A dissertation submitted in partial fulfilment of the requirements for the degree of
MASTERS IN EDUCATIONAL PSYCHOLOGY at the UNIVERSITY OF ZULULAND, 1993. / The aim of the study was to undertake a literature study of the life-world of the principal and to describe how changes in society have effected his motivation of his staff and pupiIs.
As an introduction a psychopedagogical perspective on the role of the principa.1 an motivating his staff and pupils is given - When the beginner principal or a serving principal enters his school he may find teachers and pupils but he may not be certain of their willingness to be totally involved.
Broadly speaking the principal is a leader and as such it was necessary to look at a few definitions of leadership. The definitions are as many as there are authors on the topic - But it is generally agreed that it be taken as the process of influencing the activities and behaviour of an individual or a group towards goal achievement in a given situation. Leaders are people who have the ability to get others to co-operate with them in doing something. They can be described as people who know the way and go the way. They include the foilowing: Agitator or reformer; the bureaucrat and nomathet; the ideographic and authoritarian, etc.
Leadership is often linked with motivation which can
be defined as the intensity of the involvement in
anything that a person does. Many authors have from
time to time come out with a variety of apt
descriptions all bordering on the influence on the
conduct that some person has on others.Indeed leadership is concerned with the implementation of those policies and decisions which succeed in directing the activities of an organisation or school towards its specific goals.
It has been said that the effective running of a
school is dependent on the principal as the leader.
The school will be what he makes it. He is
responsible for everything that takes pi ace in it. He is even responsible for those functions which he has delegated to his sub—ordinates. The leader must be sufficiently motivated in the work of the group. In the school situation the inspiration and drive of the principal must motivate the staff to join forces and became a vibrant body. In the same vein there
must be? a relationship of trust, understanding and authority.
It is through the principal's experiences of reality that his own life—world comes into being. Like all human beings he should be able to think about himself. He should be able to take stack of his accomplishments. He should be totally involved with his relationships with others, with things/objects and his Creator. Even the ideas that abound in his area and thus form part of his experience are in some form of relationship with him. The results of the sudden urbanisation and papulation explosion have affected the principal because of the influx of pupiIs who come from the informal settlements. Some of these were efforts of using the school buildings as venues far social change. Of course the principal must 1eave an imprint of the Christian faith everywhere in his school.
The principal should always involve his staff in order to encourage them. Teachers feel motivated by the trust that a principal shows in them. Educational goals are easily accomplished when all the participants feel involved. Consultations even deliberations at staff meetings or staff development programmes have a tendency of curbing teacher militancy and group bargaining. He should be the moving spirit in the school as he has his finger on the pulse of the establishment. It is also the duty of the principal to encourage the parents of the children at his school.
All pupils feel motivated to know that they belong
to a school that has a goad track record — and a
tradition of excellence. In class an attempt should
be made to arouse the enquiring attitude of the
pupils. It pays for the principal to set up
definite and real istic goals for pupils and give them the results. In a similar manner many parents appreciate being associated with a meaningful school . Besides the trend these days is for the extension of control from the Internal Management Councils to the Management Councils which include parents even on the standing sub—committees. The Education Renewal Strategy document has advocated for an increased say far parents.
The recommendations are that:
# All beginner principals must attend an orientation programme arranged for principals.
# All serving principals must attend regular (twice a year) enrichment programmes (for principals).
# Internal Management CounciIs (IMC's) must be established in all Black schools. These IMC's wi11 comprise the principal, deputy principal and heads of departments.
All existing School Committees in Black schools must be replaced by Management Councils (MC's).
| Identifer | oai:union.ndltd.org:netd.ac.za/oai:union.ndltd.org:uzulu/oai:uzspace.unizulu.ac.za:10530/711 |
| Date | January 1993 |
| Creators | Mhlambo, Fanyana Gilbert |
| Contributors | Urbani, G., van der Merwe, A. |
| Source Sets | South African National ETD Portal |
| Language | English |
| Detected Language | English |
| Type | Thesis |
| Format | application/pdf |
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