Strategies used by the female principals to manage learner discipline in selected primary schools in the Buffalo City Education District
- Authors: Manyika, T
- Date: 2023-12
- Subjects: Women school principals , Complex organizations , School management and organization -- South Africa
- Language: English
- Type: Master's theses , text
- Identifier: http://hdl.handle.net/10353/28277 , vital:74098
- Description: School safety is regarded as one of the key drivers of quality teaching and learning. There is however evidence that schools worldwide experience violence and learner disruptive behaviours. The South African education system is amongst other areas, focusing on gender equity in leadership and management positions. Hence this paper explored the strategies used by female principals to manage learner discipline in selected primary schools in the Buffalo City Education District. The Complexity Leadership Theory underpinned the study in conjunction with the Intersectionality theory. Complexity Leadership Theory emphasises the identification and exploration of strategies and behaviour that nurture creativity, learning, and adaptability in the organisation. Data were collected from fourteen participants ranging from female principals, HOD and Vice Principals. Interpretive qualitative and descriptive case study design was used. Data were collected through the use of one-on-one semi-structured interviews, and document review was the second research instrument used in this study. Thematic analysis was used to analyse data and all ethical issues were observed. The participation of participants was voluntary, and anonymity was guaranteed. Some of the major findings were the participants’ use of their gender (female) as a resource in administering discipline, and their awareness and consciousness of the vulnerability of the school context. Parental involvement, community involvement and closed-circuit television (CCTV) camera systems aided the participants in maintaining learner discipline. Rewarding learners for good behaviour or good work habits (behaviourism) was discouraged due to its inability to intrinsically motivate learners to behave and accomplish goals. Instead, it was reported to be a form of a bribery system which teaches learners to work hard to receive something. The findings suggested that tertiary institutions introduce mandatory counselling courses to equip prospective teachers with necessary skills to effectively deal with issues of learner discipline in schools. , Thesis (MEd) -- Faculty of Education, 2023
- Full Text:
- Date Issued: 2023-12
- Authors: Manyika, T
- Date: 2023-12
- Subjects: Women school principals , Complex organizations , School management and organization -- South Africa
- Language: English
- Type: Master's theses , text
- Identifier: http://hdl.handle.net/10353/28277 , vital:74098
- Description: School safety is regarded as one of the key drivers of quality teaching and learning. There is however evidence that schools worldwide experience violence and learner disruptive behaviours. The South African education system is amongst other areas, focusing on gender equity in leadership and management positions. Hence this paper explored the strategies used by female principals to manage learner discipline in selected primary schools in the Buffalo City Education District. The Complexity Leadership Theory underpinned the study in conjunction with the Intersectionality theory. Complexity Leadership Theory emphasises the identification and exploration of strategies and behaviour that nurture creativity, learning, and adaptability in the organisation. Data were collected from fourteen participants ranging from female principals, HOD and Vice Principals. Interpretive qualitative and descriptive case study design was used. Data were collected through the use of one-on-one semi-structured interviews, and document review was the second research instrument used in this study. Thematic analysis was used to analyse data and all ethical issues were observed. The participation of participants was voluntary, and anonymity was guaranteed. Some of the major findings were the participants’ use of their gender (female) as a resource in administering discipline, and their awareness and consciousness of the vulnerability of the school context. Parental involvement, community involvement and closed-circuit television (CCTV) camera systems aided the participants in maintaining learner discipline. Rewarding learners for good behaviour or good work habits (behaviourism) was discouraged due to its inability to intrinsically motivate learners to behave and accomplish goals. Instead, it was reported to be a form of a bribery system which teaches learners to work hard to receive something. The findings suggested that tertiary institutions introduce mandatory counselling courses to equip prospective teachers with necessary skills to effectively deal with issues of learner discipline in schools. , Thesis (MEd) -- Faculty of Education, 2023
- Full Text:
- Date Issued: 2023-12
Challenges faced by female managers in schools within the Nelson Mandela Metropole
- Authors: Paulsen, Shareen Erica
- Date: 2009
- Subjects: Women school principals , Women -- Education , Feminism and education
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:9528 , http://hdl.handle.net/10948/897 , Women school principals , Women -- Education , Feminism and education
- Description: This study seeks to identify and examine the challenges that female principals experience. Women are slowly climbing the promotional ladder within education, yet they experience many challenges. The fact that society has the perception that women are mothers and caregivers does not make the advancement of females easy. Although the GETT report (1996) made recommendations to ensure equality in education females are still vastly under-represented in managerial positions in education. The study was conducted from a feminine perspective. It is a qualitative case study and individual interviews, a focus group interview, observation and field notes were used to collect data. A total of three females were included in the study. Participants were purposefully selected. Two of the participants are from disadvantaged schools while the third one is an ex-Model C principal. A consent form was sent to all the participants, covering all ethical issues of voluntary participation, confidentiality and anonymity. The main question was the challenges faced by female managers in education. Having spent time with each of the principals the data in the form of field notes and transcripts were analysed. It was found that the three principals experienced similar challenges. Their responses did not always reflect what the literature said regarding the challenges. All three principals felt that more formal support structures from the DoE is needed. They mentioned that the following could be implemented to ensure that they are more effective and better prepared to face these challenges: Workshops; Mentoring and Networking; Financial Assistance; and, Capacity Building.
- Full Text:
- Date Issued: 2009
- Authors: Paulsen, Shareen Erica
- Date: 2009
- Subjects: Women school principals , Women -- Education , Feminism and education
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:9528 , http://hdl.handle.net/10948/897 , Women school principals , Women -- Education , Feminism and education
- Description: This study seeks to identify and examine the challenges that female principals experience. Women are slowly climbing the promotional ladder within education, yet they experience many challenges. The fact that society has the perception that women are mothers and caregivers does not make the advancement of females easy. Although the GETT report (1996) made recommendations to ensure equality in education females are still vastly under-represented in managerial positions in education. The study was conducted from a feminine perspective. It is a qualitative case study and individual interviews, a focus group interview, observation and field notes were used to collect data. A total of three females were included in the study. Participants were purposefully selected. Two of the participants are from disadvantaged schools while the third one is an ex-Model C principal. A consent form was sent to all the participants, covering all ethical issues of voluntary participation, confidentiality and anonymity. The main question was the challenges faced by female managers in education. Having spent time with each of the principals the data in the form of field notes and transcripts were analysed. It was found that the three principals experienced similar challenges. Their responses did not always reflect what the literature said regarding the challenges. All three principals felt that more formal support structures from the DoE is needed. They mentioned that the following could be implemented to ensure that they are more effective and better prepared to face these challenges: Workshops; Mentoring and Networking; Financial Assistance; and, Capacity Building.
- Full Text:
- Date Issued: 2009
- «
- ‹
- 1
- ›
- »