The role of a principal in an academically successful farm school: a case study
- Nongauza, Anthony Davidson Mbulelo
- Authors: Nongauza, Anthony Davidson Mbulelo
- Date: 2005
- Subjects: School principals -- South Africa -- Case studies School management and organization -- South Africa -- Case studies Rural schools -- South Africa -- Case studies Education, Rural -- South Africa -- Case studies School supervision, Rural -- South Africa -- Case studies Rural schools -- South Africa -- Administration of -- Case studies
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1747 , http://hdl.handle.net/10962/d1003631
- Description: This study looks at the various actions by the principal of a farm school in running an academically successful school. The study exposes the difficulties faced by farm schools and looks at how the principal confronts these difficulties and turn some of these into success stories. In trying to understand the role of the principal this study uses school effectiveness literature as a source and reference in an attempt to understand the actions adopted by the principal to make this farm school successful. The study uses the interpretive orientation as the methodology for investigating the principal’s role. This is in line with my attempt at explaining the perceptions, views and experiences of the people who are working closely with the principal. I have done this by employing semi-structured interviews and participant observation. The information gathered from the respondents helped in the development of the role of the principal which in this case, is the expressed views of the respondents. The investigation is conducted as a case study and the handling of the information provided by the respondents is in line with case study methods. The study has revealed that actions of the leader have an influence on the organizational success. The way in which the leader of Rocklands farm School conducts herself and the vision she shares with the people within the organization go a long way towards the improvement of organizational structures and their functioning. In this case the principal has been noted as particularly transformational, charismatic, instructional and transactional in her approaches to school administration and that her dedication to the cause of learners from disadvantaged background is reflected in her sacrificial actions. The study has also found that the principal is considered to be fairly autocratic in her leadership, which is a departure from current leadership thinking. The study has also shown that socio-economic disadvantages do not necessarily inhibit the school from performing beyond expectation. With good guidance from the leader and trust among staff members the farm school has been able to overcome some socio-economic pressures to emerge successful in the academic field. The fact that the principal of this school is a woman has not changed the overall findings that leadership qualities for successful schooling are universal and do not necessarily depend on the gender of the leader. This study suggests that leaders have a potential to turn poor situations in schools around and that leaders should as a matter of course ensure that they understand the organizational dynamics within their schools. They should be in the forefront as agents of change being mindful that those within the school understand and share the vision the leader has. The study also suggests that the human element in the educational processes in schools is of critical importance than the conditions in which schools find themselves.
- Full Text:
- Date Issued: 2005
- Authors: Nongauza, Anthony Davidson Mbulelo
- Date: 2005
- Subjects: School principals -- South Africa -- Case studies School management and organization -- South Africa -- Case studies Rural schools -- South Africa -- Case studies Education, Rural -- South Africa -- Case studies School supervision, Rural -- South Africa -- Case studies Rural schools -- South Africa -- Administration of -- Case studies
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1747 , http://hdl.handle.net/10962/d1003631
- Description: This study looks at the various actions by the principal of a farm school in running an academically successful school. The study exposes the difficulties faced by farm schools and looks at how the principal confronts these difficulties and turn some of these into success stories. In trying to understand the role of the principal this study uses school effectiveness literature as a source and reference in an attempt to understand the actions adopted by the principal to make this farm school successful. The study uses the interpretive orientation as the methodology for investigating the principal’s role. This is in line with my attempt at explaining the perceptions, views and experiences of the people who are working closely with the principal. I have done this by employing semi-structured interviews and participant observation. The information gathered from the respondents helped in the development of the role of the principal which in this case, is the expressed views of the respondents. The investigation is conducted as a case study and the handling of the information provided by the respondents is in line with case study methods. The study has revealed that actions of the leader have an influence on the organizational success. The way in which the leader of Rocklands farm School conducts herself and the vision she shares with the people within the organization go a long way towards the improvement of organizational structures and their functioning. In this case the principal has been noted as particularly transformational, charismatic, instructional and transactional in her approaches to school administration and that her dedication to the cause of learners from disadvantaged background is reflected in her sacrificial actions. The study has also found that the principal is considered to be fairly autocratic in her leadership, which is a departure from current leadership thinking. The study has also shown that socio-economic disadvantages do not necessarily inhibit the school from performing beyond expectation. With good guidance from the leader and trust among staff members the farm school has been able to overcome some socio-economic pressures to emerge successful in the academic field. The fact that the principal of this school is a woman has not changed the overall findings that leadership qualities for successful schooling are universal and do not necessarily depend on the gender of the leader. This study suggests that leaders have a potential to turn poor situations in schools around and that leaders should as a matter of course ensure that they understand the organizational dynamics within their schools. They should be in the forefront as agents of change being mindful that those within the school understand and share the vision the leader has. The study also suggests that the human element in the educational processes in schools is of critical importance than the conditions in which schools find themselves.
