The study focused on the role of the school management team in curriculum change management. Apart from a literature review, an empirical investigation based on a qualitative research paradigm involving semi-structured individual and focus group interviews was used to collect data at three secondary schools in the Tshilamba circuit in Limpopo Province. Literature findings revealed that although, in the first place, politically inclined the introduction of Curriculum 2005 was also steered by the socio-economic needs of the country. Empirical findings elicited that although managing curriculum changes was a challenging effort on account of an initial and continuous lack of adequate training, the school management teams of the selected schools were acquainted with significant knowledge and skills on curriculum change management. This pertains to lesson plan management, supporting and monitoring educators, managing the school register and timetable and managing school finances to select teaching and learning resources. / Further Teacher Education / M. Ed. (Educational Management)

The study investigates how the school management teams (SMTs) manage the implementation of the National Curriculum Statement (NCS). The NCS has been incrementally implemented as a curriculum change in the South African secondary schools’ Grades 10-12 from 2006. In addition to literature review, this study employed empirical investigation based on qualitative research approach which involved three semi-structured focus group interviews to gather data from the six sampled schools in Moretele Area Project Office, North West Province. The review of related literature reflected that SMTs are responsible for the successful implementation of curriculum change in schools. The empirical findings revealed that SMTs experience challenges that overwhelm their function of managing the implementation of the NCS effectively. These challenges involve, poor training of SMTs, resources constraints, poor stakeholder involvement, policy overload, and lack of APO administrative support. Finally, the study elicited some strategies that can be applied to overcome certain challenges. / Educational Leadership and Management / MED (ED MNG)

The people in the organisation are the key to quality and effective change and improvement in schools. A new paradigm in school leadership, namely teacher leadership, grounded in distributed leadership theory and supported by enabling policies, provides a platform for school wide capacity building where more and more people recognise the potential of other team members, promote it and thus give stimulus for significant change. The purpose of the research was to determine the perspectives, perceptions and readiness of educators in the Eden and Central Karoo Education District for teacher leadership, as well as educators’ perceptions regarding the school culture required for teacher leadership to be nurtured and sustained. A total number of 283 educators participated in this study, including principals, members of school management teams, veteran, middle, novice educators and district officials. A series of instruments were used to determine educators’ perspectives, perceptions and readiness for teacher leadership, including the Teacher Leadership Readiness Instrument (TLRI) and the Teacher Leadership School Survey (TLSS). Data revealed that educators held positive assumptions about teacher leadership; that educators were collectively ready for teacher leadership; and that they perceived their school cultures as healthy for teacher leadership practices. Educators used language of leadership which can be associated with the organisational and transformational leadership theory; indicated that they experienced barriers to teacher leadership; and that there is a need for professional development in relation to teacher leadership. A significant difference was found between the preliminary leadership and barriers to teacher leadership perceptions held by district officials and other educators (principal, member of school management team, veteran, middle and novice). A significant difference was also found between members of school management teams and other educators (middle and novice) in relation to their readiness for teacher leadership. Significant relationships were found between educators’ preliminary leadership and readiness for teacher leadership perceptions, as well as between their readiness for teacher leadership and their perceptions about a healthy school culture for teacher leadership. These findings have significant implications for leadership practices, collaboration, capacity-building and improvement in schools, educators’ self-esteem, motivation and productivity, as well as student outcomes. / Educational Studies / Thesis (D. Ed. Education Management))

The problems concerning the future management of state-aided (Model C) schools fall into two main categories, namely problems intrinsic to the Model C schools and the problem of giving substance to the stated vision of the ANC. Model C schools were seen as a South African model of school self-management. A study of the literature relating to school self-management in general, and how it is practised in various countries, was made and the management of state-aided (Model C) schools was analyzed. A impirical investigation was conducted to ascertain the perceptions of various role-players in school management about their duties and responsibilities in this regard. A model for the self-management of state-aided schools, based on the Caldwell and Spinks' s model, and conforming to various criteria, is proposed. The proposed model is, in the opinion of the researcher, applicable not only to State-aided schools, but to all schools in South Africa as it allows individual schools to accept as much or as little self-management as is consistent with the capacity of their communities to provide effective and efficient service. It also allows schools to accept increases in self-management as their communities gain in management skills and expertise. / Educational Studies / D.Ed. (Educational Management)

