The role of principals in the induction of new educators in their schools
- Authors: Mfenqe, Phyllis Phindiwe
- Date: 2005
- Subjects: School principals -- South Africa , Teachers -- South Africa
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:9490 , http://hdl.handle.net/10948/385 , School principals -- South Africa , Teachers -- South Africa
- Description: This study focuses on the role of the induction programme for teachers who are new to a specific school. The main aim of undertaking this research study is to investigate the role played by principals in the induction of new educators in their schools. The main questions the study addresses are: · Why is it necessary for new educators to be inducted · How could mentoring play a role in an induction programme? · What should the role of the principals be in the induction process? · What should the induction programme include and how should it be implemented? The study highlights the problems new teachers experience with respect to aspects such as classroom control and imparting information. It also emphasizes the role of the principal and the mentor in assisting new educators with these issues. The qualitative approach was used to collect data. Data were collected through interviews and observations. The main findings were that new educators experienced problems with classroom control, discipline and that principals should help them with adjustment in the school by allocating a mentor teacher for support.
- Full Text:
- Date Issued: 2005
- Authors: Mfenqe, Phyllis Phindiwe
- Date: 2005
- Subjects: School principals -- South Africa , Teachers -- South Africa
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:9490 , http://hdl.handle.net/10948/385 , School principals -- South Africa , Teachers -- South Africa
- Description: This study focuses on the role of the induction programme for teachers who are new to a specific school. The main aim of undertaking this research study is to investigate the role played by principals in the induction of new educators in their schools. The main questions the study addresses are: · Why is it necessary for new educators to be inducted · How could mentoring play a role in an induction programme? · What should the role of the principals be in the induction process? · What should the induction programme include and how should it be implemented? The study highlights the problems new teachers experience with respect to aspects such as classroom control and imparting information. It also emphasizes the role of the principal and the mentor in assisting new educators with these issues. The qualitative approach was used to collect data. Data were collected through interviews and observations. The main findings were that new educators experienced problems with classroom control, discipline and that principals should help them with adjustment in the school by allocating a mentor teacher for support.
- Full Text:
- Date Issued: 2005
Die bestuursrol van die skoolhoof in die implementering van 'n nuwe kurrikulum
- Authors: Mey, Hermanus Pieter
- Date: 2004
- Subjects: School principals -- South Africa , Educational leadership -- South Africa , Curriculum change -- South Africa
- Language: Afrikaans
- Type: Thesis , Masters , MPhil
- Identifier: vital:11010 , http://hdl.handle.net/10948/367 , School principals -- South Africa , Educational leadership -- South Africa , Curriculum change -- South Africa
- Description: The implementation of a new curriculum has become a very relevant issue in South Africa with the implementation of Curriculum 2005 (C 2005) since 1998. The school principal plays a very important role at school level in the implementation of change in general and a new curriculum in particular. The aim of this study was to have a closer look at this role. It is a qualitative study executed in six schools in the Port Elizabeth area. It investigates the problems school principals experienced with the implementation of C 2005 with the objective of identifying guidelines for the role of the principal in the implementation of a new curriculum The most important findings include the importance of equipping the principal to provide guidance with the implementation of a new curriculum. This equipping refers to the principal’s knowledge of the new curriculum, the ability to employ various leadership styles, as well as the maintenance of a certain balance between supporting and putting pressure on the staff. Other findings refer to the importance of well-trained and prepared facilitators of workshops, as well as the role the Department of Education needs to play in the training and preparation of these facilitators. The ongoing support of schools in the implementation process also needs to be emphasized. The principal should play a key role with respect to this last role of the Department. The study also emphasizes the principal’s responsibility to bind the educators together in building a shared vision, so that their focus will remain on the curriculum implementation.
- Full Text:
- Date Issued: 2004
- Authors: Mey, Hermanus Pieter
- Date: 2004
- Subjects: School principals -- South Africa , Educational leadership -- South Africa , Curriculum change -- South Africa
- Language: Afrikaans
- Type: Thesis , Masters , MPhil
- Identifier: vital:11010 , http://hdl.handle.net/10948/367 , School principals -- South Africa , Educational leadership -- South Africa , Curriculum change -- South Africa
- Description: The implementation of a new curriculum has become a very relevant issue in South Africa with the implementation of Curriculum 2005 (C 2005) since 1998. The school principal plays a very important role at school level in the implementation of change in general and a new curriculum in particular. The aim of this study was to have a closer look at this role. It is a qualitative study executed in six schools in the Port Elizabeth area. It investigates the problems school principals experienced with the implementation of C 2005 with the objective of identifying guidelines for the role of the principal in the implementation of a new curriculum The most important findings include the importance of equipping the principal to provide guidance with the implementation of a new curriculum. This equipping refers to the principal’s knowledge of the new curriculum, the ability to employ various leadership styles, as well as the maintenance of a certain balance between supporting and putting pressure on the staff. Other findings refer to the importance of well-trained and prepared facilitators of workshops, as well as the role the Department of Education needs to play in the training and preparation of these facilitators. The ongoing support of schools in the implementation process also needs to be emphasized. The principal should play a key role with respect to this last role of the Department. The study also emphasizes the principal’s responsibility to bind the educators together in building a shared vision, so that their focus will remain on the curriculum implementation.
- Full Text:
- Date Issued: 2004
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