1 |
Die rol van skoolreëls in die bestuurstaak van die hoof van 'n sekondêre skool / André Giles GroenewaldGroenewald, André Giles January 1986 (has links)
School rules form an important management instrument
for the principal in his management of the school
(i.e. management of pupil activities). The accepted
view of school rules and of the term discipline has
a negative connotation. This should not be so.
School rules have as first aim education and teaching
and discipline indicates a state of orderliness and a
positive learning and educational atmosphere in which
the self-discipline of pupils can prosper. This
state is brought about by the intertwining of management
functions amongst which the implementation of a
system of rules.
In order to enable the principal to fulfil the mission
given to man at creation, and at the same time comply
with legal and educational requirements, a system of
school rules must be regarded as part of his management
function.
A rule system regarding management of the school (i.e.
pupil management) should be made compulsory in schools
by departments of education. However, it is not
advisable that a complete set of school rules should
be enforced on principals by such departments.
Guided by his scriptural religious fundamentals, the
christian principal will apply rules against the background
of creation, the fall of man and his salvation.
He will apply rules as though implementation is scripturally
founded.
School rules show a bifocal perspective regarding
major management functions, planning, organizing,
guidance and control. On the one hand management
functions are applied to establish school rules
and on the other hand existing school rules are
applied as management instrument in collaboration
with major and secondary management functions.
School rules form an integral part of the management
function of a principal. It is imperative that
principals should be aware of the requirements with
which school rules must comply and that these rules
should form part of their daily management functions
in order to ensure first rate education and teaching. / Thesis (MEd)--PU vir CHO, 1986
|
2 |
Die rol van skoolreëls in die bestuurstaak van die hoof van 'n sekondêre skool / André Giles GroenewaldGroenewald, André Giles January 1986 (has links)
School rules form an important management instrument
for the principal in his management of the school
(i.e. management of pupil activities). The accepted
view of school rules and of the term discipline has
a negative connotation. This should not be so.
School rules have as first aim education and teaching
and discipline indicates a state of orderliness and a
positive learning and educational atmosphere in which
the self-discipline of pupils can prosper. This
state is brought about by the intertwining of management
functions amongst which the implementation of a
system of rules.
In order to enable the principal to fulfil the mission
given to man at creation, and at the same time comply
with legal and educational requirements, a system of
school rules must be regarded as part of his management
function.
A rule system regarding management of the school (i.e.
pupil management) should be made compulsory in schools
by departments of education. However, it is not
advisable that a complete set of school rules should
be enforced on principals by such departments.
Guided by his scriptural religious fundamentals, the
christian principal will apply rules against the background
of creation, the fall of man and his salvation.
He will apply rules as though implementation is scripturally
founded.
School rules show a bifocal perspective regarding
major management functions, planning, organizing,
guidance and control. On the one hand management
functions are applied to establish school rules
and on the other hand existing school rules are
applied as management instrument in collaboration
with major and secondary management functions.
School rules form an integral part of the management
function of a principal. It is imperative that
principals should be aware of the requirements with
which school rules must comply and that these rules
should form part of their daily management functions
in order to ensure first rate education and teaching. / Thesis (MEd)--PU vir CHO, 1986
|
3 |
Plaaslike beheer in die onderwys van Transvaal, 1902-1910 / Jacobus Theodorus van WykVan Wyk, Jacobus Theodorus January 1958 (has links)
Thesis (MEd)--PU vir CHO
|
4 |
Beheer van die onderwys in die provinsie Transvaal vanaf 1910 / Hendrik Christoffel BoshoffBoshoff, Hendrik Christoffel January 1959 (has links)
Proefskrif--PU vir CHO
|
5 |
Plaaslike beheer in die onderwys van Transvaal, 1902-1910 / Jacobus Theodorus van WykVan Wyk, Jacobus Theodorus January 1958 (has links)
Thesis (MEd)--PU vir CHO
|
6 |
Beheer van die onderwys in die provinsie Transvaal vanaf 1910 / Hendrik Christoffel BoshoffBoshoff, Hendrik Christoffel January 1959 (has links)
Proefskrif--PU vir CHO
|
7 |
Vergaderings in skoolbestuursverband : 'n juridies-opvoedkundige studie / Frederik Hermanus PotgieterPotgieter, Frederik Hermanus January 1990 (has links)
No research has been undertaken in South Africa on
meetings within the context of school management.
