Membership of school governing bodies is a new experience for many communities in South Africa, because the election system for school governing bodies was only introduced during 1997 for the purpose of a decentralised management and governing system for schools in the country. The new dispensation of democracy brought about some unique challenges, for example, how to deal with diversity effectively. In this sense, the successful management of diversity in education is viewed as one ·of the toughest challenges in the South African education system. The aforementioned challenge led to the rationale for this research, which focused on the influence of diversity on the functionality of school governing bodies and how to manage diversity in the school governing bodies from the Laingsburg education region. The strategy for the research was based on a qualitative research approach that took the form of an interactive investigation of the views and experiences of the participants in relation to the research topic. The research was further undertaken from an interpretative approach which is appropriate, because the social experiences of the participants were central to this research. Some of the most important findings were that prejudices and stereotyping with regard to diversity posed a stumbling block for the effective functioning of school governing bodies. To the contrary, it was also found that the perspective of diversity as variety, is an advantage due to the multiplicity of available talents and competencies which can be utilised to the benefit of education. Policy frameworks for the management of diversity and I appropriate communication were also part of the findings that have an influence on the functionality of school governing bodies. The recommendations included amongst other that all role players should be represented in the school governing body; training is regarded as a priority; members should be willing to accept the role of servant leadership and finally the roles of the principal and school governing body should be clarified to avoid friction and possible conflict. The value of the research is in the first place a contribution to a better understanding of the concept of diversity and it also supports the management of diversity in school governing bodies of rural areas. / MEd (Education Management), North-West University, Potchefstroom Campus, 2014

Membership of school governing bodies is a new experience for many communities in South Africa, because the election system for school governing bodies was only introduced during 1997 for the purpose of a decentralised management and governing system for schools in the country. The new dispensation of democracy brought about some unique challenges, for example, how to deal with diversity effectively. In this sense, the successful management of diversity in education is viewed as one ·of the toughest challenges in the South African education system. The aforementioned challenge led to the rationale for this research, which focused on the influence of diversity on the functionality of school governing bodies and how to manage diversity in the school governing bodies from the Laingsburg education region. The strategy for the research was based on a qualitative research approach that took the form of an interactive investigation of the views and experiences of the participants in relation to the research topic. The research was further undertaken from an interpretative approach which is appropriate, because the social experiences of the participants were central to this research. Some of the most important findings were that prejudices and stereotyping with regard to diversity posed a stumbling block for the effective functioning of school governing bodies. To the contrary, it was also found that the perspective of diversity as variety, is an advantage due to the multiplicity of available talents and competencies which can be utilised to the benefit of education. Policy frameworks for the management of diversity and I appropriate communication were also part of the findings that have an influence on the functionality of school governing bodies. The recommendations included amongst other that all role players should be represented in the school governing body; training is regarded as a priority; members should be willing to accept the role of servant leadership and finally the roles of the principal and school governing body should be clarified to avoid friction and possible conflict. The value of the research is in the first place a contribution to a better understanding of the concept of diversity and it also supports the management of diversity in school governing bodies of rural areas. / MEd (Education Management), North-West University, Potchefstroom Campus, 2014

