Thesis (MEd)--University of Stellenbosch, 2003. / ENGLISH ABSTRACT: The primary goal of this study is to provide a functional description of the function and the
role of management teams, in the promotion of a culture of learning, at High School level.
Teachers, management teams, but also parents have an important role to play in creating a
culture of learning. Thus, the parents can make a valuable contribution to the development
of a learning culture and ultimately enhance lifelong learning and education.
Presently, schools are in the process of developing a culture of learning, unfortunately the
majority of schools are still attempting to recover from the negative effects of apartheid.
In order to develop such a culture of learning, aspects such as discipline, commitment and
self-discipline must be addressed. We have to strive towards educating learners to accept
authority and discipline, as well as learners that will be committed and motivated.
One has to remember that a culture of learning starts at home. Since culture is a dynamic
entity, it has an influence on the culture of organisation and management. Through
effective management, we have to create opportunities for every individual to develop
his/her full potential. The management team thus plays a significant role in establishing
and maintaining a learning culture.
A school culture is determined by the value, attitude and behaviour of certain situations
that lead to insufficient, unacceptable learning activities. Through projects, initiated by
government, we will be able to create more awareness and participation in the
development of a culture of learning.
The role of parents is placed under the spotlight, because of different needs within a
culture of learning. By placing parents under this spotlight, we can focus on the
management team and also the governing body. This implies that there has to be a
management and strategic plan in place. By having these factors in place, one can create
and build a better and healthy relationship between the parents and the school.
The approach followed in the study was firstly to contextualise the need for a learning
culture against the background of changes in the South African education system in the last
few decades. Thereafter, relevant concepts were identified and defined: the general concept of culture was was more closely explained and differentiated by investigating the
relationship between concepts such as organisational culture, school culture, learning
culture and teaching culture, as well as the connection between school based management
and a learning culture. Two important steps follow: firstly, the study investigated the
preconditions for the establishment of a learning culture, including the potential
participation of stakeholders - especially with the aid of information obtained through
personal inputs from role players in a specific school project of which the writer was part -
and secondly, the study looks at conditions necessary, once it is established, to maintain
and sustain a healthy learning culture, with special reference to the cardinal role of the
management team. The study concludes with recommendations and suggestions for
further research. / AFRIKAANSE OPSOMMING: Die primêre doel van die studie was om 'n beskrywing te gee van die funksie en die rol
wat bestuurspanne, in die bevordering van 'n leerkultuur op hoërskoolvlak, moontlik kan
speel.
Soos die onderwyser en die bestuurspan 'n belangrike rol het om te vervul in die vestiging
van 'n leerkultuur, het die ouers ook 'n belangrike rol om te vertolk. Die ouer behoort dus
'n bydrae te kan lewer tot die ontwikkeling van 'n leerkultuur en uiteindelik ook tot
lewenslange leer en opvoeding.
Skole is tans besig om 'n leerkultuur daar te stel, maar die meerderheid van skole is nog
besig om te herstel van die negatiewe gevolge van apartheid. As ons 'n leerkultuur wil
vestig, moet daar dissipline, toewyding en self-dissipline wees. Ons moet streef na
leerders wat gesag en dissipline sal aanvaar, asook leerders wat toegewyd sal wees met 'n
positiewe ingesteldheid teenoor die opvoedingsstruktuur.
Wat ons wel moet onthou, is dat leerkultuur by die huis begin. Met dié dat kultuur
dinamies is, het dit ook 'n invloed op organisasie- en bestuurskulture. Met effektiewe
bestuur moet ons elke individu die geleentheid gee om te ontwikkel tot sy volle potensiaal.
Die bestuurspan speel dus 'n beduidende rol in die vestiging of handhawing van 'n
leerkultuur.
Skoolkultuur word bepaal deur die waarde, houding en gedrag van sekere situasies wat
bydra tot 'n ontoereikende onderrigaktiwiteit. Deur die vestiging van projekte wat
geïnisieër is deur die regering, salons baie meer betrokkenheid kry by die vestiging van 'n
leerkultuur. Die rol van die ouers word onder die soeklig geplaas as gevolg van die
verskillende behoeftes in 'n leerkultuur.
Deur die ouers onder die soeklig te plaas, kom die bestuurspan en die beheerraad na vore.
Dit impliseer dat daar 'n bestuursplan en 'n strategiese beplanning in plek moet wees.
Deur dit alles daar te stel, kan ons 'n beter verhouding bou, tussen die ouer en sy skool, en daardeur die leerkultuur van die skool versterk en uitbou.
Die benadering in die studie was om eers die behoefte vir 'n leerkultuur te kontekstualiseer
teen die agtergrond van veranderinge in die Suid-Afrikaanse onderwysstelsel in die laaste
paar dekades. Daarna is relevante begrippe geïdentifiseer en omskryf: die algemene
begrip kultuur is nouer verduidelik en gedifferensieer deur die verwantskap te ondersoek
met begrippe soos organisasiekultuur, skoolkultuur, leerkultuur en onderrrigkultuur, sowel
as die verwantskap tussen skoolgebaseerde bestuur en leerkultuur. Twee belangrike stappe
volg: eerstens is die voorvereistes vir die vestiging van 'n leerkultuur ondersoek, insluitend
die potensiale deelneme van belanghebbendes - veral met behulp van inligting bekom deur
persoonlike insette van rolspelers in 'n spesifieke skoolprojek waarby die skrywer
betrokke was - en tweedens, word die voorwaardes vir volhoubaarheid, nadat dit wel
gevestig is, van 'n gesonde leerkultuur bespreek, met spesiale verwysing na die kardinale
rol van die bestuurspan. Die studie word saamgevat met aanbevelings en voorstelle vir
verdere navorsing.
| Identifer | oai:union.ndltd.org:netd.ac.za/oai:union.ndltd.org:sun/oai:scholar.sun.ac.za:10019.1/49760 |
| Date | 12 1900 |
| Creators | Botha, Marius Johan |
| Contributors | Taylor, D. J. L., Stellenbosch University. Faculty of Education. Dept. of Education Policy Studies. |
| Publisher | Stellenbosch : Stellenbosch University |
| Source Sets | South African National ETD Portal |
| Language | af_ZA |
| Detected Language | English |
| Type | Thesis |
| Format | vi, 58 p. |
| Rights | Stellenbosch University |
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