The study focuses on the emotional experiences of parental bereavement of African adolescents who live in a rural environment. Findings revealed that the loss of a parent is very devastating for African adolescents. The adolescents received inadequate assistance from family, peers, community members or educators. It is essential after this study to uncover ways in which these adolescents could be assisted to cope with the loss of a parent who had been providing love, care, financial and material support, as well as safety and security. To gather data the researcher drew meaning from eight participants’ lived experiences from transcriptions of interviews with the participants. The participants, seven girls and one boy, were adolescents between the ages of twelve and fifteen years, who had lost their fathers. This study recommended that educators be equipped to take a major role in dealing with children in bereavement, since there are no educational psychologists or other professionals based in the school or neighbourhood. The community needs to be made aware of the plight of bereaved adolescents and should be introduced into giving positive and constructive assistance to these young people. / Psychology of Education / M. Ed. (Specialisation in Guidance and Counselling)

Thesis (PhD (Education Policy Studies))--Stellenbosch University, 2008. / Since the dawn of democracy in South Africa in 1994, the South African Education System embarked on an all important democratisation process. In schools, this included attempts to dismantle the concentration of powers to include all stakeholders in the governance of schools. Through this, government wanted to ensure that education in its entirety is geared towards development. This includes the birth of the South African Schools Act, which states that a school governance structure should involve all stakeholder groups in active and responsible roles, and encourage tolerance, rational discussion and collective decision - making. This, in spite of the Act, did not prevent schools, particularly black schools, from excluding learners from exercising their democratic rights in terms of the Act. This led to the perennial question underpinning this study: what idea of democratic participation could prevent the exclusion of learner voices in school governance? The study proceeds from using the broad theory of democratic participation to include a liberal democratic approach. It argues for an inclusive democratic participation to enable/promote a stable school environment. The basic concept is that each school governance individual is to be treated equally, and with due regard to his/her actual personal preferences. Three distinct and inseparable methods of inquiry, namely conceptual analysis, deconstructive analysis and the use of narratives, and three forms of data capturing in the form of questionnaires, focus group analysis and journal entries are employed. Research findings revealed six problem areas that had emerged from the data which shows that the situation in the structure of school governance is far from ideal. I then introduced the deliberative democratic school governance (DDSG) perspective as a tentative solution, as it became apparent that quite a number of crucial issues are lacking in the structures of school governance. These uncertainties and attitudes undermine the role of learners in governance and also segregate their legitimacy in the decision - making processes of a democratic state. Deliberative democratic school governance (DDSG) therefore becomes the vehicle through which schools should address the continuous uncertainties and impediments that govern their operations in the school community and the staggering lack of partnership within the school governance structure. I argue and suggest that deliberative processes could be effective if they can be fused with an African culture. The debate has to move from a ‘Western’ deliberative democratic participation model to one that both deals with and addresses the bigger picture of ‘African’ democratic participation which is driven by the belief that a person possessing ubuntu will have characteristics such as being caring, humble, thoughtful, considerate, understanding, wise, generous, hospitable, socially mature, socially sensitive, virtuous and blessed, thus marking a shift from confrontation to conciliation. Finally, the study identifies the need for moral ethics and democratic/social justice to help address the complex societal issues which influence learner outcomes and insists that schools become accountable for creating an authentic supportive school environment for all communities and its role players. Moral ethics, in its fight against violence and crime, will provide a guide for educators, learners and parents. Its aims of ethical living and democratic justice will provide the basis for a framework of balance and harmony within these groups or society.

