Thesis (M. Ed. (Education))--Rhodes University, 2005.

Thesis (Ph. D.)--Ohio State University, 2006. / Title from first page of PDF file. Includes bibliographical references (p. 101-108).

M.Ed. / The South African education system has undergone radical changes since the democratic elections in 1994. This phenomenon (democratic elections) brought along its own challenges to educational leaders and managers. The vital principles underpinning the new approach focus mainly on transforming the education system, which is presently characterized by hierarchical and authoritarian structures and culture, into a more participatory system. This is therefore the critical time for School Management Teams (SMTs) in Ivory Park primary school to effect and manage changes in such a way that quality education will be the eventual outcome. This study has highlighted the following: • The SMTs in Ivory Park primary schools view vision as one of the most prominent aspects in the larger picture of transformational leadership. They realize that the vision will only be a reality when it has been shared with staff members. • Decentralization of power plays a vital role: this means that the line between the SMTs and educators is not tightly drawn, and roles are shared by leaders with stakeholders. • Some aspects of the centralization of power – such as lack of open communication and transparency – lead to dissatisfaction and frustration among educators. • The principal practice the principles of power investment by understanding that the staff members need to be empowered through workshops so that they (the staff) can function to the best of their abilities. • The SMTs realize that teams are an essential part of effective schools; therefore, in order for them to excel in both effectiveness and efficiency they have to build and integrate teams with complementary skills which are committed to a common purpose. • The major concern voiced by the respondents was the autocratic management approach applied by principles. / Mr. T.S. Hlongwane

M.Ed. / The design and implementation of a financial school policy is an important function of the School Governing Body. Although every public school designs a financial school policy, the success of managing the school’s finances effectively and efficiently is dependent on how the policy is implemented. The aim of this research was to investigate the role played by the School Governing Body (SGB) and the School Management Team (SMT) in the design and effective implementation of the financial school policy. The impact of the South African Schools Act together with the Norms and Standards for Funding on state funding, school fees and school fees exemptions were also explored. The functions of the SGB in respect of financial matters and the role played by the finance committee emphasizes the devolution of financial matters from the state to communities. By virtue of the Schools Act the principal is responsible for the professional management of the school and together with the SGB is directly responsible for the effective use of all funds belonging to the school. It is incumbent upon the SGB and the SMT to take accountability for all their financial activities by being transparent and responsible in the management of school funds. The design of a financial school policy and the effective implementation thereof will ensure school funds being managed effectively and efficiently. The quantitative research method was used to elicit the perceptions of SGBs, SMTs and educators with regards to the designing and implementing of the financial school policy. This research study was confined to primary and secondary schools in the district D9, D10, D11 and D12 areas of the Gauteng Province. A structured questionnaire was distributed to members of the SGB, SMT and educators in the above-mentioned districts. The empirical study resulted in mean scores of the thirty-two items ranging between 2,63 and 5,34. An analysis of the data revealed that the financial school policy is central to all financial activities in schools and it must be designed and implemented by all stakeholders. / Prof. R. Mestry

This study is aimed at investigating the role of the School Management Team (SMT) in school improvement. The investigation was carried out using the qualitative approach and the study is underpinned by the interpretive paradigm. The declining performance of some schools academically as reflected by the end of year results, as well as the confusion that engulfed me on assuming duty on my appointment as a head of department of Science and, therefore, becoming part of the SMT in my school, encouraged me to investigate the role of the SMT in school improvement. The study covers, among others, the following areas: § Functions performed by the SMT members. § Challenges faced by the SMT members in their management practice. § Ways of addressing these challenges. Methods of data collection used in this study were interviews, questionnaires, own observations as well as the analysis of documents. The main recommendations emanating from the study are that SMT members should be better equipped for their roles through workshops and in-service training and that the respective roles of SMT and School Governing Body (SGB) members should be better demarcated by the Department of Education.

Please read the abstract in the section 00front of this document / Thesis (PhD (Education Management))--University of Pretoria, 2001. / Education Management and Policy Studies / unrestricted

Despite numerous studies into inclusive education in schools, little is known about how school management teams motivate and support teachers who teach in inclusive private schools in Johannesburg, South African. How the School Management Teams motivate teachers who teach learners whose behaviour and or educational needs differ from the norm, is explored in this case study. Two private primary schools were involved in the research. The two schools consist of learners from; diverse family, cultural, racial and religious backgrounds, varied socio-economic backgrounds with different academic abilities and needs. The case study generated data through semi-structured interviews with 10 participants which consisted of both School Management Teams and teachers. The main research question focuses on what is being done to support and motivate teachers who work with children who have varying and at times challenging needs in one classroom. This is further explored through research into what intervention strategies are being used at the case study sites. The data generated links to motivational strategies and is discussed in relation to two specific avenues of motivation based on Herzberg's Motivation theory. The factors explored are those that influence teacher motivation and those that are necessary for job satisfaction. The study discusses possibilities for further research with practical recommendations that may be implemented at other schools to help the teachers and effectively promote teacher motivation and efficiency. / Dissertation (MEd)--University of Pretoria, 2016. / Education Management and Policy Studies / MEd / Unrestricted

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)