M.Ed. (Education Management) / Schools receive detailed curricula from the Department of Education. The successful application of these curricula is mainly the task of the headmaster. In the school another curriculum, namely the hidden curriculum, also functions. Coming to grips with the hidden curriculum is, however, no easy task, seeing as it involves the conveying of values and norms which is, to a great extent, in the hands of the teachers of the school. The headmaster, as managerial leader, is responsible for both the successful application of the formal curriculum and the hidden curriculum. This application has to be done in such a way that the hidden curriculum will supplement and strengthen the formal curriculum. Through his managerial style the headmaster can create the necessary positive school climate which will facilitate the teachers task in this respect. By applying the hidden curriculum the educator is able to supply pupils with anchors which should be of inestimable value in life. These anchors include religion, national- ties and morality. These anchors should supply the adolescent with steadfastness in an ever changing world. Abovementioned anchors form an integral part of mans view of life. The conveyance of the educators view of life to the adolescent places an extremely heavy responsibility on the shoulders of the headmaster. He as educational leader, has to see to it that the hidden curriculum, as such, will be implemented in such a way that it complements the formal curriculum. As managerial leader the headmaster has to see to it that his staffs cultural values and view of life will correspond with the Christian principle. This implies that the view of life should be such that he can point the direction in which the school should move. The headmasters view of life is determined by his personal relationship with God, his fellow - man and other matters. It can be stated, that all the headmasters other relationships are determined by his relationship to God. The headmasters relationship towards his God is conveyed to both the teaching staff and the pupils of the school. The teacher~s relationship towards his God is also conveyed to the pupils in the same way. This principle becomes part of the way of life of the whole school community, and in this way the hidden curriculum becomes an integral part of the formal curriculum. Owing to the fact that the hidden curriculum is dependant on the teacher's view of life, it is essential that education will be and stay a particular matter. Blending of cultural ties can have traumatic consequences for the pupils and can even lead to a dualistic view of life. This will confuse pupils and the conveyance of values and norms won't take place, resulting in failure to achieve the goals of education.
| Identifer | oai:union.ndltd.org:netd.ac.za/oai:union.ndltd.org:uj/uj:11489 |
| Date | 11 June 2014 |
| Creators | Pienaar, Albert Andrew |
| Source Sets | South African National ETD Portal |
| Detected Language | English |
| Type | Thesis |
| Rights | University of Johannesburg |
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