- Full Text:
- Date Issued: 2005
Stakeholder perceptions of success factors in an academically successful Swazi high school in Manzini, Swaziland
- Authors: Mabuza, Johannes Tshotsho
- Date: 2003
- Subjects: St Michael's High (Manzini, Swaziland) Education -- Swaziland Education, Secondary -- Swaziland Academic achievement -- Swaziland High school students -- Swaziland Education -- Parent participation -- Swaziland Educational leadership -- Swaziland School management and organization -- Swaziland
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1901 , http://hdl.handle.net/10962/d1006223
- Description: In contrast with the large number of poorly performing schools in Swaziland over the past decade (1991-2000), a few schools have managed to attain consistently good results. One such school is St Michael's High. This study draws on the perceptions of different major stakeholders at St Michael's of factors deemed to have contributed to academic success at the school. The study thus follows Fertig (2000), who advocates research in effective schools to be done by looking at the perceptions of different stakeholders rather than in relation to an objective checklist. In this study, St Michael's High is found to be an effective school. Its experience can play a vital role in helping other ineffective and failing schools to improve their academic standing and tarnished public image, provided the schools unreservedly commit themselves to changing their ways. This investigation is aimed at understanding the roles which the school leadership and associated stakeholders have played in making St Michael's an exemplary school in Swaziland. Its findings indicate that the schools that themselves take the initiative to improve their effectiveness are the ones which are successful, which accords with the consensus in research literature on school effectiveness. The evidence gathered in this study suggests that St Michael's is characteristic of such effective schools. Since this is a qualitative interpretive case study on perception of success factors in a girls' high school within the city of Manzini, interviews comprising semi-structured questions were highly useful in tapping the understanding of how various stakeholders contribute to the academic achievement of students in the school. The findings, organised in the form of themes, help illuminate what appears to be a systematic and well-focussed approach toward the academic development of the school and the fulfilment of its goals. Every aspect of the school system is thoroughly explored. The validity of the stakeholders' claim that St Michael's High is a dream school for most Swazi children is verified by the school's examination results for the past decade. But what the research reveals are the cultural, academic, social, and moral values and beliefs which serve as a strong anchor for the school leadership and management, and without which St Michael's as an organisation would be unable to meet the challenge of implementing academic and national reconstruction.
- Full Text:
- Date Issued: 2003
- Authors: Mabuza, Johannes Tshotsho
- Date: 2003
- Subjects: St Michael's High (Manzini, Swaziland) Education -- Swaziland Education, Secondary -- Swaziland Academic achievement -- Swaziland High school students -- Swaziland Education -- Parent participation -- Swaziland Educational leadership -- Swaziland School management and organization -- Swaziland
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1901 , http://hdl.handle.net/10962/d1006223
- Description: In contrast with the large number of poorly performing schools in Swaziland over the past decade (1991-2000), a few schools have managed to attain consistently good results. One such school is St Michael's High. This study draws on the perceptions of different major stakeholders at St Michael's of factors deemed to have contributed to academic success at the school. The study thus follows Fertig (2000), who advocates research in effective schools to be done by looking at the perceptions of different stakeholders rather than in relation to an objective checklist. In this study, St Michael's High is found to be an effective school. Its experience can play a vital role in helping other ineffective and failing schools to improve their academic standing and tarnished public image, provided the schools unreservedly commit themselves to changing their ways. This investigation is aimed at understanding the roles which the school leadership and associated stakeholders have played in making St Michael's an exemplary school in Swaziland. Its findings indicate that the schools that themselves take the initiative to improve their effectiveness are the ones which are successful, which accords with the consensus in research literature on school effectiveness. The evidence gathered in this study suggests that St Michael's is characteristic of such effective schools. Since this is a qualitative interpretive case study on perception of success factors in a girls' high school within the city of Manzini, interviews comprising semi-structured questions were highly useful in tapping the understanding of how various stakeholders contribute to the academic achievement of students in the school. The findings, organised in the form of themes, help illuminate what appears to be a systematic and well-focussed approach toward the academic development of the school and the fulfilment of its goals. Every aspect of the school system is thoroughly explored. The validity of the stakeholders' claim that St Michael's High is a dream school for most Swazi children is verified by the school's examination results for the past decade. But what the research reveals are the cultural, academic, social, and moral values and beliefs which serve as a strong anchor for the school leadership and management, and without which St Michael's as an organisation would be unable to meet the challenge of implementing academic and national reconstruction.
- Full Text:
- Date Issued: 2003
A critical review of literature on the expected roles of principals in schools
- Authors: Madaza, Simbongile Simphiwe
- Date: 2002
- Subjects: School principals -- South Africa School management and organization -- South Africa Educational change -- South Africa Educational leadership -- South Africa
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1914 , http://hdl.handle.net/10962/d1007243
- Description: Schools, like all organizations, are undergoing radical changes in the way that their business is conducted. "One of the most significant of these is that leadership, rather than management, needs to be seen as the most crucial focus for institutional development and growth in the years ahead," (Whitaker, 1993). In these projects I focus on three dimensions of leadership. First, a critical review of literature on the expected roles of principals in schools. Second, a case study of change management at a South African senior secondary school; and finally, a situational analysis of my organization with regard to organizational structure, leadership, decision making, communication and interpersonal relationships.