In this research meetings within the context of the
educational system have been studied, with special reference
to meetings at local management level. These meetings,
which are related to the involvement of various social
structures and the creation of an educational field, are
influenced by a number of natural and cultural factors and
basic motives.
Due to the number of parties involved and the variety of
tasks that have to be performed, formal education must be
managed effectively. Management takes place at different
levels. Education Departments function at the second level
and the management bodies of schools at the third. Meetings
are an important managerial aid on school level and are
essential for effective planning, organising, guidance and
control. The sound management of school meetings is
essential and unique.
Legal regulations of meetings are very important. Judicial
provisions relate mainly to good order at meetings, the legal
relationship between the members concerned and the validity
of decisions and relevant acts. Binding juridical
requirements relate especially to the people who perform the
relevant acts, the procedures that apply to discussions
and decision making and the aims of the relevant acts.
These aspects have been studied in order to obtain a clear
perspective of the essence and structure of school management
meetings and the juridical regulations of meetings in order
to formulate criteria for the educational practice. In
conclusion certain recommendations and suggestions for further
research are made. / Proefskrif (DEd)--Unisa, 1991
|
8 |
Vergaderings in skoolbestuursverband : 'n juridies-opvoedkundige studie / Frederik Hermanus PotgieterPotgieter, Frederik Hermanus January 1990 (has links)
No research has been undertaken in South Africa on
meetings within the context of school management.
In this research meetings within the context of the
educational system have been studied, with special reference
to meetings at local management level. These meetings,
which are related to the involvement of various social
structures and the creation of an educational field, are
influenced by a number of natural and cultural factors and
basic motives.
Due to the number of parties involved and the variety of
tasks that have to be performed, formal education must be
managed effectively. Management takes place at different
levels. Education Departments function at the second level
and the management bodies of schools at the third. Meetings
are an important managerial aid on school level and are
essential for effective planning, organising, guidance and
control. The sound management of school meetings is
essential and unique.
Legal regulations of meetings are very important. Judicial
provisions relate mainly to good order at meetings, the legal
relationship between the members concerned and the validity
of decisions and relevant acts. Binding juridical
requirements relate especially to the people who perform the
relevant acts, the procedures that apply to discussions
and decision making and the aims of the relevant acts.
These aspects have been studied in order to obtain a clear
perspective of the essence and structure of school management
meetings and the juridical regulations of meetings in order
to formulate criteria for the educational practice. In
conclusion certain recommendations and suggestions for further
research are made. / Proefskrif (DEd)--Unisa, 1991
|
9 |
Enkele opvoedkundige aspekte van gesagstoepassing in Transvaalse Afrikaanse hoërskole / Willem Johannes BoshoffBoshoff, Willem Johannes January 1976 (has links)
1. Reason for the investigation.
Authority and responsibility go hand in glove. Senior executive posts
carry heavy responsibilities, but arc vested with corresponding authority.
The implementation of authority in Afrikaans High Schools has boon
studied to ascertain :
• a fundamental foundation for a healthy approach to the question of
authority;
• how a policy of authority is compiled and which rules and regulations,
methods and techniques be implemented.
The task of the school principal has further been studied to ascertain
what is being done and what can be done to minimize problems in connection
with the implementation of 2nthority.
2. The method used for the investigation,
By studying the attitude of authority in literature; through the medium
of a questionnaire sent to school principals and by application of the
principles sot down in the Holy Scriptures, a standard for the application
of the vested authority could be formulated.
3. Finding.
3.1 Summary of the contents:
Chapter 1. In this chapter the concept formulation, the aims of
and the reason for the investigation were stated.
Chapter 2 discusses authority as the ability to give instructions and
take decisions by which others must abide. Authority means "to have
control over". God is the source of all authority. It has been
found that the authority-crisis in education is seated rather in
ideological differences than in the difference between adult and
child. On the authority of God's Holy word communism, liberalism,
permissiveness, etc., were weighed and found wanting. The dangers
lurking in the confusion and weakening of Christian principles are
discussed. It is further stated that under the correct authority
the educated, who is free to do as he wishes, chooses the Path of
Truth.