Thesis (MEd)--Stellenbosch University, 2013. / Bibliography / ENGLISH ABSTRACT: This is an exploratory study of how school leaders can negotiate the various spaces in their schools in order to promote teacher motivation and, by implication, learner achievement. This research focuses on how three principals in the Western Cape Province have produced or re-appropriated spaces to create new, productive learning environments which positively engage the users of these spaces. According to section 4 of the Employment of Educators Act 76 of 1998 (PAM), all school leaders are expected to create a learning space that is conducive to teaching and learning. In order to know what such a leadership responsibility may entail, this study tries to capture the dynamic interplay between physical (perceived) and mental (conceived) spaces as embodied in social (lived) spaces in a school. It uses Lefebvre‟s spatial triad as its theoretical lens. Linked to the study‟s aim to investigate what the interplay is between the various Lefebvrean spaces in schools, is an examination of how school leaders can manage to negotiate the production of these spaces. For lived school spaces to have embodied meaning that is conducive to teaching and learning, they must be co-produced and co-owned by the users of that space. To illuminate the way in which school leaders can achieve this, the study draws on a model of transformational leadership. The qualitative study uses a focus group, individual interviews and observations of three schools that have all achieved recognition as schools with excellent learner achievement: a public primary school, a public high school and an independent high school. The main research findings are that each of the three school leaders instinctively followed a transformational leadership style, and produced spaces that encouraged professional interaction amongst their teachers as well as strong collegial support for their spatial changes. The staffrooms have been modernised and equipped with lush furniture, flat screen TV‟s, appealing decorations and stimulating pictures, all with the purpose of lifting the spirits and energy levels of the staff. In addition, teachers‟ professional meeting rooms and confidential workspaces have been established. Classrooms have been changed into inviting and functional 21st century ICT learning spaces, with flexible use of furniture and stimulating visuals. Outdoor learning spaces and safe “emotional zones” have been constructed At all three schools the entrances and receptions areas have been made into welcoming spaces in which learners can gather for meetings, and the schools‟ symbols and achievements are showcased. Clear signposting makes the visitor feel engaged. Braai areas for teacher and parent functions ensure that the school keeps parents involved. The main findings about the embodied spaces in the school are that the three school leaders have changed the physical spaces at their schools into new mental spaces which influence the perception, mood and motivation of the users of that space. / AFRIKAANSE OPSOMMING: Hierdie studie verken hoe skoolleiers die verskillende ruimtes in hul skole kan aanwend ten einde onderwysermotivering, en gevolglik ook leerderprestasie, te bevorder. Die navorsing konsentreer op hoe drie skoolhoofde in die Wes-Kaapse provinsie ruimtes geskep of heringerig het om nuwe, produktiewe leeromgewings teweeg te bring wat die gebruikers van hierdie ruimtes op 'n positiewe manier by onderrig betrek. Ingevolge artikel 4 van die Wet op Indiensneming van Opvoeders, Wet 76 van 1998 (PAM), moet alle skoolhoofde 'n bevorderlike ruimte vir onderrig en leer skep. Ten einde vas te stel wat sodanige leierskapsverantwoordelikheid behels, probeer hierdie studie die dinamiese wisselwerking tussen fisiese of waargenome (“perceived space”) en voorgestelde of veronderstelde (“conceived space”) ruimtes beskryf soos dit in die sosiale of belewingsruimtes (“lived spaces”) in 'n skool vergestalt word. Die navorsing gebruik Lefebvre se ruimtelike triade as teoretiese lens. Benewens die studiedoelwit om ondersoek in te stel na watter wisselwerking daar tussen Lefebvre se verskillende ruimtes in skole plaasvind, val die soeklig ook op hoe skoolleiers die skepping van hierdie ruimtes kan hanteer. Belewingsruimtes in skole sal slegs oor die nodige vergestalte betekenis beskik om onderrig en leer te bevorder indien die gebruikers van daardie ruimtes dit help skep en as hul eie aanvaar. Die studie put uit 'n model van transformasionele leierskap om lig te werp op hoe skoolleiers dít kan bereik. Hierdie kwalitatiewe studie gebruik 'n fokusgroep, individuele onderhoude sowel as waarnemings in drie skole wat bekend is vir hul uitnemende leerderprestasie: 'n openbare laerskool, 'n openbare hoërskool en 'n onafhanklike hoërskool. Die hoofbevindinge is dat elk van die drie skoolleiers instinktief 'n transformasionele leierskapstyl volg en ruimtes geskep het wat professionele wisselwerking tussen hul onderwysers sowel as sterk kollegiale steun vir hul ruimtelike veranderinge aanmoedig. Die personeelkamers is modern ingerig met gemaklike meubels, platskermtelevisies, aantreklike versierings en stimulerende prente, wat alles ten doel het om personeel se geesdrif en energievlakke te verhoog. Voorts is professionele vergaderlokale en vertroulike werkruimtes vir onderwysers tot stand gebring. Klaskamers is omskep in aantreklike en funksionele, 21ste-eeuse IKT-leerruimtes, met buigsame gebruik van meubels en stimulerende visuele elemente. Buitelugleerruimtes en veilige "emosionele sones" is ook geskep. By ál drie skole is die ingange en ontvangslokale in aanloklike ruimtes verander waar leerders vir vergaderings kan byeenkom en die skole se simbole en prestasies ten toon gestel word. Duidelike aanwysings betrek besoekers onmiddellik by die skoolomgewing. Braaigeriewe vir onderwyser-en-ouergeleenthede verseker ook voortdurende skakeling tussen die skool en ouers. Die hoofbevinding oor die belewingsruimtes in die skole is dat die drie skoolleiers die fisiese ruimtes by hul skole in nuwe geestesruimtes omskep het, wat die opvattings, gemoed en motivering van die gebruikers van daardie ruimtes beïnvloed.