- Full Text:
- Date Issued: 2002
- Authors: Madaza, Simbongile Simphiwe
- Date: 2002
- Subjects: School principals -- South Africa School management and organization -- South Africa Educational change -- South Africa Educational leadership -- South Africa
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1914 , http://hdl.handle.net/10962/d1007243
- Description: Schools, like all organizations, are undergoing radical changes in the way that their business is conducted. "One of the most significant of these is that leadership, rather than management, needs to be seen as the most crucial focus for institutional development and growth in the years ahead," (Whitaker, 1993). In these projects I focus on three dimensions of leadership. First, a critical review of literature on the expected roles of principals in schools. Second, a case study of change management at a South African senior secondary school; and finally, a situational analysis of my organization with regard to organizational structure, leadership, decision making, communication and interpersonal relationships.
- Full Text:
- Date Issued: 2002
A critical investigation into course development for the preparation of school leaders
- Authors: McFarlane, Johannes
- Date: 2000
- Subjects: Educational leadership Educational leadership -- South Africa Action research in education School principals -- Training of -- South Africa
- Language: English
- Type: Thesis , Doctoral , PhD
- Identifier: vital:1929 , http://hdl.handle.net/10962/d1007596
- Description: Many schools in South Africa suffer from the consequences of bad leadership and management practices. A contributing factor to this problem is the inadequate preparation of school leaders for the wide variety of challenges facing them. This study formed part of a three-year project to develop a preparation programme for school leaders in the Southern Cape area of South Africa. Its aims focussed on the identification of principles for the design of preparation programmes leading to improvements in practice. Twelve teachers and principals participated in the project. They enrolled for a programme in school leadership designed and offered by the University of Port Elizabeth in consultation and cooperation with the Southern Cape Learning Resource Unit in George. Five sources were utilized for the provision of data: - The existing literature on the development of preparation programmes; - The group of twelve participants of the programme; - The four school principals in the group who acted as a focus group; - The staff and certain documents from the schools where these four principals are employed; - Local stakeholders with an interest in the success of the programme. Research methods typical of the interpretive tradition were utilized in orderto arrive at a better understanding of the needs of participants and of those elements of programmes which have the greatest impact on practice. Among the insights to have emerged from the study are the following: - The fact that the preparation of school leaders is a complex and multifaceted process which is enhanced by variety, continuous interaction between presenters and participants, flexibilityt o respond to changing needs and contexts, and an ongoing implementation in and feedback from practice ; - The central role played in the professional and academic growth of participants by individuals and groups around them; - The importance of action research as a tool in the accomplishment of a variety of goals in the preparation of school leaders. The main contributions of this study include: - A framework for the development of preparation programmes, ensuring the inclusion of a wide range of elements enhancing the effectiveness of the course; - A framework for the establishment of professional networks supporting participants in preparation programmes.
- Full Text:
- Date Issued: 2000
- Authors: McFarlane, Johannes
- Date: 2000
- Subjects: Educational leadership Educational leadership -- South Africa Action research in education School principals -- Training of -- South Africa
- Language: English
- Type: Thesis , Doctoral , PhD
- Identifier: vital:1929 , http://hdl.handle.net/10962/d1007596
- Description: Many schools in South Africa suffer from the consequences of bad leadership and management practices. A contributing factor to this problem is the inadequate preparation of school leaders for the wide variety of challenges facing them. This study formed part of a three-year project to develop a preparation programme for school leaders in the Southern Cape area of South Africa. Its aims focussed on the identification of principles for the design of preparation programmes leading to improvements in practice. Twelve teachers and principals participated in the project. They enrolled for a programme in school leadership designed and offered by the University of Port Elizabeth in consultation and cooperation with the Southern Cape Learning Resource Unit in George. Five sources were utilized for the provision of data: - The existing literature on the development of preparation programmes; - The group of twelve participants of the programme; - The four school principals in the group who acted as a focus group; - The staff and certain documents from the schools where these four principals are employed; - Local stakeholders with an interest in the success of the programme. Research methods typical of the interpretive tradition were utilized in orderto arrive at a better understanding of the needs of participants and of those elements of programmes which have the greatest impact on practice. Among the insights to have emerged from the study are the following: - The fact that the preparation of school leaders is a complex and multifaceted process which is enhanced by variety, continuous interaction between presenters and participants, flexibilityt o respond to changing needs and contexts, and an ongoing implementation in and feedback from practice ; - The central role played in the professional and academic growth of participants by individuals and groups around them; - The importance of action research as a tool in the accomplishment of a variety of goals in the preparation of school leaders. The main contributions of this study include: - A framework for the development of preparation programmes, ensuring the inclusion of a wide range of elements enhancing the effectiveness of the course; - A framework for the establishment of professional networks supporting participants in preparation programmes.