In Chapter 3 the questionnaire is discussed and an account given
of the replies received. Despite shortcomings in the questionnaire,
valuable data was collected.
In Chapter 4 a valuation of the authority vested in a high school
was assessed. It is declared that a high school would be an excellent
institution for authority if dedicated educators, through
personal involvement, honesty, hard work, sympathy and inspiration
could succeed in influencing pupils to dedicated effort, determination
and the acceptance of Christian values.
Delegation of authority is considered in Chapter 5. It is an
expedient which, used correctly, can be of inestimable value to
a principal. Methods of delegation are discussed.
In Chapter 6 attention is given to the necessity of discipline and
school rules. Rules must be reasonable and lead to self-discipline.
According to principals, school rules originate mainly as a result
of two reasons:
• it is imperative for a school to ensure that everyone benefits
from the educational programme:
• it is imperative that the pupils themselves learn to respect
authority and to lead them to responsible self-disciplined
citizenship with respect for order, co-operation and the bonds
of a Christian community. Discipline and rules are not an aim
in themselves, but are aids to more elevated educational objectives.
The danger of too many "don'ts" is that undecided,
irresolute people, who are under the impression that everything
which is not specifically forbidden is permissible, will emerge.
Chapter 7 deals with the implementation of the democratic principle
in high schools. With careful application of the system, subordinates,
especially scholars, can share in the application of this authority.
In this manner a constructive contribution can be made to solve the
problem of the shortage of leaders, resulting in responsible, self-reliant
people.
The school principal in his office is considered in Chapter 8. His
task, character and problems are discussed, and full consideration
given to aids for the prevention of problems in regard to discipline.
The most important accessories namely discipline, sound human
relationships, a happy staff and pupils are studied. A principal
must maintain a pious atmosphere in his school. It is further
pointed out that vocational consciousness, love, strong leadership
qualities and the ability to inspire are essential characteristics in
a principal. This chapter explains that although principals are
entrusted with a task which would probably become progressively more
difficult, they could call on help from above:
“Faithful is he that calleth you, who also will do it".
(1 Thes. 5: 24).
In Chapter 9 the summary of the contents, the findings from the
literature and the recommendations are given. The important
findings from the questionnaires have been used through the whole
contents, and some interesting facts emerged, which are briefly as
follows:
• The majority of principals of Afrikaans High Schools who
completed the questionnaire were Afrikaans-speaking.
• 52,2% of the principals h:we had less than five years'
experience.
• 66% of the schools have written school regulations. 87% of
those regulations have not been submitted to the Transvaal
Education Department.
• 63% of the principals are of the opinion that the school’s
authority also applies after school hours outside of the
school gates.
• With regard to hairstyles 46% consider that their rules are
more strict than neighbouring schools, and 80% have stricter
rules at school than those enforced by the parents.
• 67% allow no dancing at school whatsoever.
• 84% find that pupils comply spontaneously with school rules.
• 51% do not separate boys and girls during breaks.
• 91% know to what church denomination the head prefects belong.
• 16% practise democratic prefect elections by pupils.
• 75% hold prefect elections where both teachers and pupils vote.
The greatest single problem at schools appears to be in finding
suitable staff for the various posts. Parents support the school's
authority and principals are of the opinion that the majority
of parents prefer a strict school.
Principals are of the opinion that their wives are not in duty bound
to partake of any work at school, but that on investigation they may
help.
A list of preferences for arriving at decisions in regard to
authority is given.
A further list of preferences for ideals for their school is also
given, as well as a list of the tasks which principals find most
difficult in their application of the authority vested in them.
The findings from the literature are mainly as follows:
There appears to be strong, revolutionary, unchristian attitude in
education, the whole crisis being seated in the conflict of forces
which do not acknowledge God and the Christian philosophy. It
appears that change is imminent, the problem being where changes
are to be made. Mortimer Smith says "But change must be based
on something more substantial than the slogans, ideological zealotry,
and utopian sentimentality that all too often mark the movement for
alternative schools”.
