Amakrwala experiences as learners in a Buffalo City secondary school: implications for school leadership and management
- Authors: Duka-Ntshweni, Nomonde
- Date: 2013
- Subjects: School management and organization -- South Africa -- Eastern Cape , Xhosa (African people) -- Social life and customs , Initiation rites -- South Africa -- Eastern Cape , Rites and ceremonies -- South Africa -- Eastern Cape , Education, Secondary -- South Africa -- Eastern Cape , Identity (Psychology) , Leadership
- Language: English
- Type: Thesis , Masters , M Ed
- Identifier: vital:16191 , http://hdl.handle.net/10353/d1006252 , School management and organization -- South Africa -- Eastern Cape , Xhosa (African people) -- Social life and customs , Initiation rites -- South Africa -- Eastern Cape , Rites and ceremonies -- South Africa -- Eastern Cape , Education, Secondary -- South Africa -- Eastern Cape , Identity (Psychology) , Leadership
- Description: ‘Ulwaluko’ (the male initiation custom) has been practised for generations by many cultures in South Africa and in Africa as a whole. AmaXhosa are amongst the population groups in South Africa within whom this custom has survived pre colonially and through the colonial and apartheid eras up to the current democracy. While this custom was reserved for older, mature and senior boys in the past, there is evidence that nowadays immature and junior boys as young as 12 years are taken to the initiation school. This study sought to understand how these newly graduated initiated men (amakrwala) cope with their multifaceted identities, as learners in a secondary school and as adults in the community. The study also seeks to explore a leadership style that can be sensitive to the needs of ‘amakrwala’ at school. This is a qualitative study which used interpretivism as the research paradigm. Phenomenology is the research design and phenomenological interviews were used as the data gathering tools. The findings reveal that there are tensions that exist between modernity and tradition in socialising amakrwala. The school represents the modern space and the home and community are the traditional spaces. In the formal school environment there is minimal or no recognition of the new identity of the ‘amakrwala’. At school ‘amakrwala’ are seen as learners. Their identity and status remain unchanged from what they were before they went to the initiation school. However, in the community and at home, they are elevated from a childhood to an adult status and their identities are thus re-shaped.
- Full Text:
- Date Issued: 2013
- Authors: Duka-Ntshweni, Nomonde
- Date: 2013
- Subjects: School management and organization -- South Africa -- Eastern Cape , Xhosa (African people) -- Social life and customs , Initiation rites -- South Africa -- Eastern Cape , Rites and ceremonies -- South Africa -- Eastern Cape , Education, Secondary -- South Africa -- Eastern Cape , Identity (Psychology) , Leadership
- Language: English
- Type: Thesis , Masters , M Ed
- Identifier: vital:16191 , http://hdl.handle.net/10353/d1006252 , School management and organization -- South Africa -- Eastern Cape , Xhosa (African people) -- Social life and customs , Initiation rites -- South Africa -- Eastern Cape , Rites and ceremonies -- South Africa -- Eastern Cape , Education, Secondary -- South Africa -- Eastern Cape , Identity (Psychology) , Leadership
- Description: ‘Ulwaluko’ (the male initiation custom) has been practised for generations by many cultures in South Africa and in Africa as a whole. AmaXhosa are amongst the population groups in South Africa within whom this custom has survived pre colonially and through the colonial and apartheid eras up to the current democracy. While this custom was reserved for older, mature and senior boys in the past, there is evidence that nowadays immature and junior boys as young as 12 years are taken to the initiation school. This study sought to understand how these newly graduated initiated men (amakrwala) cope with their multifaceted identities, as learners in a secondary school and as adults in the community. The study also seeks to explore a leadership style that can be sensitive to the needs of ‘amakrwala’ at school. This is a qualitative study which used interpretivism as the research paradigm. Phenomenology is the research design and phenomenological interviews were used as the data gathering tools. The findings reveal that there are tensions that exist between modernity and tradition in socialising amakrwala. The school represents the modern space and the home and community are the traditional spaces. In the formal school environment there is minimal or no recognition of the new identity of the ‘amakrwala’. At school ‘amakrwala’ are seen as learners. Their identity and status remain unchanged from what they were before they went to the initiation school. However, in the community and at home, they are elevated from a childhood to an adult status and their identities are thus re-shaped.
- Full Text:
- Date Issued: 2013
Education District Office support for teaching and learning in schools: the case of two districts in the Eastern Cape
- Authors: Mavuso, Mzuyanda Percival
- Date: 2013
- Subjects: Schools -- Development -- South Africa -- Eastern Cape , School management and organization -- South Africa -- Eastern Cape , Educational change -- South Africa -- Eastern Cape , School management teams -- South Africa -- Eastern Cape , School administrators -- South Africa -- Eastern Cape , School supervision -- South Africa -- Eastern Cape , School improvement programs -- South Africa -- Eastern Cape , Educational leadership -- South Africa -- Eastern Cape , Educational evaluation -- South Africa -- Eastern Cape
- Language: English
- Type: Thesis , Doctoral , PhD (Education)
- Identifier: vital:16194 , http://hdl.handle.net/10353/d1006259 , Schools -- Development -- South Africa -- Eastern Cape , School management and organization -- South Africa -- Eastern Cape , Educational change -- South Africa -- Eastern Cape , School management teams -- South Africa -- Eastern Cape , School administrators -- South Africa -- Eastern Cape , School supervision -- South Africa -- Eastern Cape , School improvement programs -- South Africa -- Eastern Cape , Educational leadership -- South Africa -- Eastern Cape , Educational evaluation -- South Africa -- Eastern Cape
- Description: The idea of district support for schools is based on the view that local education offices are best placed to play a critical role in the promotion of quality teaching and learning. In performing this mandate whose characterisation has, over time, moved away from ‘inspection’ and ‘supervision’ both of which are seen as old fashioned and undemocratic, to support, which is seen as developmental. The aim of this study was to understand how three categories of district based officers, Subject Advisors, Integrated Quality Management System Coordinators and Education Development Officers support teaching and learning in schools. This was a case study of two districts in the Eastern Cape Province of South Africa. A total of six district officials and four school based officials participated in this study. In-depth interviews and document analysis were carried out. There were four main findings. First, support for schools by three district based officials was understood and practiced as administrative tasks, mainly consisting of monitoring policy implementation and monitoring resource provision to schools. School Management Teams saw district officers’ visits as focussing on compliance rather than support. Second, some pedagogical support was given by Subject Advisors through training teachers in subject content and methods of teaching that subject. This was done through workshops and demonstration lessons. However Subject Advisors did not at any time observe actual classroom teaching to see if teachers were implementing what they had learnt at workshops. Third, none of the officers mentioned direct support for teaching and learning at classroom level. Visits by officials were not directly linked to influencing teaching and learning classroom level. Fourth, schools saw district officials as working in separate pockets and sometimes sending different signals to them, despite claims by district officials that inter-disciplinary meetings were held among district officials, however, the nature of the coordination and the use to which it is put remains unclear. There were three main conclusions, first that although the district officials’ visits to schools were described as support, they exhibited the trappings of technicism of inspection; supervision and control; and appeared to neglect the developmental aspects implied in the notion of support. Second, the conception and practice of support visits by district officials were characterised by tension between support and control. Third, at district level support to schools lacked coordination among the three categories of officers who visit schools. This has implications for quality management in schools. Given the findings and conclusions of this study; it is recommended that the issue of support for schools be the focus of a survey research for which a probability sample must be drawn in order to generate findings that are generalisable across the participating target population. Other research could focus on investigating mechanisms by which the tension between support and control can be resolved. To improve practice of a framework for the development of a coordinated district support focusing on the core business of teaching and learning is suggested.
