My living theory of the transformational potential of my educational leadership
- Authors: Johannes, Arnold Marius
- Date: 2015
- Subjects: Educational change -- South Africa , School management and organization , Leadership
- Language: English
- Type: Thesis , Doctoral , DPhil
- Identifier: http://hdl.handle.net/10948/4079 , vital:20510
- Description: In democratic South Africa, policies place much emphasis on the need for transformational leadership. This challenges school leaders to ensure that their practice is in line with the democratic and inclusive values espoused therein. This thesis is an account of my journey of learning about educational leadership and how I attempted to influence transformation at my own school. The development of my living theory of educational management is grounded in my desire to make a positive change to the quality of teaching and learning at my school, by embodying and exemplifying such values in my leadership. My learning as an educational leader comprises my living theory on improving my educational leadership within a socially challenged context. I explain the context and problems experienced at my school and provide evidence of the need to move from the hierarchic, autocratic form of leadership, still prevailing at many South African schools. I adopted the theoretical framework of servant leadership to enable me to develop a more contextually sensitive and visionary style of leadership through critical reflection on my own practice. My stimulus for this journey of learning stemmed from the perceived contradiction between my espoused beliefs about leadership and my actual practice. My own autocratic leadership style was one of the main barriers that prevented teachers from attaining autonomy and taking on leadership roles within the school. My leadership style was more in alignment with the values of accountability, discipline and efficiency than those of care, trust and the development of the potential of others. This interrogation of my ontological values informed my subsequent interventions to improve my practice. Following an action research design, I investigated the quality of my leadership to determine which areas I needed to improve, took action to improve these and evaluated the change against the values inherent in the notion of servant-leadership. I embarked on a journey that helped me to shift my practice from being based on previously held authoritarian professional values towards values that underpin a more transformational leadership, such as care and trust. My journey of learning was guided by the tenets of self-study action research, which required critical self-reflection and holding myself accountable for my own actions The practical knowledge I gained through this self-reflection on my practice enabled me to make professional judgements, which then became conceptual knowledge in the form of a living theory generated by my research. This was made possible through a continuous process of data generation to extract evidence to test the validity of the claims to knowledge I made. Multiple sources of data (written, graphic and multimedia) were used to better understand the scope of happenings throughout the research and to monitor my practice over time. I explain how I used my improved understanding of leadership to promote collegiality for building quality relationships to promote teacher leadership for school improvement and how I subjected these claims to social and personal validation procedures. The significance of this study is that it contributes to new forms of practice and theory in terms of showing how a values-based approach to school leadership can influence positive change in teacher practice. While this study is a narrative of my practice, it is also a narrative of theorising about how my colleagues and I have come to know and how our thinking has changed about our work and ourselves. Although I had to indicate a cut-off point in this action research enquiry, the knowledge gained will continue to develop and influence my practice in the future and hopefully will be judged as useful by others in positions of leadership. The thesis is thus an original contribution to educational knowledge in the field of self-study action research. It demonstrates how sociohistorical and sociocultural insights from Apartheid to Post-Apartheid South Africa can be integrated within a living theory of transformational leadership.