The following recommendations are given:
Christian educators will have to reflect on their vocation lest they
fall into the trap where the means are regarded as the end, and where
everyone is satisfied as long as good citizens are the end product
of their work as teachers. Vague devotion and half-hearted education
do not meet the demands of the present time. The onslaught against
Christianity is too fanatical.
Too much is speculated about the superficial and non-essential in
the implementation of discipline. Young people are driven away
from authority by attempts to enforce rules, which were not founded on
sound and strict principles. The demands of discipline must rest on
sound principles and the child must be led to decide for himself
whether he wishes to build on those principles.
Problems encountered in this investigation which require further
research are mainly:
• How many ideal scholars who are dedicated Christians remain thus
once they leave school?
• Why does an antipathy towards religion exist in so many young
people? Is it as a result of their upbringing or have they
received wrong religious instruction?
• The shortage of staff requires urgent research on the question of
how mere work can be done with fewer people. What percentage of
our country's graduated manpower is connected with education,
despite the critical shortage? We must no longer look for men in
the educational field but certainly at methods by which we can
ultimately manage to do more work with fewer men. Educational
research should enter this field of study.
In conclusion it is stated again that all is well in n school where
God is the authority in the hearts and minds of principal, teachers
and pupils. / Thesis (MEd)--PU vir CHO
|
10 |
Enkele opvoedkundige aspekte van gesagstoepassing in Transvaalse Afrikaanse hoërskole / Willem Johannes BoshoffBoshoff, Willem Johannes January 1976 (has links)
1. Reason for the investigation.
Authority and responsibility go hand in glove. Senior executive posts
carry heavy responsibilities, but arc vested with corresponding authority.
The implementation of authority in Afrikaans High Schools has boon
studied to ascertain :
• a fundamental foundation for a healthy approach to the question of
authority;
• how a policy of authority is compiled and which rules and regulations,
methods and techniques be implemented.
The task of the school principal has further been studied to ascertain
what is being done and what can be done to minimize problems in connection
with the implementation of 2nthority.
2. The method used for the investigation,
By studying the attitude of authority in literature; through the medium
of a questionnaire sent to school principals and by application of the
principles sot down in the Holy Scriptures, a standard for the application
of the vested authority could be formulated.
3. Finding.
3.1 Summary of the contents:
Chapter 1. In this chapter the concept formulation, the aims of
and the reason for the investigation were stated.
Chapter 2 discusses authority as the ability to give instructions and
take decisions by which others must abide. Authority means "to have
control over". God is the source of all authority. It has been
found that the authority-crisis in education is seated rather in
ideological differences than in the difference between adult and
child. On the authority of God's Holy word communism, liberalism,
permissiveness, etc., were weighed and found wanting. The dangers
lurking in the confusion and weakening of Christian principles are
discussed. It is further stated that under the correct authority
the educated, who is free to do as he wishes, chooses the Path of
Truth.
In Chapter 3 the questionnaire is discussed and an account given
of the replies received. Despite shortcomings in the questionnaire,
valuable data was collected.
In Chapter 4 a valuation of the authority vested in a high school
was assessed. It is declared that a high school would be an excellent
institution for authority if dedicated educators, through
personal involvement, honesty, hard work, sympathy and inspiration
could succeed in influencing pupils to dedicated effort, determination
and the acceptance of Christian values.
Delegation of authority is considered in Chapter 5. It is an
expedient which, used correctly, can be of inestimable value to
a principal. Methods of delegation are discussed.
In Chapter 6 attention is given to the necessity of discipline and
school rules. Rules must be reasonable and lead to self-discipline.
According to principals, school rules originate mainly as a result
of two reasons:
• it is imperative for a school to ensure that everyone benefits
from the educational programme:
• it is imperative that the pupils themselves learn to respect
authority and to lead them to responsible self-disciplined
citizenship with respect for order, co-operation and the bonds
of a Christian community. Discipline and rules are not an aim
in themselves, but are aids to more elevated educational objectives.
The danger of too many "don'ts" is that undecided,
irresolute people, who are under the impression that everything
which is not specifically forbidden is permissible, will emerge.