- Full Text:
- Date Issued: 2013
- Authors: Mavuso, Mzuyanda Percival
- Date: 2013
- Subjects: Schools -- Development -- South Africa -- Eastern Cape , School management and organization -- South Africa -- Eastern Cape , Educational change -- South Africa -- Eastern Cape , School management teams -- South Africa -- Eastern Cape , School administrators -- South Africa -- Eastern Cape , School supervision -- South Africa -- Eastern Cape , School improvement programs -- South Africa -- Eastern Cape , Educational leadership -- South Africa -- Eastern Cape , Educational evaluation -- South Africa -- Eastern Cape
- Language: English
- Type: Thesis , Doctoral , PhD (Education)
- Identifier: vital:16194 , http://hdl.handle.net/10353/d1006259 , Schools -- Development -- South Africa -- Eastern Cape , School management and organization -- South Africa -- Eastern Cape , Educational change -- South Africa -- Eastern Cape , School management teams -- South Africa -- Eastern Cape , School administrators -- South Africa -- Eastern Cape , School supervision -- South Africa -- Eastern Cape , School improvement programs -- South Africa -- Eastern Cape , Educational leadership -- South Africa -- Eastern Cape , Educational evaluation -- South Africa -- Eastern Cape
- Description: The idea of district support for schools is based on the view that local education offices are best placed to play a critical role in the promotion of quality teaching and learning. In performing this mandate whose characterisation has, over time, moved away from ‘inspection’ and ‘supervision’ both of which are seen as old fashioned and undemocratic, to support, which is seen as developmental. The aim of this study was to understand how three categories of district based officers, Subject Advisors, Integrated Quality Management System Coordinators and Education Development Officers support teaching and learning in schools. This was a case study of two districts in the Eastern Cape Province of South Africa. A total of six district officials and four school based officials participated in this study. In-depth interviews and document analysis were carried out. There were four main findings. First, support for schools by three district based officials was understood and practiced as administrative tasks, mainly consisting of monitoring policy implementation and monitoring resource provision to schools. School Management Teams saw district officers’ visits as focussing on compliance rather than support. Second, some pedagogical support was given by Subject Advisors through training teachers in subject content and methods of teaching that subject. This was done through workshops and demonstration lessons. However Subject Advisors did not at any time observe actual classroom teaching to see if teachers were implementing what they had learnt at workshops. Third, none of the officers mentioned direct support for teaching and learning at classroom level. Visits by officials were not directly linked to influencing teaching and learning classroom level. Fourth, schools saw district officials as working in separate pockets and sometimes sending different signals to them, despite claims by district officials that inter-disciplinary meetings were held among district officials, however, the nature of the coordination and the use to which it is put remains unclear. There were three main conclusions, first that although the district officials’ visits to schools were described as support, they exhibited the trappings of technicism of inspection; supervision and control; and appeared to neglect the developmental aspects implied in the notion of support. Second, the conception and practice of support visits by district officials were characterised by tension between support and control. Third, at district level support to schools lacked coordination among the three categories of officers who visit schools. This has implications for quality management in schools. Given the findings and conclusions of this study; it is recommended that the issue of support for schools be the focus of a survey research for which a probability sample must be drawn in order to generate findings that are generalisable across the participating target population. Other research could focus on investigating mechanisms by which the tension between support and control can be resolved. To improve practice of a framework for the development of a coordinated district support focusing on the core business of teaching and learning is suggested.
- Full Text:
- Date Issued: 2013
Pedagogical practices of teachers in under resourced school: a case study of two rural schools in Mqanduli District of the Eastern Cape Province
- Authors: Zide, Lulama
- Date: 2013
- Subjects: Education and state -- South Africa -- Eastern Cape , Rural schools -- South Africa -- Eastern Cape -- Evaluation , School management and organization -- South Africa -- Eastern Cape , Rural children -- Education -- South Africa -- Eastern Cape , School improvement programs -- South Africa -- Eastern Cape , Teachers -- South Africa -- Eastern Cape -- Attitudes , Teaching -- South Africa -- Eastern Cape
- Language: English
- Type: Thesis , Masters , M Ed
- Identifier: vital:16185 , http://hdl.handle.net/10353/d1006245 , Education and state -- South Africa -- Eastern Cape , Rural schools -- South Africa -- Eastern Cape -- Evaluation , School management and organization -- South Africa -- Eastern Cape , Rural children -- Education -- South Africa -- Eastern Cape , School improvement programs -- South Africa -- Eastern Cape , Teachers -- South Africa -- Eastern Cape -- Attitudes , Teaching -- South Africa -- Eastern Cape
- Description: The South African schooling system is faced with a number of crisis situations. Of these is the high under resourcing in rural public schools. Macfarlane (2005:5) deduces that despite rapid recent urbanization, half of South Africa’s learners still attend schools in theses rural under resourced areas. The Eastern Cape is one of the provinces that have saturated the media with a discrepancy of having a lot of under resourced schools especially in rural areas. This study, therefore, investigated pedagogical strategies used by teachers in under resourced schools - how teachers teach to ensure that teaching and learning occurs under such dire circumstances. The study followed a qualitative approach under an interpretive paradigm with a case study research design. Furthermore, the data collection techniques involved semi-structured interviews, focus group discussions and documentary analysis. This study revealed that all the respondents from both schools seemed to have a common understanding of what a school resource means though put in different statements. The findings also revealed that all the respondents were silent in mentioning parents as school resources. From the documents analysed, it however, came to view that it is expected of the teachers to use a learner centred approach kind of teaching, where learners are mostly used. Responding on parents the teachers alleged a lack of involvement of parents in their children’s learning and other activities run in their school. The study recommends that the Department of Education officials need to make regular visits on schools for the betterment of teaching and learning standard, regular improvement on school facilities and handling of finances.
