Effectiveness of school governing bodies in rural schools of Ngcobo district
- Authors: Lugalo, Simo
- Date: 2017
- Subjects: School boards -- South Africa -- Eastern Cape School management and organization -- South Africa -- Eastern Cape , Schools -- South Africa -- Eastern Cape
- Language: English
- Type: Thesis , Masters , MA
- Identifier: http://hdl.handle.net/10948/18222 , vital:28590
- Description: This study focused on school governing bodies in the rural schools in Ngcobo. In this study, the researcher established that in rural schools, parent members of school governing bodies are still reluctant, or ill equipped to do their duty as governors of the schools. They rely on what the principals ask them to do. They need more training and empowerment to fulfill their duties as members of the school governing bodies. Most of the parents who are members of school governing bodies are older and their level of education is generally low. The principals are complaining that not enough training was being given to parent members to fulfill their task as school governors. However, it remains the principals’ responsibility to coach SGB parent-members in order for the school functionality to go on. The findings of this study show that much more need to be done to empower parental-members of SGBs in the rural areas of the Eastern Cape and most probably in most, if not all, rural areas of South Africa.
- Full Text:
- Date Issued: 2017
- Authors: Lugalo, Simo
- Date: 2017
- Subjects: School boards -- South Africa -- Eastern Cape School management and organization -- South Africa -- Eastern Cape , Schools -- South Africa -- Eastern Cape
- Language: English
- Type: Thesis , Masters , MA
- Identifier: http://hdl.handle.net/10948/18222 , vital:28590
- Description: This study focused on school governing bodies in the rural schools in Ngcobo. In this study, the researcher established that in rural schools, parent members of school governing bodies are still reluctant, or ill equipped to do their duty as governors of the schools. They rely on what the principals ask them to do. They need more training and empowerment to fulfill their duties as members of the school governing bodies. Most of the parents who are members of school governing bodies are older and their level of education is generally low. The principals are complaining that not enough training was being given to parent members to fulfill their task as school governors. However, it remains the principals’ responsibility to coach SGB parent-members in order for the school functionality to go on. The findings of this study show that much more need to be done to empower parental-members of SGBs in the rural areas of the Eastern Cape and most probably in most, if not all, rural areas of South Africa.
- Full Text:
- Date Issued: 2017
Teachers’ perceptions of the mentoring of novice teachers in the King William’s Town District
- Authors: Dlani, Siyongwana Archibald
- Date: 2012
- Subjects: Teachers -- Training of -- South Africa -- Eastern Cape , Teachers -- In-service training -- South Africa -- Eastern Cape , Mentoring in education -- South Africa -- Eastern Cape , School management and organization -- South Africa -- Eastern Cape , Schools -- South Africa -- Eastern Cape , King William's Town (South Africa)
- Language: English
- Type: Thesis , Masters , M Ed
- Identifier: vital:16184 , http://hdl.handle.net/10353/d1006244 , Teachers -- Training of -- South Africa -- Eastern Cape , Teachers -- In-service training -- South Africa -- Eastern Cape , Mentoring in education -- South Africa -- Eastern Cape , School management and organization -- South Africa -- Eastern Cape , Schools -- South Africa -- Eastern Cape , King William's Town (South Africa)
- Description: The aim of the study was to investigate the teachers‟ perceptions of thementoring of novice teachers in the King William‟s Town District. Inorder to understand how the teachers viewed novice teacher mentoringthe study adopted a qualitative approach. Interviews anddocumentsanalysis were used as data collection instruments. The purpose of the study was to investigate the teachers‟ perceptions on mentoring of novice teachers in schools. The respondents provided their explanationsof mentoring and also said what they think is the importance of mentoring. The teachers also had to give their mentoring experiences at school and District levels. Two schools in the King William‟s Town District were purposivelyselected to form the context of the study. The respondents were 6 educators, three from a primary school and three from a high school. Principals of the two selected schools were also included asrespondents in the study. The results of the study revealed that mentoring was taking place informally in the schools through sharing ofthe teaching challenges. Mentoring was also taking place through theteachers mentoring each other as Subject and Phase teachers supervised by Heads of Department. Most teachers understoodmentoring as giving guidance and help.
- Full Text:
- Date Issued: 2012
- Authors: Dlani, Siyongwana Archibald
- Date: 2012
- Subjects: Teachers -- Training of -- South Africa -- Eastern Cape , Teachers -- In-service training -- South Africa -- Eastern Cape , Mentoring in education -- South Africa -- Eastern Cape , School management and organization -- South Africa -- Eastern Cape , Schools -- South Africa -- Eastern Cape , King William's Town (South Africa)
- Language: English
- Type: Thesis , Masters , M Ed
- Identifier: vital:16184 , http://hdl.handle.net/10353/d1006244 , Teachers -- Training of -- South Africa -- Eastern Cape , Teachers -- In-service training -- South Africa -- Eastern Cape , Mentoring in education -- South Africa -- Eastern Cape , School management and organization -- South Africa -- Eastern Cape , Schools -- South Africa -- Eastern Cape , King William's Town (South Africa)
- Description: The aim of the study was to investigate the teachers‟ perceptions of thementoring of novice teachers in the King William‟s Town District. Inorder to understand how the teachers viewed novice teacher mentoringthe study adopted a qualitative approach. Interviews anddocumentsanalysis were used as data collection instruments. The purpose of the study was to investigate the teachers‟ perceptions on mentoring of novice teachers in schools. The respondents provided their explanationsof mentoring and also said what they think is the importance of mentoring. The teachers also had to give their mentoring experiences at school and District levels. Two schools in the King William‟s Town District were purposivelyselected to form the context of the study. The respondents were 6 educators, three from a primary school and three from a high school. Principals of the two selected schools were also included asrespondents in the study. The results of the study revealed that mentoring was taking place informally in the schools through sharing ofthe teaching challenges. Mentoring was also taking place through theteachers mentoring each other as Subject and Phase teachers supervised by Heads of Department. Most teachers understoodmentoring as giving guidance and help.
- Full Text:
- Date Issued: 2012
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