- Full Text:
- Date Issued: 2000
A critical investigation of conflict management : a case study of a Namibian institution
- Authors: Uiras, Hilja
- Date: 1999
- Subjects: Conflict management -- Namibia Conflict management -- Study and teaching Culture conflict Social conflict Conflict management -- Namibia -- Case studies Conflict management -- Study and teaching -- Case studies Culture conflict -- Namibia -- Case studies Social conflict -- Namibia -- Case studies
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1480 , http://hdl.handle.net/10962/d1003361
- Description: This study is a qualitative interpretative study of conflict management in a multicultural Namibian institution. The focus of the study is to understand how individual people in a particular organization perceive conflict, the possible sources of conflict as well as to explore the possible strategies of managing conflict. This is followed by an analysis of the general educational cultural and social characteristics of Namibia, which relate to the sources of conflict. I also make an attempt to have a deeper understanding of people from different cultural and educational backgrounds in viewing conflict and how these differences might be seen as major sources of conflict and how they deal with it - by using a case study approach. I interviewed 5 participants from different cultural backgrounds. The major research methodology I used in this study is in-depth interviews that allowed me to explore people's understanding of, attitudes to and views on conflict. I supplemented the interviews with participant observation, which allowed me to get first-hand information on how people interact socially and in meetings in order to explore possible sources and existence of conflict in meetings and how the staff dealt with it. Furthermore, I tried as much as possible to observe daily activities as an observer. People interviewed have different perceptions about conflict. Some use conflict to their advantage to arouse discussion and stimulate creative thinking. Some people find conflict to be a burden, something to be minimized. This avoidance leads to poor decisions and poor use of teams as a way to improve both decision making and acceptance of the decisions that are made. Cultural differences among staff and the process of reform emerge as the major sources of conflict. Whether a conflict will result in negative or positive consequences, or both, will depend to a large part on the strategy taken to resolve the conflict.
- Full Text:
- Date Issued: 1999
- Authors: Uiras, Hilja
- Date: 1999
- Subjects: Conflict management -- Namibia Conflict management -- Study and teaching Culture conflict Social conflict Conflict management -- Namibia -- Case studies Conflict management -- Study and teaching -- Case studies Culture conflict -- Namibia -- Case studies Social conflict -- Namibia -- Case studies
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1480 , http://hdl.handle.net/10962/d1003361
- Description: This study is a qualitative interpretative study of conflict management in a multicultural Namibian institution. The focus of the study is to understand how individual people in a particular organization perceive conflict, the possible sources of conflict as well as to explore the possible strategies of managing conflict. This is followed by an analysis of the general educational cultural and social characteristics of Namibia, which relate to the sources of conflict. I also make an attempt to have a deeper understanding of people from different cultural and educational backgrounds in viewing conflict and how these differences might be seen as major sources of conflict and how they deal with it - by using a case study approach. I interviewed 5 participants from different cultural backgrounds. The major research methodology I used in this study is in-depth interviews that allowed me to explore people's understanding of, attitudes to and views on conflict. I supplemented the interviews with participant observation, which allowed me to get first-hand information on how people interact socially and in meetings in order to explore possible sources and existence of conflict in meetings and how the staff dealt with it. Furthermore, I tried as much as possible to observe daily activities as an observer. People interviewed have different perceptions about conflict. Some use conflict to their advantage to arouse discussion and stimulate creative thinking. Some people find conflict to be a burden, something to be minimized. This avoidance leads to poor decisions and poor use of teams as a way to improve both decision making and acceptance of the decisions that are made. Cultural differences among staff and the process of reform emerge as the major sources of conflict. Whether a conflict will result in negative or positive consequences, or both, will depend to a large part on the strategy taken to resolve the conflict.
- Full Text:
- Date Issued: 1999
An investigation of how members of a school governing body perceive and experience their roles : a case study
- Authors: Lusaseni, Pamella Hombakazi
- Date: 1999
- Subjects: School management and organization -- South Africa School boards -- South Africa Educational leadership School personnel management
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1898 , http://hdl.handle.net/10962/d1006204
- Description: Education in South Africa is currently facing a lot of changes. This study was prompted by one of these changes, the introduction of a School Governing Body (SGB), constituted in terms of the 1996 Schools Act (South Africa 1996), and replacing the previous Parent-Teacher-StudentAssociation (PTSA). The study investigates how the members of a School Governing Body perceive and experience their roles, in an attempt to make a contribution to understanding the nature and implications of education governance policy in South Africa. Central to this exercise is the attempt to understand how the execution of their duties, their practice of both democracy and accountability, and their resolving of tensions and/or differences among parents, teachers and students, impacts upon their school generally and relates both to the Department of Education and other organs of society. The methodology employed in this study includes a review of relevant literature, international and national, followed by a historical overview of education governance in South Africa. The core of the thesis is an interpretive case study of the SGB of one junior secondary school under the auspices of the Department of Education, Culture and Sport, in the South Eastern region of the Eastern Cape Province. The single most important data gathering instrument used was a series of in-depth interviews. The interviewees were the Executive members of the SGB of the school. The major findings of the study were that the SGB was powerful and effective in its area of operation in school governance, despite its lack of skills in the execution of its duties. Many of the difficulties it has encountered can be ascribed to a lack of guidance from the Department of Education. The study thus concludes that whereas the SGB studied represents an important step towards the full democratization of education in general and in this school in particular, its role in school governance can not be described as an unqualified success. However, despite the problems faced by the SGB, its role has made history in the governance of the school. Programmes which the SGB has implemented, such as measures to foster a culture of teaching and learning, have had an important impact on the progress of the school. Finally, the findings of the study indicate that the most important issues to be addressed in respect of the SGB researched are capacity building, communication, cultural understanding and the level of SGB understanding of the Schools Act. The study makes certain recommendations for the attention of SGBs and the Department of Education. These include a well co-ordinated capacity building prograrn to be developed and implemented, that will provide SGBs with access to knowledge of the relevant material and other resources necessary to sustain school governance functions. Because of the limited nature of the study in terms of methodology and constraints of time, the conclusions arrived at cannot and should not be generalized beyond the confines of the study.