University of Macau / Faculty of Education

The study focused on the role of the school management team in curriculum change management. Apart from a literature review, an empirical investigation based on a qualitative research paradigm involving semi-structured individual and focus group interviews was used to collect data at three secondary schools in the Tshilamba circuit in Limpopo Province. Literature findings revealed that although, in the first place, politically inclined the introduction of Curriculum 2005 was also steered by the socio-economic needs of the country. Empirical findings elicited that although managing curriculum changes was a challenging effort on account of an initial and continuous lack of adequate training, the school management teams of the selected schools were acquainted with significant knowledge and skills on curriculum change management. This pertains to lesson plan management, supporting and monitoring educators, managing the school register and timetable and managing school finances to select teaching and learning resources. / Further Teacher Education / M. Ed. (Educational Management)

With the dawning of a new era in South African politics in 1994 it became evident that education was going to be re-organised along with other government structures in South Africa. I begin the study by reviewing this curriculum change in South Africa that has taken place since 1995. This involved the development Curriculum 2005 (C2005) and the subsequent revision of C2005, which is now the National Curriculum Statement (NCS). This curriculum introduced an environmental focus into all the Learning Areas, which gave teachers a mandate not only to teach about environmental concepts and issues (such as biodiversity) at schools but to also address them in the communities outside the schools. This study considers biodiversity issues as biodiversity is a new focus in South African policy more broadly, and particularly in the Natural Science Learning Area. Our school has received vegetable and indigenous plant gardens from the South African National Biodiversity Institute, which provides a rich new resource for teaching about biodiversity, particularly in the Natural Sciences. My interest in the study was to investigate how schools (teachers) can use school gardens in the recontextualisation of the National Curriculum Statements focusing on the Natural Science Learning Area in Grade 7 at my school. I used Bernstein’s (1990) concepts of delocation, relocation, ideological transformation and selective appropriation and Cornbleth’s (1990) theory of curriculum contextualization to understand and interpret the recontextualisation process in the four lessons studied. In this research I was involved in the planning of the lessons with the Grade 7 Natural Science teacher. I taught one lesson as a demonstration and then observed while the teacher taught the other three lessons. I conducted this study as an action research case study. I used focus group interviews, classroom observations, document analysis and interviews as methods of data collection. The study found that the use of school gardens for teaching biodiversity can help with the recontextualisation of NCS in schools, and for the teaching of biodiversity, but that there is a need to understand and address various recontextualisation issues if this is to be done effectively. The study revealed that use of the school gardens for learning about biodiversity in the NS Learning Area is influenced by teachers’ knowledge, experience, teaching styles and available resources, as well as management issues and the complexity of the NCS discourse itself. The study also revealed that socio-cultural and structural factors (e.g. language and class size) also affect how biodiversity is taught in schools, and thus how the recontextualisation of the NCS takes place. The study concludes by making recommendations for taking this work forward in the context of our school as it addresses the gap that exists between policy and practice.