AFRIKAANS: Voor 1994 was die skoolhoof aanspreeklik vir die beheer van die finansies van die skool. Met die instelling van die Suid-Afrikaanse Skolewet no. 84 van 1996 het die aanspreeklikheid vir skoolfinansies drasties verander deur die instelling van selfbestuur by skole. Daar bestaan tans groot onduidelikhede by departementele amptenare sowel as by skoolhoofde en skoolbeheerliggaamlede oor wie aanspreeklik vir die finansies van die skool is. Sommige skole se begrotings het sedert 1994 van `n paar honderd duisend rand tot `n paar miljoen rand toegeneem; meer personeel word aangestel wat deur die skoolbeheerliggaam vergoed word en dit alles plaas bykomende bestuurverantwoordelikhede op die skoolhoof. Dikwels is die skoolhoofde en skoolbeheerliggaamlede nie opgelei om hierdie bykomende finansiële lading te hanteer nie. Daar word van die skoolbestuurspan verwag om kennis van finansiële bestuur te hê om hulle taak effektief uit te voer, nie alleenlik vir hulle eie oorlewing nie maar ook tot die voordeel van die skool en die gemeenskap. Die doel van hierdie studie is om die vertrekpunte waarbinne skoolfinansies bestuur en beheer word, te bepaal, asook om aan die hand van kontrole- en beheermaatreëls te bepaal of begrotings aangewend word om onderrig en leer in openbare skole te bevorder. ENGLISH: Before 1994 the principal of a school was accountable for the control of the school`s finances. Since the introduction of the South African Schools Act no. 84 of 1996 and the implementation of self-management of schools, accountability for schoolfinances has changed dramatically. Some schools’ budgets have increased from a few hundred thousands of rand to millions of rand since 1994; more teachers are being appointed and paid by the school governing body; these developments increase the principal’s managerial responsibilities. Principals and school governing body members are often not qualified to shoulder this extra financial burden. It is expected of school managers to have knowledge of financial management to enable them to execute tasks effectively, not only for their own survival but also in the best interest of the school and the community. The purpose of this study is to identify the principles for the control and management of schools’ finances and also to establish whether budgets are managed in such a way that instruction and learning in public schools are propagated. / Thesis (PhD)--University of Pretoria, 2011. / Education Management and Policy Studies / unrestricted

Text in Afrikaans, with abstracts in Afrikaans, English and Xhosa / Dissipline in skole en leerders se uitslae het sedert 1994 baie verswak. Aanranding op opvoeders haal daagliks die nuus wat 'n swak beeld van die stand van onderwys in Suid-Afrika die wêreld instuur. Hierdie studie het die rol wat die skoolbestuurspanne kan doen om 'n effektiewe dissiplinebeleid in plek kan stel ten einde die gedrag van die leerders te verbeter, ondersoek. Die studie het bevind dat die skole dissiplinebeleide aangekoop het wat deur 'n eksterne maatskappy saamgestel is. Die opvoeders, ouers en leerders het geen aandeel in hierdie beleid nie en daarom neem hulle nie eienaarskap daarvan nie. Dit het ook aan die lig gekom dat die opvoeders verskillende metodes, sommige selfs onwettig, gebruik om leerders te straf. Hulle fokus op straf in plaas daarvan om die gedrag van die leerders te herstel. Die studie doen aanbevelings oor wat die skoolbestuurspan kan doen en gee riglyne vir die opstel van 'n effektiewe dissiplinebeleid. / The systemic test results shows that since 1994, discipline in schools and amongst learners has drastically deteriorated. Assaults on educators on a daily basis reach the news, which leaves a bad image to the world on the state of education in South Africa. This study investigates the role that school management teams can play to put an effective discipline policy in place to improve the behaviour of learners. The study found that schools have acquired policies on school discipline that were developed by an external company. Educators, learners and parents were not involved in the development thereof and for this reason they do not take ownership of it. It has come to light that educators use different methods, sometimes even unethical and illegal, to discipline learners. They focus on discipline (punitive) instead of trying to correct the behaviour of the learner (remedial). The study gives recommendations on what school management teams can do with guidelines on how to develop an effective discipline policy. / Iziphumo zibonisa ukuba ukususela ngo-1994 ukuqeqeshwa ezikolweni kwaye abafundi baye bahlaselwa kakhulu. Ukuhlaselwa kootitshala kwimihla ngemihla kufikelela kwiindaba ezishiya umfanekiso ombi kwihlabathi kwimfundo eMzantsi Afrika.Olu pho nonongo luphanda