- Full Text:
- Date Issued: 2013
- Authors: Zide, Lulama
- Date: 2013
- Subjects: Education and state -- South Africa -- Eastern Cape , Rural schools -- South Africa -- Eastern Cape -- Evaluation , School management and organization -- South Africa -- Eastern Cape , Rural children -- Education -- South Africa -- Eastern Cape , School improvement programs -- South Africa -- Eastern Cape , Teachers -- South Africa -- Eastern Cape -- Attitudes , Teaching -- South Africa -- Eastern Cape
- Language: English
- Type: Thesis , Masters , M Ed
- Identifier: vital:16185 , http://hdl.handle.net/10353/d1006245 , Education and state -- South Africa -- Eastern Cape , Rural schools -- South Africa -- Eastern Cape -- Evaluation , School management and organization -- South Africa -- Eastern Cape , Rural children -- Education -- South Africa -- Eastern Cape , School improvement programs -- South Africa -- Eastern Cape , Teachers -- South Africa -- Eastern Cape -- Attitudes , Teaching -- South Africa -- Eastern Cape
- Description: The South African schooling system is faced with a number of crisis situations. Of these is the high under resourcing in rural public schools. Macfarlane (2005:5) deduces that despite rapid recent urbanization, half of South Africa’s learners still attend schools in theses rural under resourced areas. The Eastern Cape is one of the provinces that have saturated the media with a discrepancy of having a lot of under resourced schools especially in rural areas. This study, therefore, investigated pedagogical strategies used by teachers in under resourced schools - how teachers teach to ensure that teaching and learning occurs under such dire circumstances. The study followed a qualitative approach under an interpretive paradigm with a case study research design. Furthermore, the data collection techniques involved semi-structured interviews, focus group discussions and documentary analysis. This study revealed that all the respondents from both schools seemed to have a common understanding of what a school resource means though put in different statements. The findings also revealed that all the respondents were silent in mentioning parents as school resources. From the documents analysed, it however, came to view that it is expected of the teachers to use a learner centred approach kind of teaching, where learners are mostly used. Responding on parents the teachers alleged a lack of involvement of parents in their children’s learning and other activities run in their school. The study recommends that the Department of Education officials need to make regular visits on schools for the betterment of teaching and learning standard, regular improvement on school facilities and handling of finances.
- Full Text:
- Date Issued: 2013
School stakeholders’ perceptions on the mainstreaming of pregnant learners in two East London secondary schools
- Mahlambeni, Ntombikayise Sylvia
- Authors: Mahlambeni, Ntombikayise Sylvia
- Date: 2013
- Subjects: Education, Secondary -- South Africa -- Eastern Cape , Teenage pregnancy -- South Africa -- Eastern Cape , Pregnant teenagers -- South Africa -- Eastern Cape , Education and state -- South Africa -- Eastern Cape , School management and organization -- South Africa -- Eastern Cape , Mainstreaming in education -- South Africa -- Eastern Cape , Eastern Cape -- South Africa
- Language: English
- Type: Thesis , Masters , M Ed
- Identifier: vital:16181 , http://hdl.handle.net/10353/d1006236 , Education, Secondary -- South Africa -- Eastern Cape , Teenage pregnancy -- South Africa -- Eastern Cape , Pregnant teenagers -- South Africa -- Eastern Cape , Education and state -- South Africa -- Eastern Cape , School management and organization -- South Africa -- Eastern Cape , Mainstreaming in education -- South Africa -- Eastern Cape , Eastern Cape -- South Africa
- Description: Teenage pregnancy is one of the major factors leading to girls dropping out of school especially in developing countries such as South Africa. To address the problem, the South African government has put forward policies which allow for the continued enrolment of learners who could fall pregnant while at school. However, there is evidence that pregnant learners drop out of school even though these policies are in place. Hence this study investigated the perceptions of the school stakeholders on the mainstreaming of pregnant learners and one of the stakeholders is the pregnant learners themselves. This study also aimed to investigate the way pregnant learners were perceived and treated in their schools and the views of the stakeholders on supporting the pregnant learners academically. It also aimed to explore leadership and management implications of the school stakeholders’ perceptions. This study revealed that some of the stakeholders were not aware of the existence of the policy that allows for the mainstreaming of pregnant learners in public schools. Those that indicated that they were aware of it reported to have a fuzzy idea of the policy. It seemed there was no shared understanding of the policy among the stakeholders; as a result the policy was not effectively implemented in the schools. This could also be the reason for the negative attitude shown by some of the school stakeholders to the policy. However, all stakeholders voiced out their opinions about this policy. With regards to the policy implementation they expressed fears that the educators may not be capacitated enough to deal with learner pregnancy and also that the pregnant learners may have a negative influence on other learners. Cultural beliefs and stereotypes seemed to play a role on how the stakeholders perceived the policy that legislated the mainstreaming of pregnant learners.
- Full Text:
- Date Issued: 2013
- Authors: Mahlambeni, Ntombikayise Sylvia
- Date: 2013
- Subjects: Education, Secondary -- South Africa -- Eastern Cape , Teenage pregnancy -- South Africa -- Eastern Cape , Pregnant teenagers -- South Africa -- Eastern Cape , Education and state -- South Africa -- Eastern Cape , School management and organization -- South Africa -- Eastern Cape , Mainstreaming in education -- South Africa -- Eastern Cape , Eastern Cape -- South Africa
- Language: English
- Type: Thesis , Masters , M Ed
- Identifier: vital:16181 , http://hdl.handle.net/10353/d1006236 , Education, Secondary -- South Africa -- Eastern Cape , Teenage pregnancy -- South Africa -- Eastern Cape , Pregnant teenagers -- South Africa -- Eastern Cape , Education and state -- South Africa -- Eastern Cape , School management and organization -- South Africa -- Eastern Cape , Mainstreaming in education -- South Africa -- Eastern Cape , Eastern Cape -- South Africa
- Description: Teenage pregnancy is one of the major factors leading to girls dropping out of school especially in developing countries such as South Africa. To address the problem, the South African government has put forward policies which allow for the continued enrolment of learners who could fall pregnant while at school. However, there is evidence that pregnant learners drop out of school even though these policies are in place. Hence this study investigated the perceptions of the school stakeholders on the mainstreaming of pregnant learners and one of the stakeholders is the pregnant learners themselves. This study also aimed to investigate the way pregnant learners were perceived and treated in their schools and the views of the stakeholders on supporting the pregnant learners academically. It also aimed to explore leadership and management implications of the school stakeholders’ perceptions. This study revealed that some of the stakeholders were not aware of the existence of the policy that allows for the mainstreaming of pregnant learners in public schools. Those that indicated that they were aware of it reported to have a fuzzy idea of the policy. It seemed there was no shared understanding of the policy among the stakeholders; as a result the policy was not effectively implemented in the schools. This could also be the reason for the negative attitude shown by some of the school stakeholders to the policy. However, all stakeholders voiced out their opinions about this policy. With regards to the policy implementation they expressed fears that the educators may not be capacitated enough to deal with learner pregnancy and also that the pregnant learners may have a negative influence on other learners. Cultural beliefs and stereotypes seemed to play a role on how the stakeholders perceived the policy that legislated the mainstreaming of pregnant learners.
- Full Text:
- Date Issued: 2013
An assessment of the implementation of learner discipline policies in four high density secondary schools in the Graaff Reinet district, Eastern Cape.