- Full Text:
- Date Issued: 2015
- Authors: Johannes, Arnold Marius
- Date: 2015
- Subjects: Educational change -- South Africa , School management and organization , Leadership
- Language: English
- Type: Thesis , Doctoral , DPhil
- Identifier: http://hdl.handle.net/10948/4079 , vital:20510
- Description: In democratic South Africa, policies place much emphasis on the need for transformational leadership. This challenges school leaders to ensure that their practice is in line with the democratic and inclusive values espoused therein. This thesis is an account of my journey of learning about educational leadership and how I attempted to influence transformation at my own school. The development of my living theory of educational management is grounded in my desire to make a positive change to the quality of teaching and learning at my school, by embodying and exemplifying such values in my leadership. My learning as an educational leader comprises my living theory on improving my educational leadership within a socially challenged context. I explain the context and problems experienced at my school and provide evidence of the need to move from the hierarchic, autocratic form of leadership, still prevailing at many South African schools. I adopted the theoretical framework of servant leadership to enable me to develop a more contextually sensitive and visionary style of leadership through critical reflection on my own practice. My stimulus for this journey of learning stemmed from the perceived contradiction between my espoused beliefs about leadership and my actual practice. My own autocratic leadership style was one of the main barriers that prevented teachers from attaining autonomy and taking on leadership roles within the school. My leadership style was more in alignment with the values of accountability, discipline and efficiency than those of care, trust and the development of the potential of others. This interrogation of my ontological values informed my subsequent interventions to improve my practice. Following an action research design, I investigated the quality of my leadership to determine which areas I needed to improve, took action to improve these and evaluated the change against the values inherent in the notion of servant-leadership. I embarked on a journey that helped me to shift my practice from being based on previously held authoritarian professional values towards values that underpin a more transformational leadership, such as care and trust. My journey of learning was guided by the tenets of self-study action research, which required critical self-reflection and holding myself accountable for my own actions The practical knowledge I gained through this self-reflection on my practice enabled me to make professional judgements, which then became conceptual knowledge in the form of a living theory generated by my research. This was made possible through a continuous process of data generation to extract evidence to test the validity of the claims to knowledge I made. Multiple sources of data (written, graphic and multimedia) were used to better understand the scope of happenings throughout the research and to monitor my practice over time. I explain how I used my improved understanding of leadership to promote collegiality for building quality relationships to promote teacher leadership for school improvement and how I subjected these claims to social and personal validation procedures. The significance of this study is that it contributes to new forms of practice and theory in terms of showing how a values-based approach to school leadership can influence positive change in teacher practice. While this study is a narrative of my practice, it is also a narrative of theorising about how my colleagues and I have come to know and how our thinking has changed about our work and ourselves. Although I had to indicate a cut-off point in this action research enquiry, the knowledge gained will continue to develop and influence my practice in the future and hopefully will be judged as useful by others in positions of leadership. The thesis is thus an original contribution to educational knowledge in the field of self-study action research. It demonstrates how sociohistorical and sociocultural insights from Apartheid to Post-Apartheid South Africa can be integrated within a living theory of transformational leadership.
- Full Text:
- Date Issued: 2015
An exploration of the practice of public relations in selected schools within Uitenhage area
- Authors: Woods, Sharne
- Date: 2013
- Subjects: Schools--Public relations--South Africa--Uitenhage , Community and school--South Africa--Uitenhage , School management and organization
- Language: English
- Type: Thesis , Masters , MA
- Identifier: vital:8486 , http://hdl.handle.net/10948/d1007954 , Schools--Public relations--South Africa--Uitenhage , Community and school--South Africa--Uitenhage , School management and organization
- Description: This treatise provides an overview of the American style of school public relations and suggests the possibilities for the positive impact such a treatise could have within the South African educational realm. Three models of school PR are proposed in this treatise in view of the fact that there is no one-size-fits-all kind of approach to school public relations. Schools differ in size either physically or financially, and these differences can have an impact on the extent to which public relations would be practised. Thus each model is described according to the practise of a minimum, standard and an advanced school PR plan. These models strive to provide either a starting point for implementing a PR plan; or a checklist for schools who already practise some form of PR. The nature and scope of public relations is explored within three selected South African public schools in Uitenhage to establish the extent to which the Modern Age of School Public Relations has “arrived”. Based on the research findings it can be deduced that most schools practise some form of PR, whether strategically planned or spontaneously, as the need arises. However, although it is apparent that the Modern Age of school public relations is being set in motion, it must be expanded on and progressed to incorporate all the facets of a proactive systematic PR plan. The content of this research paper details a step-by-step approach for South African schools to start a planned public relations programme. Furthermore taking into account current trends it proposes ideas to involve learners, staff and parents in the planning and implementation of strategic public relations in an attempt to achieve the school’s objectives and validate its vision. This treatise aims to provide a foundation for exploring the current practise of public relations within the educational environment and could stimulate further study by investigating and evaluating the PR of all class ranks of South African schools.