- Full Text:
- Date Issued: 1999
- Authors: Lusaseni, Pamella Hombakazi
- Date: 1999
- Subjects: School management and organization -- South Africa School boards -- South Africa Educational leadership School personnel management
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1898 , http://hdl.handle.net/10962/d1006204
- Description: Education in South Africa is currently facing a lot of changes. This study was prompted by one of these changes, the introduction of a School Governing Body (SGB), constituted in terms of the 1996 Schools Act (South Africa 1996), and replacing the previous Parent-Teacher-StudentAssociation (PTSA). The study investigates how the members of a School Governing Body perceive and experience their roles, in an attempt to make a contribution to understanding the nature and implications of education governance policy in South Africa. Central to this exercise is the attempt to understand how the execution of their duties, their practice of both democracy and accountability, and their resolving of tensions and/or differences among parents, teachers and students, impacts upon their school generally and relates both to the Department of Education and other organs of society. The methodology employed in this study includes a review of relevant literature, international and national, followed by a historical overview of education governance in South Africa. The core of the thesis is an interpretive case study of the SGB of one junior secondary school under the auspices of the Department of Education, Culture and Sport, in the South Eastern region of the Eastern Cape Province. The single most important data gathering instrument used was a series of in-depth interviews. The interviewees were the Executive members of the SGB of the school. The major findings of the study were that the SGB was powerful and effective in its area of operation in school governance, despite its lack of skills in the execution of its duties. Many of the difficulties it has encountered can be ascribed to a lack of guidance from the Department of Education. The study thus concludes that whereas the SGB studied represents an important step towards the full democratization of education in general and in this school in particular, its role in school governance can not be described as an unqualified success. However, despite the problems faced by the SGB, its role has made history in the governance of the school. Programmes which the SGB has implemented, such as measures to foster a culture of teaching and learning, have had an important impact on the progress of the school. Finally, the findings of the study indicate that the most important issues to be addressed in respect of the SGB researched are capacity building, communication, cultural understanding and the level of SGB understanding of the Schools Act. The study makes certain recommendations for the attention of SGBs and the Department of Education. These include a well co-ordinated capacity building prograrn to be developed and implemented, that will provide SGBs with access to knowledge of the relevant material and other resources necessary to sustain school governance functions. Because of the limited nature of the study in terms of methodology and constraints of time, the conclusions arrived at cannot and should not be generalized beyond the confines of the study.
- Full Text:
- Date Issued: 1999
An investigation of students' role within the governing structures of educational institutions
- Authors: Ngaso, Khayalethu Edward
- Date: 1999
- Subjects: Student participation in administration -- South Africa School management and organization -- South Africa Student government -- South Africa
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1644 , http://hdl.handle.net/10962/d1003526
- Description: The question of the role of students in the governance of educational institutions has been an issue for decades in South Africa. It arose out of the desire and struggle by black students for a better sociopolitical environment in general and in education in particular. This demand gained momentum in the years 1976,1980 and 1985. The result was the establishment of Student Representative Councils, Parent-teacher-Student's Associations at schools, Broad Transformation Forums and Governing Councils at tertiary institutions. After 1994 the government of South Africa started the major task of reconstructing the country particularly education and its governance. Democratic governance was accepted as one of the fundamentals of education by the new department of education. The Schools' Act and the Higher Education Act were passed to give effect to this new spirit in 1996 and 1997 respectively. Students had a statutory right to be involved in all matters of governance in educational institutions. However, in the past two years i.e. 1997 and 1998 the issue of student participation has become controversial with tensions erupting amongst stakeholders particularly management and students. The bone of contention this time has not been whether students have to participate or not but how far should they be involved. The National Education Policy Investigation task team had recommended as early as 1992 for the systematic analysis of the roles of the various stakeholders within the governing structures to avoid the present situation to no avail. The aim of this study therefore was to investigate students' perceptions of their role within the governing structures and to assess the implications of such a role for the management of educational institutions. Central to this largely fact finding mission was an attempt to make a contribution engaging students in this debate and get to know them afresh, thereby understand their position, what their perception is about their role in the governance of their institutions. For this purpose the study used phenomenology as the method of research. The reason for that I wanted a methodology which will enable me to produce a report which would not be contaminated with my preconceived ideas about the phenomenon. The tool used for data-gathering was the interview. In-depth interviews were conducted with four student leaders. They were selected purposely due to the fact that they were involved in the governance of their various institutions. The study revealed the complexity of this phenomenon. It indicates that student involvement is crucial for harmonious relations to prevail and the creation of a climate of learning and teaching at educational institutions. Students saw their role as that of legitimising the process of decision-making. This is coupled with enforcing the management to be transparent, bringing back the rule of law, making sure that educational institutions are transformed, that students are empowered and capacitated and looking at the welfare of students. A recommendation that emerge from the study is that much investigation is needed on student participation. Areas which needed much attention are specified in the study.