- Authors: Bilatyi, Nkosana Carlon
- Date: 2012
- Subjects: School discipline -- South Africa -- Eastern Cape , School management and organization -- South Africa -- Eastern Cape , Corporal punishment -- South Africa -- Eastern Cape , School violence -- South Africa -- Eastern Cape
- Language: English
- Type: Thesis , Masters , M Ed
- Identifier: vital:16218 , http://hdl.handle.net/10353/d1018604 , School discipline -- South Africa -- Eastern Cape , School management and organization -- South Africa -- Eastern Cape , Corporal punishment -- South Africa -- Eastern Cape , School violence -- South Africa -- Eastern Cape
- Description: This study assessed the implementation of learner discipline policies in the Graaff Reinet District in four township Secondary schools. The study arose as a result of the decline of learner discipline in secondary schools. This study is located in the interpretive paradigm and adopted a qualitative research approach in the collection of data. It employed triangulation to collect data and obtained valuable information on the implementation of learner discipline policies. Four township secondary schools in the Graaff Reinet District were purposively selected for the sample in this study. Semi-structured interviews, focus groups of learners and parents Data has revealed that schools were using different strategies to implement learner discipline such as Code of Conduct, Disciplinary hearing, Safety and Security Committee, Educators, Corporal Punishment, Alternative methods to Corporal Punishment and the role parents. Data revealed that there has been no success in implementing learner discipline strategies. There were a number of limitations in implementing policies to maintain learner disciplines which were identified in the study. There were inconsistencies like educators not supervising learners in detention classes, some of the educators were sabotaging the system by not putting into practice the measures and strategies which were put in place to maintain discipline and so forth. The School Management Teams did not capacitate the Representative Council of Learners so as to assist in the monitoring of discipline. The Department of Education is not supportive in the maintenance of discipline in the schools under study in Graaff Reinet District. To address disciplinary problems, the study has the following key recommendations Policies should be crafted by all stakeholders for ownership and there should be collaboration in implementation of those policies.. The Code of Conduct should be issued to all learners at the school at the beginning of the year in the language of preference, with school rules. Learners should know the consequences of transgressing the Code of Conduct. SMTs should adopt different management styles so as to take action against educators who are failing the system of maintaining discipline. Educators should realise that it is their duty to maintain discipline in schools; therefore they should stop complaining about disciplinary problems. Educators should engage the Department of Education to conduct workshops in building capacity of educators to maintain learner discipline. Schools should establish partnerships with other sister Departments such as SAPS, Social Development, Correctional Services, Health to, maintain learner discipline.
- Full Text:
- Date Issued: 2012
- Authors: Bilatyi, Nkosana Carlon
- Date: 2012
- Subjects: School discipline -- South Africa -- Eastern Cape , School management and organization -- South Africa -- Eastern Cape , Corporal punishment -- South Africa -- Eastern Cape , School violence -- South Africa -- Eastern Cape
- Language: English
- Type: Thesis , Masters , M Ed
- Identifier: vital:16218 , http://hdl.handle.net/10353/d1018604 , School discipline -- South Africa -- Eastern Cape , School management and organization -- South Africa -- Eastern Cape , Corporal punishment -- South Africa -- Eastern Cape , School violence -- South Africa -- Eastern Cape
- Description: This study assessed the implementation of learner discipline policies in the Graaff Reinet District in four township Secondary schools. The study arose as a result of the decline of learner discipline in secondary schools. This study is located in the interpretive paradigm and adopted a qualitative research approach in the collection of data. It employed triangulation to collect data and obtained valuable information on the implementation of learner discipline policies. Four township secondary schools in the Graaff Reinet District were purposively selected for the sample in this study. Semi-structured interviews, focus groups of learners and parents Data has revealed that schools were using different strategies to implement learner discipline such as Code of Conduct, Disciplinary hearing, Safety and Security Committee, Educators, Corporal Punishment, Alternative methods to Corporal Punishment and the role parents. Data revealed that there has been no success in implementing learner discipline strategies. There were a number of limitations in implementing policies to maintain learner disciplines which were identified in the study. There were inconsistencies like educators not supervising learners in detention classes, some of the educators were sabotaging the system by not putting into practice the measures and strategies which were put in place to maintain discipline and so forth. The School Management Teams did not capacitate the Representative Council of Learners so as to assist in the monitoring of discipline. The Department of Education is not supportive in the maintenance of discipline in the schools under study in Graaff Reinet District. To address disciplinary problems, the study has the following key recommendations Policies should be crafted by all stakeholders for ownership and there should be collaboration in implementation of those policies.. The Code of Conduct should be issued to all learners at the school at the beginning of the year in the language of preference, with school rules. Learners should know the consequences of transgressing the Code of Conduct. SMTs should adopt different management styles so as to take action against educators who are failing the system of maintaining discipline. Educators should realise that it is their duty to maintain discipline in schools; therefore they should stop complaining about disciplinary problems. Educators should engage the Department of Education to conduct workshops in building capacity of educators to maintain learner discipline. Schools should establish partnerships with other sister Departments such as SAPS, Social Development, Correctional Services, Health to, maintain learner discipline.
- Full Text:
- Date Issued: 2012
Educators' experiences with the implementation of Grade 11 NCS English first additional language in selected schools in the Fort Beaufort Education District
- Authors: Besman, Shirley
- Date: 2012
- Subjects: Education and state -- South Africa -- Eastern Cape , School management and organization -- South Africa -- Eastern Cape , Language policy -- South Africa -- Eastern Cape , Curriculum planning -- South Africa -- Eastern Cape , English language -- Study and teaching , Curriculum evaluation -- South Africa -- Eastern Cape , Fort Beaufort (South Africa)
- Language: English
- Type: Thesis , Masters , M Ed
- Identifier: vital:16190 , http://hdl.handle.net/10353/d1006251 , Education and state -- South Africa -- Eastern Cape , School management and organization -- South Africa -- Eastern Cape , Language policy -- South Africa -- Eastern Cape , Curriculum planning -- South Africa -- Eastern Cape , English language -- Study and teaching , Curriculum evaluation -- South Africa -- Eastern Cape , Fort Beaufort (South Africa)
- Description: One of the essential sectors that needed a drastic change in the post apartheid era in South Africa, was the education system or policy of the country. The government had a responsibility of combining together the nineteen different Departments of Education into which the schools were fragmented. It is in the interest of the country that, out of the eleven official languages of the country, learners should at least be fluent in two languages namely, the learner‟s mother language and any official language which will be treated as an additional language, thus, promoting additive bilingualism. This is on line with the country‟s constitution which has granted equal status to the eleven languages. That resulted in the formulation of two very imperative policies pertaining to schools; 1) The South African Schools Act (SASA) of 1996 which repeal all discriminatory policies of apartheid. On the issue of language the SASA placed the responsibility of choosing the school subjects to the School Governing Bodies (SGB) and 2) The Language-in- Education Policy (LiEP) of 1997 which is based on the recognition that South Africa is multilingual, and promotes learning of more than one official language. In an attempt to accomplish the constitutional obligation, and establish uniformity or equality in education, Curriculum 2005 which was later revised and known as the Revised National Statement and later revised and known as the NATIONAL Curriculum Statement, with the Outcomes Based Education as its approach, was introduced. The study investigated the experiences of educators with the implementation of NCS EFAL in Grade 11 in the Fort Beaufort Education District. English First Additional Language is used by the majority of schools as the Language of Learning and Teaching (LoLT). The study is located in the interpretive paradigm which sought to explore people‟s experiences and their views. Qualitative research approach was adopted in the study with the intentions of finding as much detail as possible on the experiences of educators with the implementation of NCS EFAL in the Grade 11 classrooms. Six EFAL educators in the Fort Beaufort Education District in the Nkonkobe Municipality were purposely selected for the study. Semi structured interviews consisting of precisely defined questions that were pre-prepared, yet at the same time permitted the EFAL educators to answer beyond what the researcher enquired, were also employed in the study. The results pointed out that all EFAL educators interviewed were qualified teachers and had specialized in English teaching. In addition, the study revealed that in the Fort Beaufort Education District, there were two categories of EFAL educators who were trained for the implementation of NCS EFAL; those who only received one week departmental workshop and those who on top of the one week departmental workshop, received a two year training in Advanced Certificate In Education (ACE) English Language Teaching (ELT) from a Higher Education. The dissimilarity between the two groups manifested in their respective schools between the educators and their Heads of Departments (HOD) who happen to have little knowledge of the implementation of the curriculum. It became evident that the group of educators who were trained in ACE ELT were more familiar with the requirements of the NCS EFAL. The other group which was not conversant with the NCS EFAL policies decided to maintain their old teaching methods. Key recommendations of the study: Policy makers should clarify terminology to be understood by all educators, the Department of Education should take full responsibility of retraining educators to ensure uniformity in training through the in-service trainings yearly.