- Full Text:
- Date Issued: 2013
- Authors: Woods, Sharne
- Date: 2013
- Subjects: Schools--Public relations--South Africa--Uitenhage , Community and school--South Africa--Uitenhage , School management and organization
- Language: English
- Type: Thesis , Masters , MA
- Identifier: vital:8486 , http://hdl.handle.net/10948/d1007954 , Schools--Public relations--South Africa--Uitenhage , Community and school--South Africa--Uitenhage , School management and organization
- Description: This treatise provides an overview of the American style of school public relations and suggests the possibilities for the positive impact such a treatise could have within the South African educational realm. Three models of school PR are proposed in this treatise in view of the fact that there is no one-size-fits-all kind of approach to school public relations. Schools differ in size either physically or financially, and these differences can have an impact on the extent to which public relations would be practised. Thus each model is described according to the practise of a minimum, standard and an advanced school PR plan. These models strive to provide either a starting point for implementing a PR plan; or a checklist for schools who already practise some form of PR. The nature and scope of public relations is explored within three selected South African public schools in Uitenhage to establish the extent to which the Modern Age of School Public Relations has “arrived”. Based on the research findings it can be deduced that most schools practise some form of PR, whether strategically planned or spontaneously, as the need arises. However, although it is apparent that the Modern Age of school public relations is being set in motion, it must be expanded on and progressed to incorporate all the facets of a proactive systematic PR plan. The content of this research paper details a step-by-step approach for South African schools to start a planned public relations programme. Furthermore taking into account current trends it proposes ideas to involve learners, staff and parents in the planning and implementation of strategic public relations in an attempt to achieve the school’s objectives and validate its vision. This treatise aims to provide a foundation for exploring the current practise of public relations within the educational environment and could stimulate further study by investigating and evaluating the PR of all class ranks of South African schools.
- Full Text:
- Date Issued: 2013
Gender equality in the employment of senior secondary schools managers in the district of Butterworth
- Authors: Bikitsha, Sakhiwo
- Date: 2013
- Subjects: Educational equalization -- South Africa -- Eastern Cape , Sex discrimination in education -- South Africa -- Eastern Cape , School management and organization
- Language: English
- Type: Thesis , Masters , MA
- Identifier: vital:8489 , http://hdl.handle.net/10948/d1020005
- Description: In terms of Section 9 of the Constitution of the Republic of South Africa of 1996, Chapter Two, the Bill of Rights, there should be gender equality amongst other things. In terms of Section15 (i) of the Employment Equity Act (Act 55 of 1998), there should be equal representation of suitably qualified people from the designated groups (blacks, women and people with disabilities) in all occupational categories and levels in the workforce. Section 15 (ii)provides that an employer who employs more than 50 employees must conduct a gender audit and make a gender equity plan and implement it when new employees are employed. In the Department of Education in the District of Butterworth, there is no gender equality in the number of senior secondary school managers. Men constituted 65 percent and women constituted 35 percent. The study investigated reasons for unequal representation of men and women as senior secondary school managers. The study was qualitative in design. The participants in the study were the Assistant Director of the Human Resource Section of the Department of Education and school governing body members, who were parents and educators. Interviews were used to collect data from the participants The study found that, amongst other things, gender equity was not considered when senior secondary schools managers were employed. That was why there was unequal representation of men and women in senior secondary schools’ management positions. This implied that those involved in the employment of secondary school managers in the district of Butterworth did not consider the Employment Equity Act (Act 55 of 1998) as a guide when employing senior secondary school managers in order to be able to achieve gender equality in this position. That was why there was unequal representation of men and women in senior secondary schools’ management positions.