- Full Text:
- Date Issued: 1999
- Authors: Ngaso, Khayalethu Edward
- Date: 1999
- Subjects: Student participation in administration -- South Africa School management and organization -- South Africa Student government -- South Africa
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1644 , http://hdl.handle.net/10962/d1003526
- Description: The question of the role of students in the governance of educational institutions has been an issue for decades in South Africa. It arose out of the desire and struggle by black students for a better sociopolitical environment in general and in education in particular. This demand gained momentum in the years 1976,1980 and 1985. The result was the establishment of Student Representative Councils, Parent-teacher-Student's Associations at schools, Broad Transformation Forums and Governing Councils at tertiary institutions. After 1994 the government of South Africa started the major task of reconstructing the country particularly education and its governance. Democratic governance was accepted as one of the fundamentals of education by the new department of education. The Schools' Act and the Higher Education Act were passed to give effect to this new spirit in 1996 and 1997 respectively. Students had a statutory right to be involved in all matters of governance in educational institutions. However, in the past two years i.e. 1997 and 1998 the issue of student participation has become controversial with tensions erupting amongst stakeholders particularly management and students. The bone of contention this time has not been whether students have to participate or not but how far should they be involved. The National Education Policy Investigation task team had recommended as early as 1992 for the systematic analysis of the roles of the various stakeholders within the governing structures to avoid the present situation to no avail. The aim of this study therefore was to investigate students' perceptions of their role within the governing structures and to assess the implications of such a role for the management of educational institutions. Central to this largely fact finding mission was an attempt to make a contribution engaging students in this debate and get to know them afresh, thereby understand their position, what their perception is about their role in the governance of their institutions. For this purpose the study used phenomenology as the method of research. The reason for that I wanted a methodology which will enable me to produce a report which would not be contaminated with my preconceived ideas about the phenomenon. The tool used for data-gathering was the interview. In-depth interviews were conducted with four student leaders. They were selected purposely due to the fact that they were involved in the governance of their various institutions. The study revealed the complexity of this phenomenon. It indicates that student involvement is crucial for harmonious relations to prevail and the creation of a climate of learning and teaching at educational institutions. Students saw their role as that of legitimising the process of decision-making. This is coupled with enforcing the management to be transparent, bringing back the rule of law, making sure that educational institutions are transformed, that students are empowered and capacitated and looking at the welfare of students. A recommendation that emerge from the study is that much investigation is needed on student participation. Areas which needed much attention are specified in the study.
- Full Text:
- Date Issued: 1999
Contents : 3 projects
- Authors: Mtongana, Lindile
- Date: 1999
- Subjects: Teachers -- In-service training School management and organization -- Parent participation Education and state -- South Africa Educational law and legislation -- South Africa
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1462 , http://hdl.handle.net/10962/d1003343
- Description: This project comprises a case study that I conducted at New Horizon High School in Butterworth, a school with a good reputation for its excellent academic standard. It is about Staff Development, which I have identified as the most vital component of effective teaching. Although there is a need to ensure that there is an adequate supply of teachers in schools, the greatest challenge lies in the development of the quality of those who are already in service. This enormous challenge seems to have been forgotten by many school leaders. I hope this study will be beneficial to school principals and teachers who want to be successful in their teaching careers in the 21st century.
- Full Text:
- Date Issued: 1999
- Authors: Mtongana, Lindile
- Date: 1999
- Subjects: Teachers -- In-service training School management and organization -- Parent participation Education and state -- South Africa Educational law and legislation -- South Africa
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1462 , http://hdl.handle.net/10962/d1003343
- Description: This project comprises a case study that I conducted at New Horizon High School in Butterworth, a school with a good reputation for its excellent academic standard. It is about Staff Development, which I have identified as the most vital component of effective teaching. Although there is a need to ensure that there is an adequate supply of teachers in schools, the greatest challenge lies in the development of the quality of those who are already in service. This enormous challenge seems to have been forgotten by many school leaders. I hope this study will be beneficial to school principals and teachers who want to be successful in their teaching careers in the 21st century.
- Full Text:
- Date Issued: 1999
A case-study of principal succession : the experience of a high school principal and staff
- Authors: Dowding, Susan Patricia
- Date: 1997
- Subjects: Educational leadership School principals -- South Africa
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1440 , http://hdl.handle.net/10962/d1003321
- Description: This is a study of a principal succession In a non-racial, multicultural High-School in the North West Province of South Africa, formerly the independent homeland known as "Bophuthatswana". I was employed at the school at the time and am, therefore, a complete member-researcher. I use a qualitative research approach which relies mostly on in-depth interviews, individually and in groups. I chose my sample by administering a short biographical questionnaire. I have sought to establish "what is happening?" in the succession process by reporting the insights and experiences of a staff and its new principal. While I use the stage frameworks of more traditional researchers in succession to provide a coherent structure for my analysis, I use the organisational socialisation perspective extensively to analyse the insights provided by the staff and principal. Unlike other principal succession studies, I include the insights of both the principal and the staff. The organisational socialisation approach emphasises that succession is an interactive, multidirectional process. My study reinforces many of the observations of other researchers in leadership succession, whether in business or Education. However, two elements of succession emerge which appear to be unique in terms of other succession literature. These elements include the impact of socio-political events and what I call "ethno-cultural" aspects on the succession socialisation process. I provide examples of the influence these factors exert in this principal succession. This study is therefore of potential significance to administrators in both Education and business in the South African context where there are significant changes taking place in the power structures and ethnic makeup of relevant organisations. I also identify a number of areas for further research.