iqela lokulawula isikolo lingalidlala ukubeka umgaqo-nkqubo osebenzayo wokuphucula ukuziphatha kwabafundi. Olu pho nonongo luye lwabonisa ukuba izikolo zifumene imigaqo-nkqubo yokuqeqeshwa kwesikolo eyenziwe yinkampani yangaphandle. Ootitshala, abafundi nabazali abazange bathathe inxaxheba ekuphuhlisweni kwayo ngenxa yeso sizathu abakhange bawuthathe ubunini bayo. Kwaye kwacaca ukuba ootitshala basebenzisa iindlela ezihlukeneyo, ngamanye amaxesha nangona zingekho mthethweni, ekuqeqeshweni labafundi. Zijolise ekuqeqesheni (isigwebo) endaweni yokuzama ukulungisa ukuziphatha komfundi (ukulungiswa).Uphononongo unikeza iingcomo malunga naziphi iikomiti zolawulo lwesikolo ezinokukwenza nezikhokelo malunga nokuphuhlisa umgaqo-nkqubo osebenzayo. / Educational Management and Leadership / M. Ed. (Education Management)

The image of a school is mechanism that defines a certain school amongst other schools in the vicinity, as well as the country. The image model developed in this study, can be used as a management tool through which the school can evaluate all the different facets contributing to the image of a school, and identify positive and negative factors requiring action plans for maintenance or development. Transvalia High School has been one of the top 100 schools in South-Africa since 2009. The evaluation done by Perry (2009) does, however, only focus on the academic side of the school and not on the other factors as defined by Howard (1998:15) that contributes to the image of a school. The question thus is how the image of Transvalia presents itself, and what could possibly be done to enhance it and strengthen its position between the top 100 schools in South-Africa. It was decided to research die possible factors as identified by the literature study, that supports the image of the school and the measure of their impact. Through prioritization of the factors, management actions were derived to enhance the image of the school. Research was done through a quantitative questionnaire with a sample size of 450 students, parents and teachers randomly selected from each class in the school. The design of the questionnaire stemmed from the literature study done. The results from the questionnaires were used to: • test the validity, reliability and comparative fit of the questionnaire; and • identify critical, development and maintenance areas of the image of the school. Only 345 valid questionnaires could be used in the study. Additional comments from the questionnaires were divided into positive and negative areas, with several main focus points. The qualitative data were then sorted into these focus areas and quantified. The results of the questionnaire as a measuring instrument showed beyond doubt, that the questionnaire was sufficiently valid and reliable to measure the image of a school. A structural equation model was developed through factor analysis and the statistical department of the North-West University to determine the exact influence of each of the pillars onto the image as well as onto each other. The following results were obtained: • Only 79% of the environment contributes to the image of the school where the environment consists of the parents, the Department of Education and the school governing body; • The school culture consists of the history of the school, the climate within the school, recognition, appearance, discipline, safety and religion. Only 82% of the school culture contributes to the image. • Approximately 85% of Product Catalogue supports the image. The Product Catalogue is supported by academics, sport, leadership and tertiary alignment. • Lastly, the image is supported by 84% of delivery mechanisms that consists of the principal, teachers, infrastructure and technology of the school. From the study and the conclusions drawn, the following recommendations were made: • Parent involvement in supporting their children with homework and with sport and fundraising activities, is insufficient and requires development; • The selection of teachers, especially in the lower grades, has to have stricter requirements in line with subject needs; • Safety at school and in particular evacuation plans, requires attention and drills; • Discipline application between the teacher core has to be standardized and focused on reducing smoking students, intensified; • The perception of an imbalance between sport and academics requires proper information distribution; • Formal leadership courses have to be introduced in to the product catalogue; • Performance appraisal for teachers through a Balanced Scorecard and individual development plans have to be introduced; and • A visible marketing plan utilising the various media available have to be developed. / Thesis (MBA)--North-West University, Potchefstroom Campus, 2011.

