The purpose of this study was to look at the effectiveness of School-Based Management in schools in the Mafikeng Area Office. Various research reports have shown that a lot of work is still needed to thoroughly prepare SBM stakeholders in order to ensure that School-Based Management is user friendly to not just to a certain fraction of stakeholders in the school, but rather to all of them.The study unveiled that most of the stakeholders in the Mafikeng Area Office are still grappling to come to terms with SBM as they are facing issues and challenges that are school based such as shortages of resources and inadequate training. This study was designed as a qualitative exploratory survey. Data was collected by visiting schools and conducting interviews with SBM stakeholders. The findings indicated that stakeholders hold both negative and positive views about how School-Based Management operates at school level. In the light of the findings, recommendations were made to enhance the effectiveness of SBM in the Mafikeng Area Office. / Thesis (M.Ed) North-West University, Mafikeng Campus, 2011

The quality of teaching and learning is the first priority of the Department of Education and Training. School Management Teams are responsible for quality of teaching and learning. For them to improve the quality of teaching and learning effectively and efficiently, they should he able to manage their roles and functioning successfully. School Management Teams need to assist the educators in imparting the knowledge they have to the learners. This will happen only if School Management Teams are trained and inducted in their roles and functioning. They are responsible for daily management of activities in the school. They should understand departmental policies and Acts to enable them to perform their duties well with confidence. A literature study and empirical research were undertaken and the role and functioning of School Management in School-Based Management were explored. A number of their roles were explored. Qualitative in-depth interviews formed the basis of the empirical research. Finally a consent analysis was used to categorize and evaluate data. The findings revealed that SBM is widely followed throughout the world especially in developed countries including South Africa. The role and functioning of School Management Teams under school based- management has become more important in providing the professional leadership required to provide positive learning environment. Recommendations in this study showed the need to train School Management Teams on their roles and functioning. An induction programme for newly appointed School Management Teams is viewed as ideal. Workshops are recommended for both School Management Teams and educators. The study finally identified areas where further should be done. / Thesis (M. Edu Management) North-West University, Mafikeng Campus, 2013

Submitted to the Faculty of Education in partial fulfilment of the requirements for the degree Master of Education in the Department of Educational Planning and Administration at the University of Zululand, 2003. / This study is aimed at an analysis of motivation which is viewed as one of the roles of school managers. It also examines the steps that school principals take to accomplish this role. The study has been divided into five chapters; namely: Chapter 1. Orientation Chapter 2. Literature review Chapter 3. Empirical research design Chapter 4. Data analysis and interpretation Chapter 5. Findings and recommendations The subjects of the study were 19 senior secondary school principals around the Nquthu district of Vryheid region in the province of KwaZulu-Natal. The study revealed that the motivational strategies that principals employ could be categorized into the following: Environmental factors Interpersonal relations Work Empowerment and assignment of duties Equity Rewards Leadership style of the manager The study also reveals factors that hinder school managers in their endeavor to motivate staff. These factors are as follows: Lack of co-operation between educators and learners Schools that are in deep rural areas that are characterized by lack of resources and poor infrastructures Simultaneous introduction of a number of initiatives in the department of education Instability faced by educators in the teaching profession Lack of rewards and incentives for educators who perform extremely well Scheduling of workshops, courses and in-service training during the tuition period Although the researcher makes certain recommendations in order to overcome the above mentioned demotivating factors, there is still a need for the Department of Education to address these factors and their impact on the motivation of educators, as they are seen to have an adverse effect on their performance.

Thesis (M. Ed. (Educational Management) -- University of Pretoria. / Includes bibliographical references (leaves 103-108)

Thesis (M. Ed.)--University of Hong Kong, 2001. / Includes bibliographical references (leaves 86-89).

Thesis (M. Ed.)--University of Hong Kong, 1995. / Includes bibliographical references (leaf 180-187).

Thesis (M.Ed.)--University of Hong Kong, 1995. / Includes bibliographical references (leaves 180-187). Also available in print.

Thesis (Ph. D.)--Illinois State University, 1992. / Title from title page screen, viewed January 11, 2006. Dissertation Committee: Ronald L. Laymon, Richard L. Berg (co-chairs), Paul J. Baker, Ronald S. Halinski, Ronald J. Yates. Includes bibliographical references (leaves 158-167) and abstract. Also available in print.

Die Inrigting ontwikkelings en ondersteuningsbeampte ( IOOB) in die departement van onderwys vervul ‘n belangrike rol om te verseker dat onderwys transformeer en dat die skool se bestuurspan georiënteer word om ‘n kultuur van onderwys en onderrig te bewerkstellig. Onlangse konsepte van onderwysleierskap demonsteer ‘n beweging weg van tradisioneel-outoritêre modelle, na ‘n meer demokratiese en deelnemende wyse. Die doel van die navorsing was om die persepsies van die skool se bestuurspan ten opsigte van die rol van die Inrigting ontwikkelings en ondersteuningsbeampte (IOOB) in the Ekurhuleni-Oos Distrik 5, te ondersoek. Die IOOB’s moet die skole se bestuurspanne toerus en ontwikkel, sodat die gehalte van onderwys en onderrig kan verbeter. ‘n Gestruktureerde vraelys wat bestaan uit 32 items is aan distrik 5 se skole se bestuurspanne uitgedeel, sodat hulle persepsies van die IOOB’s vasgestel kon word. Vrae is geformuleer in verband met aspekte van onderwysbestuur en onderrig. Die voltooide vraelyste is aan STATKON by the Universiteit van Johannesburg oorhandig, waar die data verwerk is. Die ontleding en interpretasie van die empiriese data is bespreek. Die konstrukgeldigheid van die navorsingsinstrument is deur middel van twee opeenvolgende faktoranalitiese prosedures ondersoek en sodoende is die 32 items tot twee faktore gereduseer, naamlik: • Die doeltreffende leierskap en bestuur van die IOOB, bestaande uit 14 items met ‘n betroubaarheidskoëffisiënt van 0,967; • Die ingrypingstrategie en ondersteuning van die IOOB, bestaande uit 18 items met ‘n betroubaarheidskoëffisiënt van 0,964.Die statistiese ontleiding van die navorsing is beperk tot ‘n vergelyking van een voorbeeld van twee onafhanklike groepe en een voorbeeld van drie of meer onafhanklike groepe. Hipoteses is gestel en meervoudige statistiese tegnieke is gebruik om die data te ontleed en te interpreter. Na hierdie oorsigtelike opsomming van die aspekte wat in die huidige navorsing aangeraak is, word belangrike bevindings wat uit die navorsing voorspruit gemaak. / Prof. B.R. Grobler

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