- Full Text:
- Date Issued: 1997
- Authors: Dowding, Susan Patricia
- Date: 1997
- Subjects: Educational leadership School principals -- South Africa
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1440 , http://hdl.handle.net/10962/d1003321
- Description: This is a study of a principal succession In a non-racial, multicultural High-School in the North West Province of South Africa, formerly the independent homeland known as "Bophuthatswana". I was employed at the school at the time and am, therefore, a complete member-researcher. I use a qualitative research approach which relies mostly on in-depth interviews, individually and in groups. I chose my sample by administering a short biographical questionnaire. I have sought to establish "what is happening?" in the succession process by reporting the insights and experiences of a staff and its new principal. While I use the stage frameworks of more traditional researchers in succession to provide a coherent structure for my analysis, I use the organisational socialisation perspective extensively to analyse the insights provided by the staff and principal. Unlike other principal succession studies, I include the insights of both the principal and the staff. The organisational socialisation approach emphasises that succession is an interactive, multidirectional process. My study reinforces many of the observations of other researchers in leadership succession, whether in business or Education. However, two elements of succession emerge which appear to be unique in terms of other succession literature. These elements include the impact of socio-political events and what I call "ethno-cultural" aspects on the succession socialisation process. I provide examples of the influence these factors exert in this principal succession. This study is therefore of potential significance to administrators in both Education and business in the South African context where there are significant changes taking place in the power structures and ethnic makeup of relevant organisations. I also identify a number of areas for further research.
- Full Text:
- Date Issued: 1997
A phenomenological investigation into educational leaders' perceptions of themselves, their followers, and their organisational contexts
- Authors: Van der Mescht, Hennie
- Date: 1997
- Subjects: Educational leadership -- Psychological aspects
- Language: English
- Type: Thesis , Doctoral , PhD
- Identifier: vital:1697 , http://hdl.handle.net/10962/d1003580
- Description: Leadership is a richly researched ana widely covered topic, attracting the attention of virtually every discipline within the human sciences. Research which focuses on leadership within an educational context is, however, a relatively recent development. Most of the leadership research conducted in this century has been driven by the needs of industry. Consequently, leadership theories have tended to emphasise the instrumentality, measurability and effectiveness of leadership. Leadership models, intent on being prescriptive and 'learnable', have been inclined to oversimplify the complexity of the leadership phenomenon. Another factor which accounts for these features is the research approach adopted by researchers, which has largely been positivistic. This study is an attempt to investigate the underlying dynamics of educational leadership. It is an in-depth study of five educational leaders' perceptions of themselves as leaders, of the people with whom they interact, and of the organisations within which they work. The study is conducted along the lines suggested by phenomenology, a highly qualitative, anti-positivistic research approach, which encourages the researcher to set aside pre-conceived notions of the phenomenon, and to describe what is found exactly as it presents itself. My findings have highlighted a wide and richly varied range of psychological, emotional and cultural factors which seem to play significant roles in how leaders perceive themselves, others and their environments. Most of these factors have been either entirely ignored or very scantily covered in mainstream leadership literature. Educational leadership emerges as a complex, virtually undefinable phenomenon; new and challenging research approaches and methods have the potential for increasing our understanding of how leaders lead, which in turn will have implications for leadership education and selection.
- Full Text:
- Date Issued: 1997
- Authors: Van der Mescht, Hennie
- Date: 1997
- Subjects: Educational leadership -- Psychological aspects
- Language: English
- Type: Thesis , Doctoral , PhD
- Identifier: vital:1697 , http://hdl.handle.net/10962/d1003580
- Description: Leadership is a richly researched ana widely covered topic, attracting the attention of virtually every discipline within the human sciences. Research which focuses on leadership within an educational context is, however, a relatively recent development. Most of the leadership research conducted in this century has been driven by the needs of industry. Consequently, leadership theories have tended to emphasise the instrumentality, measurability and effectiveness of leadership. Leadership models, intent on being prescriptive and 'learnable', have been inclined to oversimplify the complexity of the leadership phenomenon. Another factor which accounts for these features is the research approach adopted by researchers, which has largely been positivistic. This study is an attempt to investigate the underlying dynamics of educational leadership. It is an in-depth study of five educational leaders' perceptions of themselves as leaders, of the people with whom they interact, and of the organisations within which they work. The study is conducted along the lines suggested by phenomenology, a highly qualitative, anti-positivistic research approach, which encourages the researcher to set aside pre-conceived notions of the phenomenon, and to describe what is found exactly as it presents itself. My findings have highlighted a wide and richly varied range of psychological, emotional and cultural factors which seem to play significant roles in how leaders perceive themselves, others and their environments. Most of these factors have been either entirely ignored or very scantily covered in mainstream leadership literature. Educational leadership emerges as a complex, virtually undefinable phenomenon; new and challenging research approaches and methods have the potential for increasing our understanding of how leaders lead, which in turn will have implications for leadership education and selection.