- Full Text:
- Date Issued: 2012
- Authors: Besman, Shirley
- Date: 2012
- Subjects: Education and state -- South Africa -- Eastern Cape , School management and organization -- South Africa -- Eastern Cape , Language policy -- South Africa -- Eastern Cape , Curriculum planning -- South Africa -- Eastern Cape , English language -- Study and teaching , Curriculum evaluation -- South Africa -- Eastern Cape , Fort Beaufort (South Africa)
- Language: English
- Type: Thesis , Masters , M Ed
- Identifier: vital:16190 , http://hdl.handle.net/10353/d1006251 , Education and state -- South Africa -- Eastern Cape , School management and organization -- South Africa -- Eastern Cape , Language policy -- South Africa -- Eastern Cape , Curriculum planning -- South Africa -- Eastern Cape , English language -- Study and teaching , Curriculum evaluation -- South Africa -- Eastern Cape , Fort Beaufort (South Africa)
- Description: One of the essential sectors that needed a drastic change in the post apartheid era in South Africa, was the education system or policy of the country. The government had a responsibility of combining together the nineteen different Departments of Education into which the schools were fragmented. It is in the interest of the country that, out of the eleven official languages of the country, learners should at least be fluent in two languages namely, the learner‟s mother language and any official language which will be treated as an additional language, thus, promoting additive bilingualism. This is on line with the country‟s constitution which has granted equal status to the eleven languages. That resulted in the formulation of two very imperative policies pertaining to schools; 1) The South African Schools Act (SASA) of 1996 which repeal all discriminatory policies of apartheid. On the issue of language the SASA placed the responsibility of choosing the school subjects to the School Governing Bodies (SGB) and 2) The Language-in- Education Policy (LiEP) of 1997 which is based on the recognition that South Africa is multilingual, and promotes learning of more than one official language. In an attempt to accomplish the constitutional obligation, and establish uniformity or equality in education, Curriculum 2005 which was later revised and known as the Revised National Statement and later revised and known as the NATIONAL Curriculum Statement, with the Outcomes Based Education as its approach, was introduced. The study investigated the experiences of educators with the implementation of NCS EFAL in Grade 11 in the Fort Beaufort Education District. English First Additional Language is used by the majority of schools as the Language of Learning and Teaching (LoLT). The study is located in the interpretive paradigm which sought to explore people‟s experiences and their views. Qualitative research approach was adopted in the study with the intentions of finding as much detail as possible on the experiences of educators with the implementation of NCS EFAL in the Grade 11 classrooms. Six EFAL educators in the Fort Beaufort Education District in the Nkonkobe Municipality were purposely selected for the study. Semi structured interviews consisting of precisely defined questions that were pre-prepared, yet at the same time permitted the EFAL educators to answer beyond what the researcher enquired, were also employed in the study. The results pointed out that all EFAL educators interviewed were qualified teachers and had specialized in English teaching. In addition, the study revealed that in the Fort Beaufort Education District, there were two categories of EFAL educators who were trained for the implementation of NCS EFAL; those who only received one week departmental workshop and those who on top of the one week departmental workshop, received a two year training in Advanced Certificate In Education (ACE) English Language Teaching (ELT) from a Higher Education. The dissimilarity between the two groups manifested in their respective schools between the educators and their Heads of Departments (HOD) who happen to have little knowledge of the implementation of the curriculum. It became evident that the group of educators who were trained in ACE ELT were more familiar with the requirements of the NCS EFAL. The other group which was not conversant with the NCS EFAL policies decided to maintain their old teaching methods. Key recommendations of the study: Policy makers should clarify terminology to be understood by all educators, the Department of Education should take full responsibility of retraining educators to ensure uniformity in training through the in-service trainings yearly.
- Full Text:
- Date Issued: 2012
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
The experiences of the development support group DSG in the integrated quality management system IQMS in Butterworth District, Eastern Cape
- Ndandani- Msindwana, Judith Nonkululeko
- Authors: Ndandani- Msindwana, Judith Nonkululeko
- Date: 2012
- Subjects: School management and organization -- South Africa -- Eastern Cape , Work capacity evaluation -- South Africa -- Eastern Cape
- Language: English
- Type: Thesis , Masters , M Ed
- Identifier: vital:16173 , http://hdl.handle.net/10353/467 , School management and organization -- South Africa -- Eastern Cape , Work capacity evaluation -- South Africa -- Eastern Cape
- Description: This study investigated the experiences of the Development Support Group (DGS) when implementing the IQMS (Integrated Quality Management System) in Butterworth District of the Eastern Cape. The aim of the study was to explore the experiences of the DSG when implementing the IQMS in an attempt to determine whether the DSG can cope with the task of being part of evaluation in education, and how the negative experiences could be improved. In order to get the experiences of the DSG when implementing the IQMS, the researcher embarked on this phenomenological study. Data were collected by means of one-on-one semi-structured interviews and the perusal of the IQMS document, Resolution 8 of 2003. Responses from the participants were tape-recorded and eventually transcribed, analyzed and interpreted. The main feature revealed by the study is gross lack of confidence, feeling of insecurity and ambivalence on the part of the DSG. On the basis of the findings, recommendations that will assist the DSG (and other IQMS implementers) to improve IQMS implementation, have been made. This study also serves as the voice of the DSG for they have also made suggestions to improve on the negative experiences they have highlighted. The conclusions arrived at in this study are specific to the DSG of the sampled schools. The conclusions reflect and explain the challenges faced by the DSG in Butterworth district. But the findings give a reflective explanatory depth to the experiences the DSG when implementing the IQMS.