Chapter 7 deals with the implementation of the democratic principle
in high schools. With careful application of the system, subordinates,
especially scholars, can share in the application of this authority.
In this manner a constructive contribution can be made to solve the
problem of the shortage of leaders, resulting in responsible, self-reliant
people.
The school principal in his office is considered in Chapter 8. His
task, character and problems are discussed, and full consideration
given to aids for the prevention of problems in regard to discipline.
The most important accessories namely discipline, sound human
relationships, a happy staff and pupils are studied. A principal
must maintain a pious atmosphere in his school. It is further
pointed out that vocational consciousness, love, strong leadership
qualities and the ability to inspire are essential characteristics in
a principal. This chapter explains that although principals are
entrusted with a task which would probably become progressively more
difficult, they could call on help from above:
“Faithful is he that calleth you, who also will do it".
(1 Thes. 5: 24).
In Chapter 9 the summary of the contents, the findings from the
literature and the recommendations are given. The important
findings from the questionnaires have been used through the whole
contents, and some interesting facts emerged, which are briefly as
follows:
• The majority of principals of Afrikaans High Schools who
completed the questionnaire were Afrikaans-speaking.
• 52,2% of the principals h:we had less than five years'
experience.
• 66% of the schools have written school regulations. 87% of
those regulations have not been submitted to the Transvaal
Education Department.
• 63% of the principals are of the opinion that the school’s
authority also applies after school hours outside of the
school gates.
• With regard to hairstyles 46% consider that their rules are
more strict than neighbouring schools, and 80% have stricter
rules at school than those enforced by the parents.
• 67% allow no dancing at school whatsoever.
• 84% find that pupils comply spontaneously with school rules.
• 51% do not separate boys and girls during breaks.
• 91% know to what church denomination the head prefects belong.
• 16% practise democratic prefect elections by pupils.
• 75% hold prefect elections where both teachers and pupils vote.
The greatest single problem at schools appears to be in finding
suitable staff for the various posts. Parents support the school's
authority and principals are of the opinion that the majority
of parents prefer a strict school.
Principals are of the opinion that their wives are not in duty bound
to partake of any work at school, but that on investigation they may
help.
A list of preferences for arriving at decisions in regard to
authority is given.
A further list of preferences for ideals for their school is also
given, as well as a list of the tasks which principals find most
difficult in their application of the authority vested in them.
The findings from the literature are mainly as follows:
There appears to be strong, revolutionary, unchristian attitude in
education, the whole crisis being seated in the conflict of forces
which do not acknowledge God and the Christian philosophy. It
appears that change is imminent, the problem being where changes
are to be made. Mortimer Smith says "But change must be based
on something more substantial than the slogans, ideological zealotry,
and utopian sentimentality that all too often mark the movement for
alternative schools”.
The following recommendations are given:
Christian educators will have to reflect on their vocation lest they
fall into the trap where the means are regarded as the end, and where
everyone is satisfied as long as good citizens are the end product
of their work as teachers. Vague devotion and half-hearted education
do not meet the demands of the present time. The onslaught against
Christianity is too fanatical.
Too much is speculated about the superficial and non-essential in
the implementation of discipline. Young people are driven away
from authority by attempts to enforce rules, which were not founded on
sound and strict principles. The demands of discipline must rest on
sound principles and the child must be led to decide for himself
whether he wishes to build on those principles.
Problems encountered in this investigation which require further
research are mainly:
• How many ideal scholars who are dedicated Christians remain thus
once they leave school?
• Why does an antipathy towards religion exist in so many young
people? Is it as a result of their upbringing or have they
received wrong religious instruction?
• The shortage of staff requires urgent research on the question of
how mere work can be done with fewer people. What percentage of
our country's graduated manpower is connected with education,
despite the critical shortage? We must no longer look for men in
the educational field but certainly at methods by which we can
ultimately manage to do more work with fewer men. Educational
research should enter this field of study.
In conclusion it is stated again that all is well in n school where
God is the authority in the hearts and minds of principal, teachers
and pupils. / Thesis (MEd)--PU vir CHO
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