- Full Text:
- Date Issued: 1997
An investigation of the potential role of students in decision making in the management and administration of secondary schools : a case study
- Authors: Chinsamy, Dhanasagren
- Date: 1995
- Subjects: Student participation in administration -- South Africa Student-administrator relationships -- South Africa
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1655 , http://hdl.handle.net/10962/d1003538
- Description: As South Africa prepares to reconstruct its education system for a post-apartheid, democratic society, many facets of educational life will of necessity come under re-examination. One such area is that of school governance which traditionally was the domain of principals, teachers and more recently parents, with little, if any, input by students. After 1985, however, with the formation of the Congress of South African Students (CaSAS), backed by the National Education Co-ordinating Committee (NECC), the demand for student participation in the management of schools began to gain momentum. Parent-Teacher -Student Associations (PTSA's), although not recognised by the education authorities, were established in many black schools throughout the country. They afforded students the opportunity to become involved, as equal partners with teachers and parents, in decision-making in the management of secondary schools. During the past decade, however, the question of student participation in decision-making in the management of schools has become a point of controversy. The aim of this study was to investigate the potential role of students in decision-making in the administration and management of secondary schools. For this purpose case studies were conducted in two schools with active student participation in joint decision-making. The schools were selected after a preliminary investigation of the state of PTSA's in schools in the greater Durban area. Questionnaires and semi-structured interviews with teacher, parent and student representatives and principals and non-participant observation of PTSA meetings, workshops and social functions were used to survey attitudes and opinions pertinent to this study. The results of the study indicate that student participation in the management of schools is crucial for the creation of a climate of learning and teaching and that it is seen in itself as an integral part of the process of students' development. The study also points to the dilemma that students face in participating jointly with parents and teachers in decision-making while maintaining their autonomy. The recommendations that emerge from the study include the involvement of students as equal partners in decision-making in secondary schools, the establishment of Internal Disciplinary Committees in which students participate, the appointment of a member of staff as a liaison officer for student affairs with the task of establishing a Students' Representative Council (SRC) and the implementation of training programmes that would assist students in joint decision-making. The study acknowledges the existence of conflict between the participants but proposes that such conflict can be constructively addressed tbrough "creative consensus" that would benefit both the participants and the school. The researcher recommends that for the present, students should not be involved in any discussions of teacher misconduct and that students should not be entrusted with handling the finances of the school without teacher or parent supervision. However, in keeping with the developmental approach adopted in the study, it is envisaged that when the element of trust is developed between students and teachers, students would be allowed to participate in these sensitive areas of decision-making.
- Full Text:
- Date Issued: 1995
- Authors: Chinsamy, Dhanasagren
- Date: 1995
- Subjects: Student participation in administration -- South Africa Student-administrator relationships -- South Africa
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1655 , http://hdl.handle.net/10962/d1003538
- Description: As South Africa prepares to reconstruct its education system for a post-apartheid, democratic society, many facets of educational life will of necessity come under re-examination. One such area is that of school governance which traditionally was the domain of principals, teachers and more recently parents, with little, if any, input by students. After 1985, however, with the formation of the Congress of South African Students (CaSAS), backed by the National Education Co-ordinating Committee (NECC), the demand for student participation in the management of schools began to gain momentum. Parent-Teacher -Student Associations (PTSA's), although not recognised by the education authorities, were established in many black schools throughout the country. They afforded students the opportunity to become involved, as equal partners with teachers and parents, in decision-making in the management of secondary schools. During the past decade, however, the question of student participation in decision-making in the management of schools has become a point of controversy. The aim of this study was to investigate the potential role of students in decision-making in the administration and management of secondary schools. For this purpose case studies were conducted in two schools with active student participation in joint decision-making. The schools were selected after a preliminary investigation of the state of PTSA's in schools in the greater Durban area. Questionnaires and semi-structured interviews with teacher, parent and student representatives and principals and non-participant observation of PTSA meetings, workshops and social functions were used to survey attitudes and opinions pertinent to this study. The results of the study indicate that student participation in the management of schools is crucial for the creation of a climate of learning and teaching and that it is seen in itself as an integral part of the process of students' development. The study also points to the dilemma that students face in participating jointly with parents and teachers in decision-making while maintaining their autonomy. The recommendations that emerge from the study include the involvement of students as equal partners in decision-making in secondary schools, the establishment of Internal Disciplinary Committees in which students participate, the appointment of a member of staff as a liaison officer for student affairs with the task of establishing a Students' Representative Council (SRC) and the implementation of training programmes that would assist students in joint decision-making. The study acknowledges the existence of conflict between the participants but proposes that such conflict can be constructively addressed tbrough "creative consensus" that would benefit both the participants and the school. The researcher recommends that for the present, students should not be involved in any discussions of teacher misconduct and that students should not be entrusted with handling the finances of the school without teacher or parent supervision. However, in keeping with the developmental approach adopted in the study, it is envisaged that when the element of trust is developed between students and teachers, students would be allowed to participate in these sensitive areas of decision-making.
- Full Text:
- Date Issued: 1995