- Full Text:
- Date Issued: 2012
- Authors: Ndandani- Msindwana, Judith Nonkululeko
- Date: 2012
- Subjects: School management and organization -- South Africa -- Eastern Cape , Work capacity evaluation -- South Africa -- Eastern Cape
- Language: English
- Type: Thesis , Masters , M Ed
- Identifier: vital:16173 , http://hdl.handle.net/10353/467 , School management and organization -- South Africa -- Eastern Cape , Work capacity evaluation -- South Africa -- Eastern Cape
- Description: This study investigated the experiences of the Development Support Group (DGS) when implementing the IQMS (Integrated Quality Management System) in Butterworth District of the Eastern Cape. The aim of the study was to explore the experiences of the DSG when implementing the IQMS in an attempt to determine whether the DSG can cope with the task of being part of evaluation in education, and how the negative experiences could be improved. In order to get the experiences of the DSG when implementing the IQMS, the researcher embarked on this phenomenological study. Data were collected by means of one-on-one semi-structured interviews and the perusal of the IQMS document, Resolution 8 of 2003. Responses from the participants were tape-recorded and eventually transcribed, analyzed and interpreted. The main feature revealed by the study is gross lack of confidence, feeling of insecurity and ambivalence on the part of the DSG. On the basis of the findings, recommendations that will assist the DSG (and other IQMS implementers) to improve IQMS implementation, have been made. This study also serves as the voice of the DSG for they have also made suggestions to improve on the negative experiences they have highlighted. The conclusions arrived at in this study are specific to the DSG of the sampled schools. The conclusions reflect and explain the challenges faced by the DSG in Butterworth district. But the findings give a reflective explanatory depth to the experiences the DSG when implementing the IQMS.
- Full Text:
- Date Issued: 2012
The role of the peer educators in enhancing social and emotional learning: a case of foursecondary schools in Fort Beaufort district
- Authors: Nyarayi Chinyama
- Date: 2012
- Subjects: Schools -- South Africa -- Eastern Cape -- Social conditions , Peer teaching -- Education, Secondary -- South Africa- - Eastern Cape , Learning, Psychology of , School management and organization -- South Africa -- Eastern Cape , Teachers -- South Africa -- Eastern Cape , Education and state -- South Africa -- Eastern Cape , Fort Beaufort (South Africa)
- Language: English
- Type: Thesis , Masters , M Ed
- Identifier: vital:16193 , http://hdl.handle.net/10353/d1006257 , Schools -- South Africa -- Eastern Cape -- Social conditions , Peer teaching -- Education, Secondary -- South Africa- - Eastern Cape , Learning, Psychology of , School management and organization -- South Africa -- Eastern Cape , Teachers -- South Africa -- Eastern Cape , Education and state -- South Africa -- Eastern Cape , Fort Beaufort (South Africa)
- Description: The aim of this study was to explore how peer education is enhancing social-emotional learning in four secondary schools in Fort Beaufort Education District. An empirical investigation using the qualitative approach examined the situation of the peer education clubs at the four schools. Data was gathered using interviews, focus groups, observations and document analysis. The purpose of the study was to examine the role of peer education programmes in enhancing social and emotional learning in schools. In this research study specifically the qualitative research approach was used. The study also adopted a purposive sampling procedure which is acceptable for special sampling situations where the researcher applied her own experience to select cases which form part of the participants. Four schools were selected, four principals, four teachers who work with peer education clubs, four focus groups, one HIV/AIDS district coordinator, and one peer group trainer. It emerged from the analysis of the collected data that peer education clubs in Fort Beaufort have a number of challenges facing them, resulting in them making insignificant contributions towards the enhancing of social-emotional learning. The clubs’ efforts have resulted in little positive behavioural change among the youth. Among the challenges revealed are: lack of proper structures and support from school administrators, poor selection of peer educators, lack of time and facilities in which to carry out their work, lack of adequate training for both teachers and peer educators. Teacher interference was also cited regularly at all four schools, thereby defeating the whole idea of peer education. The study also revealed that peer educators in Fort Beaufort are not receiving adequate support from other stakeholders like, the police, the justice department and social welfare. Another critical observation made during the study was that peer education clubs are lacking clear standards of practice, rigour and sustainability, all which should be addressed in order to enhance social-emotional learning in schools. Data was analysed using a thematic content analysis. The analysis was carried out in a manner that related to the research questions and objectives in the study. A transcript was made from the respondents’ answers. Reflection and coding was done and data was categorised as an important learning tool in schools, and to recognise its contribution to social emotional learning. The study concluded that peer education clubs in schools, despite their huge potential to improve both behaviour and academic results, are not being given a conducive environment to operate in or the necessary support. This effectively means that learners with some behavioural problems and who have the potential to reform are also being denied the opportunity to lead better lives. The Department is advised to increase the number of both peer education trainers and trained peer educators. Furthermore the training period of peer educators should be increased from the current five days. There is need for the Department of Education to formalise peer education clubs in schools and craft laws that makes it mandatory for schools to provide the clubs with decent facilities like confidential rooms to conduct their activities. More so the study recommends that there is need to train all teachers in schools in social skills and not only LO teachers to ease supervisory burden on the LO teachers.
- Full Text:
- Date Issued: 2012
- Authors: Nyarayi Chinyama
- Date: 2012
- Subjects: Schools -- South Africa -- Eastern Cape -- Social conditions , Peer teaching -- Education, Secondary -- South Africa- - Eastern Cape , Learning, Psychology of , School management and organization -- South Africa -- Eastern Cape , Teachers -- South Africa -- Eastern Cape , Education and state -- South Africa -- Eastern Cape , Fort Beaufort (South Africa)
- Language: English
- Type: Thesis , Masters , M Ed
- Identifier: vital:16193 , http://hdl.handle.net/10353/d1006257 , Schools -- South Africa -- Eastern Cape -- Social conditions , Peer teaching -- Education, Secondary -- South Africa- - Eastern Cape , Learning, Psychology of , School management and organization -- South Africa -- Eastern Cape , Teachers -- South Africa -- Eastern Cape , Education and state -- South Africa -- Eastern Cape , Fort Beaufort (South Africa)
- Description: The aim of this study was to explore how peer education is enhancing social-emotional learning in four secondary schools in Fort Beaufort Education District. An empirical investigation using the qualitative approach examined the situation of the peer education clubs at the four schools. Data was gathered using interviews, focus groups, observations and document analysis. The purpose of the study was to examine the role of peer education programmes in enhancing social and emotional learning in schools. In this research study specifically the qualitative research approach was used. The study also adopted a purposive sampling procedure which is acceptable for special sampling situations where the researcher applied her own experience to select cases which form part of the participants. Four schools were selected, four principals, four teachers who work with peer education clubs, four focus groups, one HIV/AIDS district coordinator, and one peer group trainer. It emerged from the analysis of the collected data that peer education clubs in Fort Beaufort have a number of challenges facing them, resulting in them making insignificant contributions towards the enhancing of social-emotional learning. The clubs’ efforts have resulted in little positive behavioural change among the youth. Among the challenges revealed are: lack of proper structures and support from school administrators, poor selection of peer educators, lack of time and facilities in which to carry out their work, lack of adequate training for both teachers and peer educators. Teacher interference was also cited regularly at all four schools, thereby defeating the whole idea of peer education. The study also revealed that peer educators in Fort Beaufort are not receiving adequate support from other stakeholders like, the police, the justice department and social welfare. Another critical observation made during the study was that peer education clubs are lacking clear standards of practice, rigour and sustainability, all which should be addressed in order to enhance social-emotional learning in schools. Data was analysed using a thematic content analysis. The analysis was carried out in a manner that related to the research questions and objectives in the study. A transcript was made from the respondents’ answers. Reflection and coding was done and data was categorised as an important learning tool in schools, and to recognise its contribution to social emotional learning. The study concluded that peer education clubs in schools, despite their huge potential to improve both behaviour and academic results, are not being given a conducive environment to operate in or the necessary support. This effectively means that learners with some behavioural problems and who have the potential to reform are also being denied the opportunity to lead better lives. The Department is advised to increase the number of both peer education trainers and trained peer educators. Furthermore the training period of peer educators should be increased from the current five days. There is need for the Department of Education to formalise peer education clubs in schools and craft laws that makes it mandatory for schools to provide the clubs with decent facilities like confidential rooms to conduct their activities. More so the study recommends that there is need to train all teachers in schools in social skills and not only LO teachers to ease supervisory burden on the LO teachers.