- Full Text:
- Date Issued: 2013
- Authors: Bikitsha, Sakhiwo
- Date: 2013
- Subjects: Educational equalization -- South Africa -- Eastern Cape , Sex discrimination in education -- South Africa -- Eastern Cape , School management and organization
- Language: English
- Type: Thesis , Masters , MA
- Identifier: vital:8489 , http://hdl.handle.net/10948/d1020005
- Description: In terms of Section 9 of the Constitution of the Republic of South Africa of 1996, Chapter Two, the Bill of Rights, there should be gender equality amongst other things. In terms of Section15 (i) of the Employment Equity Act (Act 55 of 1998), there should be equal representation of suitably qualified people from the designated groups (blacks, women and people with disabilities) in all occupational categories and levels in the workforce. Section 15 (ii)provides that an employer who employs more than 50 employees must conduct a gender audit and make a gender equity plan and implement it when new employees are employed. In the Department of Education in the District of Butterworth, there is no gender equality in the number of senior secondary school managers. Men constituted 65 percent and women constituted 35 percent. The study investigated reasons for unequal representation of men and women as senior secondary school managers. The study was qualitative in design. The participants in the study were the Assistant Director of the Human Resource Section of the Department of Education and school governing body members, who were parents and educators. Interviews were used to collect data from the participants The study found that, amongst other things, gender equity was not considered when senior secondary schools managers were employed. That was why there was unequal representation of men and women in senior secondary schools’ management positions. This implied that those involved in the employment of secondary school managers in the district of Butterworth did not consider the Employment Equity Act (Act 55 of 1998) as a guide when employing senior secondary school managers in order to be able to achieve gender equality in this position. That was why there was unequal representation of men and women in senior secondary schools’ management positions.
- Full Text:
- Date Issued: 2013
Drug abuse in selected Grahamstown schools
- Authors: Rungani, Judith
- Date: 2012
- Subjects: High school students -- Substance use -- South Africa -- Eastern Cape , School management and organization , Teenagers -- Drug abuse , Substance abuse -- Youth -- Grahamstown (South Africa)
- Language: English
- Type: Thesis , Masters , M SW
- Identifier: vital:11759 , http://hdl.handle.net/10353/d1004784 , High school students -- Substance use -- South Africa -- Eastern Cape , School management and organization , Teenagers -- Drug abuse , Substance abuse -- Youth -- Grahamstown (South Africa)
- Description: The study explores drug abuse by learners in selected Grahamstown high schools. The study`s main concern is that drug abuse by learners is on the rise but yet there is less research on the drugs which are being used and the factors which motivate the learners to use such drugs. There are several drug abuse prevention strategies which are being implemented but yet they seem not to be very effective. It is in this frame of reference that this study saw it vital to focus on drug abuse by high school learners in Grahamstown. The study aims to identify the most commonly abused drugs by learners in the high schools of Grahamstown and the reasons why they use these drugs. The study made use of the mixed method research that is making use of both qualitative and quantitative research. The questionnaire was the instrument of data collection in quantitative data and interviews for the qualitative data. The packages which were used for the analysis of data include the Statistical Analysis System (SAS) V8 which was used to provide descriptive analysis and correlations. The findings of the study establish that the commonly abused drugs by learners are: alcohol with 58%, followed by cigarettes 22%, hookah-pipe 9%, dagga 7%. The main reasons why learners use drugs are: peer pressure, role models, availability, environment, and curiosity. Differences in drug use between male and female learners were noted. Twenty-five percent of the male learners and 16% of the female learners reported to be using drugs. In the view of these results, the researcher recommends that a comprehensive drug abuse prevention framework be formulated which focuses on preventing drug abuse at individual, family and community levels.
