The study was carried out to investigate the role of the secondary school head in
Botswana in respect to four themes, namely: staff development; classroom supervision;
school culture building; and conflict management.
Basically, school development planning was defined as a strategy that can be
employed to improve the teaching and learning processes. This could be achieved by
on-going staff development programmes that equip staff with new knowledge and new
classroom teaching techniques. Details of strategies that could be used to achieve this
were examined and discussed in this thesis.
Two chapters of the literature review were made in this thesis. Chapter II (Part I) made
a direct link between the literature review and the research questions on the main topic
of this thesis. Chapter III (Part II) on the other hand provided, a comparative analysis
of school development planning between Botswana (as the focal point) and the United
Kingdom and Australia (as examples). The analysis was concerned with three issues of: human capacity; budget allocation and its control; and accountability. The inclusion
of this second chapter on the literature analysis was to add weight and to raise the
analytical standard of the thesis.
Closed responses and open-ended questionnaires were used to gather data. A total of
60 respondents comprising heads and teachers from 10 junior and five senior
secondary schools participated in the investigation. Summaries of the findings from
both the empirical and theoretical components for each of the themes are that: • There cannot be development without developing the developer.
• Classroom supervision is essential because it provides the basis for staff
development and subsequently improved teaching.
• School development planning must be a staff co-operative effort leading to the
formation of a sustainable school culture of working teams.
• Conflict is always there in organizations, what is important , however, is for the
administrator to manage it such that it benefits the organization.
Basically, the empirical and theoretical components, supported each other on the
majority of issues.
The United Kingdom and Australia, being developed countries, do not experience the
problems of funding, staffing, and other supportive resources to effectively implement
school development planning to the extent of Botswana. / Educational Leadership and Management / D. Ed. (Educational Management)
| Identifer | oai:union.ndltd.org:netd.ac.za/oai:union.ndltd.org:unisa/oai:umkn-dsp01.int.unisa.ac.za:10500/17516 |
| Date | 05 1900 |
| Creators | Moswela, Bernard |
| Contributors | Botha, R. J. (Nico) |
| Source Sets | South African National ETD Portal |
| Language | English |
| Detected Language | English |
| Type | Thesis |
| Format | 1 online resource (xiii, 340 leaves) |
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