- Full Text:
- Date Issued: 2012
Adequacy of the advanced certificate in education to develop the work-intergrated learning competencies of principals: a case study
- Authors: Dali, Christopher Malizo
- Date: 2011
- Subjects: School principals -- Training of -- South Africa -- Eastern Cape , Emotional intelligence -- Study and teaching -- South Africa -- Eastern Cape , Educational leadership -- South Africa -- Eastern Cape , School management and organization -- South Africa -- Eastern Cape
- Language: English
- Type: Thesis , Doctoral , DEd
- Identifier: vital:9472 , http://hdl.handle.net/10948/1342 , School principals -- Training of -- South Africa -- Eastern Cape , Emotional intelligence -- Study and teaching -- South Africa -- Eastern Cape , Educational leadership -- South Africa -- Eastern Cape , School management and organization -- South Africa -- Eastern Cape
- Description: The aim of this study was to explore the adequacy of the Advanced Certificate in Education (School Leadership) programme to develop the school principals’ workintegrated learning competencies (WILCs) at the Higher Education Institutions (HEIs). One of the objectives of this study was therefore to determine the extent to which the Advanced Certificate in Education (ACE) – School Leadership (SL) programme could utilise emotional intelligence (EI) to develop the principals’ intrapersonal and interpersonal competencies for collegial leadership. Another objective was to explore the school principals’ perceptions of their emotional competencies that could link their theoretical studies at the Nelson Mandela Metropolitan University (NMMU) with their practical learning experiences in their schools. Presently, one of the major programmes that could use EI in the development of school principals’ WILCs is the ACE (SL) programme offered by HEIs. The challenge for HEIs, such as the NMMU, is to offer an ACE (SL) programme that is capable of empowering principals from divergent school backgrounds. This would enable them to better understand and interpret the contextual evironments in their schools and their emotional relationships with their teachers as colleagues. The purposively selected research participants for this study comprised of school principals from one hundred and thirty rural, urban, township and farm schools. These schools are located in areas such as Lusikisiki, Bizana, Kokstad, Maluti, Mount Frere, Mount Fletcher, Cradock, Graaff-Reinet, Uitenhage and Port Elizabeth. For the purposes of triangulation, forty-two semi-structured questionnaire responses, five focus group interviews, ten in-depth interviews, and the school principals’ portfolio reflections, were used in the collection and analysis of the data. The findings of this interpretive, explorative, descriptive, and phenomenological study revealed that generally, the school principals had satisfactory levels of EI, firstly especially in terms of their intrapersonal competencies such as adaptability, v achievement drive, commitment, initiative and optimism. The school principals valued the opportunity afforded to them by the ACE (SL) programme to discuss their individual emotions and experiences with principals from similar and different school contexts. The ACE (SL) programme helped them to interrogate and express their own perceptions and experiences and the WILCs required in their leadership positions in schools. Secondly, the findings on the effectiveness of the interpersonal WILCs revealed that most of the school principals were adept at inducing desirable feelings and actions in their teachers. The feedback from the semi-structured questionnaire, the in-depth interviews, the focus group interviews, and the principals’ reflection portfolios indicated that EI could strongly influence the development of the WILCs of school principals. Politically astute principals know how to collaborate with teachers to achieve school goals. They create a culture of trust and achievement as they collaborate as colleagues in their schools. In conceptualising the development of the WILCs of school principals, one of the major recommendations emanating from this study is the utilisation of the WILCs model to develop the school principals’ collegial leadership abilities. The WILCs model was developed as a recommendation to provide a common language for discussing emotional capabilities and guidance for a host of WILCs such as self-awareness, selfregulation, empathy, conflict management, building bonds, enabling and inspiring others to develop in a collaborative and collegial manner. Underpinning the WILCs model are five major assumptions. The first assumption is that although the intrapersonal and interpersonal competencies are essential, generic and could be applied to any organisational context, the focus in this study is on school principals and their school environments. The second assumption of this model is that the WILCs are the result of rigorous research and represent a way of describing the effective leadership abilities of principals within their school contexts. The third assumption is that the WILCs are interrelated, complex, and serve to highlight key elements of effective leadership in the school environment without privileging one over another. Fourthly, the conceptual basis for the construction of the WILCs model is the vi empowerment of principals and their interpersonal relationships with the wider school community. Fifthly, and a highly relevant assumption for school principals, this WILCs model brings together the social constructivist essence of the two epistemic sites of learning discussed in this study – the schools and the HEIs – and the interconnectedness between EI and IQ in the development of principals’ WILCs for collegial leadership. Evidently, principals cannot solely depend on their experiences only to hone their leadership competencies. Formal programmes, such as the ACE (SL) programme, are essential to develop the WILCs of school principals. Nothing less should be contemplated to develop their collegial leadership competencies.
