / Thesis (M.Ed.) North-West University, Mafikeng Campus, 2013