The image of a school is mechanism that defines a certain school amongst other schools in the vicinity, as well as the country. The image model developed in this study, can be used as a management tool through which the school can evaluate all the different facets contributing to the image of a school, and identify positive and negative factors requiring action plans for maintenance or development. Transvalia High School has been one of the top 100 schools in South-Africa since 2009. The evaluation done by Perry (2009) does, however, only focus on the academic side of the school and not on the other factors as defined by Howard (1998:15) that contributes to the image of a school. The question thus is how the image of Transvalia presents itself, and what could possibly be done to enhance it and strengthen its position between the top 100 schools in South-Africa. It was decided to research die possible factors as identified by the literature study, that supports the image of the school and the measure of their impact. Through prioritization of the factors, management actions were derived to enhance the image of the school. Research was done through a quantitative questionnaire with a sample size of 450 students, parents and teachers randomly selected from each class in the school. The design of the questionnaire stemmed from the literature study done. The results from the questionnaires were used to: • test the validity, reliability and comparative fit of the questionnaire; and • identify critical, development and maintenance areas of the image of the school. Only 345 valid questionnaires could be used in the study. Additional comments from the questionnaires were divided into positive and negative areas, with several main focus points. The qualitative data were then sorted into these focus areas and quantified. The results of the questionnaire as a measuring instrument showed beyond doubt, that the questionnaire was sufficiently valid and reliable to measure the image of a school. A structural equation model was developed through factor analysis and the statistical department of the North-West University to determine the exact influence of each of the pillars onto the image as well as onto each other. The following results were obtained: • Only 79% of the environment contributes to the image of the school where the environment consists of the parents, the Department of Education and the school governing body; • The school culture consists of the history of the school, the climate within the school, recognition, appearance, discipline, safety and religion. Only 82% of the school culture contributes to the image. • Approximately 85% of Product Catalogue supports the image. The Product Catalogue is supported by academics, sport, leadership and tertiary alignment. • Lastly, the image is supported by 84% of delivery mechanisms that consists of the principal, teachers, infrastructure and technology of the school. From the study and the conclusions drawn, the following recommendations were made: • Parent involvement in supporting their children with homework and with sport and fundraising activities, is insufficient and requires development; • The selection of teachers, especially in the lower grades, has to have stricter requirements in line with subject needs; • Safety at school and in particular evacuation plans, requires attention and drills; • Discipline application between the teacher core has to be standardized and focused on reducing smoking students, intensified; • The perception of an imbalance between sport and academics requires proper information distribution; • Formal leadership courses have to be introduced in to the product catalogue; • Performance appraisal for teachers through a Balanced Scorecard and individual development plans have to be introduced; and • A visible marketing plan utilising the various media available have to be developed. / Thesis (MBA)--North-West University, Potchefstroom Campus, 2011.

AFRIKAANS : Artikel 30 (1) van die Suid-Afrikaanse Skolewet (Wet 84 van 1996) bepaal dat skoolbeheerliggame van openbare skole die reg het om finansiële komitees in die lewe te roep wat die daaglikse bestuur van finansies in hul skole behartig. Individue wat dien op finansiële komitees van skoolbeheerliggame moet waarskynlik finansieël kundig wees om skoolfonds korrek te kan bestuur. Hierdie studie is uitgevoer met die doel om die volgende vrae te beantwoord: hoe bevoeg is finansiële komitees ten opsigte van finansiële vaardighede; op watter kennis steun finansiële komitees in hul finansiële besluitneming; en watter verband is daar tussen die skole se finansiële posisie en die finansiële kennis / opleiding van die finansiële komitees? Ten einde bogenoemde vrae te beantwoord het ek gebruik gemaak van ’n kombinasie van kwantitatiewe- en kwalitatiewe navorsingsmetodes om data te verkwantifiseer en te vergelyk, sowel as om kwalitatiewe interpretasies te maak. ’n Semi-gestruktureerde vraelys is vir hierdie doel ontwerp en versprei onder die respondente van 20 openbare skole in die Ekurhuleni–Noord Distrik ( Gauteng). ENGLISH : Section 30 (1) of the South African Schools Act (Act 84 of 1996) state that School Governing Body of a public school do have the right to establish a Finance Committee to assist the school in managing it’s finances on a daily basis. It is surely recommended that individuals serving on these committees must have some form of financial knowledge or background. This study was conducted in order to get answers to the following questions: how equipped are Finance Committees with regard to financial skills; on what type of knowledge do Finance Committee members rely in their decision making; is there a connection between the financial state of the school and the financial knowledge / training of the Finance Committee? A semi-structured questionnaire was designed to gather quantitative and qualitative data from 20 public schools in the Ekurhuleni North District (Gauteng) in this regard. Copyright / Dissertation (MEd)--University of Pretoria, 2009. / Education Management and Policy Studies / unrestricted