- Full Text:
- Date Issued: 2011
- Authors: Dali, Christopher Malizo
- Date: 2011
- Subjects: School principals -- Training of -- South Africa -- Eastern Cape , Emotional intelligence -- Study and teaching -- South Africa -- Eastern Cape , Educational leadership -- South Africa -- Eastern Cape , School management and organization -- South Africa -- Eastern Cape
- Language: English
- Type: Thesis , Doctoral , DEd
- Identifier: vital:9472 , http://hdl.handle.net/10948/1342 , School principals -- Training of -- South Africa -- Eastern Cape , Emotional intelligence -- Study and teaching -- South Africa -- Eastern Cape , Educational leadership -- South Africa -- Eastern Cape , School management and organization -- South Africa -- Eastern Cape
- Description: The aim of this study was to explore the adequacy of the Advanced Certificate in Education (School Leadership) programme to develop the school principals’ workintegrated learning competencies (WILCs) at the Higher Education Institutions (HEIs). One of the objectives of this study was therefore to determine the extent to which the Advanced Certificate in Education (ACE) – School Leadership (SL) programme could utilise emotional intelligence (EI) to develop the principals’ intrapersonal and interpersonal competencies for collegial leadership. Another objective was to explore the school principals’ perceptions of their emotional competencies that could link their theoretical studies at the Nelson Mandela Metropolitan University (NMMU) with their practical learning experiences in their schools. Presently, one of the major programmes that could use EI in the development of school principals’ WILCs is the ACE (SL) programme offered by HEIs. The challenge for HEIs, such as the NMMU, is to offer an ACE (SL) programme that is capable of empowering principals from divergent school backgrounds. This would enable them to better understand and interpret the contextual evironments in their schools and their emotional relationships with their teachers as colleagues. The purposively selected research participants for this study comprised of school principals from one hundred and thirty rural, urban, township and farm schools. These schools are located in areas such as Lusikisiki, Bizana, Kokstad, Maluti, Mount Frere, Mount Fletcher, Cradock, Graaff-Reinet, Uitenhage and Port Elizabeth. For the purposes of triangulation, forty-two semi-structured questionnaire responses, five focus group interviews, ten in-depth interviews, and the school principals’ portfolio reflections, were used in the collection and analysis of the data. The findings of this interpretive, explorative, descriptive, and phenomenological study revealed that generally, the school principals had satisfactory levels of EI, firstly especially in terms of their intrapersonal competencies such as adaptability, v achievement drive, commitment, initiative and optimism. The school principals valued the opportunity afforded to them by the ACE (SL) programme to discuss their individual emotions and experiences with principals from similar and different school contexts. The ACE (SL) programme helped them to interrogate and express their own perceptions and experiences and the WILCs required in their leadership positions in schools. Secondly, the findings on the effectiveness of the interpersonal WILCs revealed that most of the school principals were adept at inducing desirable feelings and actions in their teachers. The feedback from the semi-structured questionnaire, the in-depth interviews, the focus group interviews, and the principals’ reflection portfolios indicated that EI could strongly influence the development of the WILCs of school principals. Politically astute principals know how to collaborate with teachers to achieve school goals. They create a culture of trust and achievement as they collaborate as colleagues in their schools. In conceptualising the development of the WILCs of school principals, one of the major recommendations emanating from this study is the utilisation of the WILCs model to develop the school principals’ collegial leadership abilities. The WILCs model was developed as a recommendation to provide a common language for discussing emotional capabilities and guidance for a host of WILCs such as self-awareness, selfregulation, empathy, conflict management, building bonds, enabling and inspiring others to develop in a collaborative and collegial manner. Underpinning the WILCs model are five major assumptions. The first assumption is that although the intrapersonal and interpersonal competencies are essential, generic and could be applied to any organisational context, the focus in this study is on school principals and their school environments. The second assumption of this model is that the WILCs are the result of rigorous research and represent a way of describing the effective leadership abilities of principals within their school contexts. The third assumption is that the WILCs are interrelated, complex, and serve to highlight key elements of effective leadership in the school environment without privileging one over another. Fourthly, the conceptual basis for the construction of the WILCs model is the vi empowerment of principals and their interpersonal relationships with the wider school community. Fifthly, and a highly relevant assumption for school principals, this WILCs model brings together the social constructivist essence of the two epistemic sites of learning discussed in this study – the schools and the HEIs – and the interconnectedness between EI and IQ in the development of principals’ WILCs for collegial leadership. Evidently, principals cannot solely depend on their experiences only to hone their leadership competencies. Formal programmes, such as the ACE (SL) programme, are essential to develop the WILCs of school principals. Nothing less should be contemplated to develop their collegial leadership competencies.
- Full Text:
- Date Issued: 2011
An exploration of the roles of the parent SGB members in the SGB: a case study of two selected rural primary schools in the King Williams Town district
- Authors: Mavuso, Mzuyanda Percival
- Date: 2009
- Subjects: School management and organization -- South Africa -- Eastern Cape , School management and organization -- Parent participation -- Eastern Cape , School boards -- South Africa -- Eastern Cape
- Language: English
- Type: Thesis , Masters , M Ed
- Identifier: http://hdl.handle.net/10353/1323 , vital:26546 , School management and organization -- South Africa -- Eastern Cape , School management and organization -- Parent participation -- Eastern Cape , School boards -- South Africa -- Eastern Cape
- Description: The aim of this study was to explore the roles of the parent SGB members in the School Governing Bodies (SGB) of two selected rural primary schools in the King Williams Town District. This was achieved by applying the qualitative approach within the parameters of the interpretivist paradigm. Structured interviews, semi structured interviews, document analysis and non-participatory observation methods were used at two sites that were purposely sampled. The samples in both schools were made up of SGB chairperson, SGB secretary, treasurer, one additional member, principal and non SGB parents. From the findings it emerged that the principal and SGB chairperson work in partnership in the business of school governance. However, principals seemed to dominate their SGB chairpersons who in most cases seem to be less competent than the principals. Parent SGB members seem to be dependent upon the educators in most cases on issues of school governance and they do not differentiate between their role and that of the SMT. Most SGB subcommittees seem to be dysfunctional and it was clear from the data that educators were the persons who dealt with school finances and matters of procurement. The majority of parent SGB members do not know what policies the school must adopt.
- Full Text:
- Date Issued: 2009
- Authors: Mavuso, Mzuyanda Percival
- Date: 2009
- Subjects: School management and organization -- South Africa -- Eastern Cape , School management and organization -- Parent participation -- Eastern Cape , School boards -- South Africa -- Eastern Cape
- Language: English
- Type: Thesis , Masters , M Ed
- Identifier: http://hdl.handle.net/10353/1323 , vital:26546 , School management and organization -- South Africa -- Eastern Cape , School management and organization -- Parent participation -- Eastern Cape , School boards -- South Africa -- Eastern Cape
- Description: The aim of this study was to explore the roles of the parent SGB members in the School Governing Bodies (SGB) of two selected rural primary schools in the King Williams Town District. This was achieved by applying the qualitative approach within the parameters of the interpretivist paradigm. Structured interviews, semi structured interviews, document analysis and non-participatory observation methods were used at two sites that were purposely sampled. The samples in both schools were made up of SGB chairperson, SGB secretary, treasurer, one additional member, principal and non SGB parents. From the findings it emerged that the principal and SGB chairperson work in partnership in the business of school governance. However, principals seemed to dominate their SGB chairpersons who in most cases seem to be less competent than the principals. Parent SGB members seem to be dependent upon the educators in most cases on issues of school governance and they do not differentiate between their role and that of the SMT. Most SGB subcommittees seem to be dysfunctional and it was clear from the data that educators were the persons who dealt with school finances and matters of procurement. The majority of parent SGB members do not know what policies the school must adopt.
- Full Text:
- Date Issued: 2009
- «
- ‹
- 1
- ›
- »