Analysis of leadership and management challenges facing school principals in Circuit no. 12 of the King William's Town District of the Eastern Cape Province
- Authors: Ngangelizwe, Nomakaya Orrienda
- Date: 2012
- Subjects: School management and organization -- South Africa -- Eastern Cape , School principals -- South Africa -- Eastern Cape , Education and state -- South Africa -- Eastern Cape , Educational leadership -- South Africa -- Eastern Cape , King William's Town (South Africa)
- Language: English
- Type: Thesis , Masters , MPA
- Identifier: vital:11653 , http://hdl.handle.net/10353/d1006981 , School management and organization -- South Africa -- Eastern Cape , School principals -- South Africa -- Eastern Cape , Education and state -- South Africa -- Eastern Cape , Educational leadership -- South Africa -- Eastern Cape , King William's Town (South Africa)
- Description: Within the South African context, because of political and social changes and the influence caused by these changes on educational structures, the new and high demands are required from school principals. Principals now find it necessary to make choices and take decisions .Unfortunately they are not equipped sufficiently to make careful decisions in meeting constitutional demands (Niehaus & Myburgh, 1999). According to Evans (1997:20) (as cited by Schoeman, 2006) the establishment of suitable institutions is sufficient in keeping a free and democratic society, world events (fascism in Japan, Italy, Germany,1920s-1930s;cold war in Europe, 1940s-1980s are there to remind us that even the best –designed institutions are not sufficient. A free and democratic society is dependent on knowledge, skills and virtues of its citizens (IDASA 1999:2). Brown and Duku, 2008 contend that when SASA was introduced, it was of the idea that it would create a new school governance landscape (Naidoo, 2005). Criticisms are blaming the SASA for the tensions that exist in school governance. SASA is viewed as steeply middle- class in identity and is accused of normalising parental participation in school governance in middle-class terms. Another criticism is on the assumption that parents should have the resources and time to spend on school activities (Dyer &Rose, 2005; Fakir, 2003; Sayed & Soudien, 2005). When criticisms against this Act were taken stock of in the context of socio-economic realities of many communities in rural locations in SA, it is difficult to disagree. The report of the Ministerial Review Committee cited socio-economic related difficulties as paralysing how parents participate in school governance in rural communities (Ministerial Review Study, 2004).
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- Date Issued: 2012
Evaluation of the impact of the Integrated Quality Management System (IQMS) in the Province of the Eastern Cape: the case of selected schools in the Mdantsane area (2008 to 2011)
- Authors: Mbulawa, Zukiswa
- Date: 2012
- Subjects: Competency-based education -- South Africa -- Eastern Cape , School management and organization -- South Africa -- Eastern Cape , Quality assurance -- South Africa -- Eastern Cape , Work capacity evaluation -- South Africa -- Eastern Cape , Total quality management , Education and state -- South Africa -- Eastern Cape
- Language: English
- Type: Thesis , Masters , MPA
- Identifier: vital:11635 , http://hdl.handle.net/10353/560 , Competency-based education -- South Africa -- Eastern Cape , School management and organization -- South Africa -- Eastern Cape , Quality assurance -- South Africa -- Eastern Cape , Work capacity evaluation -- South Africa -- Eastern Cape , Total quality management , Education and state -- South Africa -- Eastern Cape
- Description: The Department of Basic Education introduced the Integrated Quality Management system in 2003. This was an integration of the three systems, Developmental Appraisal System, Whole School Evaluation System and Performance Measurement System. The system was seen as to be the one that would allow teachers to play a vital role in assessing their own progress, and would integrate this with the necessary evaluation strategy for the professional development of teachers and monitoring of the quality of teaching and learning in schools. The purpose of this study was to research an evaluation of the Integrated Quality Management System impact in schools of the Mdantsane Area. The objective of the study was to establish whether the IQMS has addressed the concerns and needs of the educators and also establish their views on IQMS. The literature was reviewed to get more information on the key concepts of the IQMS and get to understand how the system should be implemented. Both quantitative and qualitative research methods have been used to get to probe the views of the educators and how the system impacts in schools. The data collected was analyzed by means of frequency tables and charts using statistical methods. It was concluded that educators still do not understand the policy document of IQMS and more training on the implementation of IQMS was recommended. The support and monitoring from the District Office needs to be strengthened.
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- Date Issued: 2012
The implementation of an integrated quality management system in Queenstown District schools: experiences from the Isibane Circuit
- Authors: Sambumbu, Antony Matemba
- Date: 2010
- Subjects: School management and organization -- South Africa -- Eastern Cape , Education and state -- South Africa -- Eastern Cape , Education -- South Africa -- Eastern Cape , High schools -- South Africa -- Eastern Cape
- Language: English
- Type: Thesis , Masters , MPA
- Identifier: vital:11643 , http://hdl.handle.net/10353/355 , School management and organization -- South Africa -- Eastern Cape , Education and state -- South Africa -- Eastern Cape , Education -- South Africa -- Eastern Cape , High schools -- South Africa -- Eastern Cape
- Description: This study examines the experiences of the school management teams and educators of the Isibane Circuit in the Queenstown District, regarding the implementation of an Integrated Quality Management System (IQMS) policy at school level. Following an agreement reached in 2003 between the South African Education Department and the major teacher organisations in this country, the IQMS was scheduled to be implemented in public schools from 2004. Two major challenges are identified and explained: accountability and development of human resources, as well as contradictions between internal and external evaluations. The study also elaborates on the changes in the educational history from the apartheid system to the democratic system of education. Nine schools participated in the study (two secondary schools and seven primary schools). These schools were purposely selected due to the fact that they had started implementing the IQMS policy, which was the main criterion for selection. Semi-structured interviews were used to gather data from principals, Heads of Departments as well as post-level one educators concerning their experiences of the IQMS implementation. The findings indicated that while the IQMS policy was good on paper, it was extremely difficult to implement. Issues of honesty and trust were at the root of difficulties that made the IQMS implementation challenging. The participants‟ understanding of IQMS was that it was intended for the provision of quality education and development.
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- Date Issued: 2010