- Title
- Perspectives on the effects of Principal's workload on grade 12 learners' academic performance
- Creator
- Nontso, Andile, 0009-0007-3329-6812
- Subject
- teaching strategies
- Date Issued
- 2020-00
- Date
- 2020-00
- Type
- Doctoral theses
- Type
- text
- Identifier
- http://hdl.handle.net/11260/9410
- Identifier
- vital:73524
- Description
- The aim of this study was to investigate perspectives on the effects of principals’ workloads on Grade 12 learners’ academic performance in selected schools in the Eastern Cape, South Africa. Principals play the role of administrators and expert overseers of legal, contractual and policy mandate initiatives in schools. Their job descriptions frequently sound overwhelming and have the indispensable role of handling and resolving large and diverse challenges. The study was informed by participatory leadership theory. In this study, a mixed methods approach was used to collect and analyse data. The sample size for the study was 214, comprised of teachers, principals and School Governing Bodies for quantitative data. In addition, 13 participants (principals, School Governing Bodies and Circuit Managers) were used for qualitative data and, therefore, the total sample size for the whole study was 227 participants and respondents. Statistical descriptive, factor and inferential analysis were used to examine the quantitative data while in qualitative data, similar categories were identified and analysed manually. The findings revealed that principals’ added responsibilities, attending unplanned departmental meetings and lack of support from various stakeholders were the work drivers which increased the workload of the principal, thus, contributing to poor Grade 12 learner performances. These resulted to poor teacher supervision, which directly or indirectly led to a lack of effective teaching and poor learner performance at the matric level. This shows that there was no participation by everyone, and it can be argued that there was no participatory leadership. The study recommends, among others, that principals be adequately trained to cope with their workloads and in various other school managerial tasks. In addition, the DoE should design a schedule of meetings for all schools the previous year for the coming year, and not hold those meetings during school hours. Planning meetings in the previous year would limit and completely put to a stop the calling of unplanned departmental meetings. The study further suggests that more personnel should be employed to assist the principal in managing extra duties like school finances, school information systems, teacher unions, school nutrition, overcrowded classrooms, school discipline, school safety, teacher redeployment and teacher rationalisation. The study concludes by suggesting a proposed A. Nontso workload reduction model for the 21st century, which, if adopted would assist reducing principal’s workload.
- Description
- Thesis (D.Ed) -- Faculty of Education Sciences, 2020
- Format
- computer
- Format
- online resource
- Format
- application/pdf
- Format
- 1 online resource (317 leaves)
- Format
- Publisher
- Walter Sisulu University
- Publisher
- Faculty of Education
- Language
- English
- Rights
- Walter Sisulu University
- Rights
- All Rights Reserved
- Rights
- Open Access
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- Visitors: 3
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| Thumbnail | File | Description | Size | Format | |||
|---|---|---|---|---|---|---|---|
| View Details Download | SOURCE1 | Nontso Andile.pdf | 3 MB | Adobe Acrobat PDF | View Details Download |