- Full Text:
- Date Issued: 2012
- Authors: Rungani, Judith
- Date: 2012
- Subjects: High school students -- Substance use -- South Africa -- Eastern Cape , School management and organization , Teenagers -- Drug abuse , Substance abuse -- Youth -- Grahamstown (South Africa)
- Language: English
- Type: Thesis , Masters , M SW
- Identifier: vital:11759 , http://hdl.handle.net/10353/d1004784 , High school students -- Substance use -- South Africa -- Eastern Cape , School management and organization , Teenagers -- Drug abuse , Substance abuse -- Youth -- Grahamstown (South Africa)
- Description: The study explores drug abuse by learners in selected Grahamstown high schools. The study`s main concern is that drug abuse by learners is on the rise but yet there is less research on the drugs which are being used and the factors which motivate the learners to use such drugs. There are several drug abuse prevention strategies which are being implemented but yet they seem not to be very effective. It is in this frame of reference that this study saw it vital to focus on drug abuse by high school learners in Grahamstown. The study aims to identify the most commonly abused drugs by learners in the high schools of Grahamstown and the reasons why they use these drugs. The study made use of the mixed method research that is making use of both qualitative and quantitative research. The questionnaire was the instrument of data collection in quantitative data and interviews for the qualitative data. The packages which were used for the analysis of data include the Statistical Analysis System (SAS) V8 which was used to provide descriptive analysis and correlations. The findings of the study establish that the commonly abused drugs by learners are: alcohol with 58%, followed by cigarettes 22%, hookah-pipe 9%, dagga 7%. The main reasons why learners use drugs are: peer pressure, role models, availability, environment, and curiosity. Differences in drug use between male and female learners were noted. Twenty-five percent of the male learners and 16% of the female learners reported to be using drugs. In the view of these results, the researcher recommends that a comprehensive drug abuse prevention framework be formulated which focuses on preventing drug abuse at individual, family and community levels.
- Full Text:
- Date Issued: 2012
Integrated leadership : a leadership approach for school management teams
- Hendricks, Clarence Nowellin
- Authors: Hendricks, Clarence Nowellin
- Date: 2012
- Subjects: Educational leadership -- South Africa , School management and organization
- Language: English
- Type: Thesis , Doctoral , DEd
- Identifier: vital:9575 , http://hdl.handle.net/10948/d1018610
- Description: School managers currently face major challenges of finding innovative ways to improve the quality of teaching and learning and ultimately student outcomes. This might be because contemporary leadership models promote either requisite curricular expertise or requisite leadership qualities or requisite norms and values which impact notably on teaching and learning. This study examined to which extent School Management Teams (SMT’s) contribute to the quality of teaching and learning when utilizing an integrated leadership approach in primary schools.The extent to which integrated leadership contributes to the quality of teaching and learning is investigated through an exploratory mixed method approach. Case studies in six different schools were conducted through both qualitative and quantitative research methods to obtain data regarding the thirty-six participants’ integrated leadership qualities. Data was gathered through focused group interviews, observations and a questionnaire. The Annual National Assessment results for two consecutive years (2010 and 2011) of grade three and six learners for literacy and numeracy were collected to determine the relationship between integrated leadership and quality teaching and learning and the extent to which integrated leadership impacted on student outcomes.The findings revealed that SMT’s confused integrated leadership with the utilization of qualities from a range of leadership styles each seeking to fit the purpose of an activity, and then claim they are employing an integrated leadership approach. Integrated leadership on the contrary is one leadership model with different qualities and when utilised as a complete package, in a unified manner, has the potential to have a significant impact on the quality of teaching and learning and ultimately student achievement. The findings also indicated that the majority of SMT members are either not utilising integrated leadership or occasionally utilise some of the integrated leadership qualities. This might be one of the main reasons for unsatisfactory academic performance in schools. Integrated leadership thus, when implemented in its totality at all times, possesses all the qualities to have a significant impact on the quality of teaching and learning nationally and internationally.
- Full Text:
- Date Issued: 2012
- Authors: Hendricks, Clarence Nowellin
- Date: 2012
- Subjects: Educational leadership -- South Africa , School management and organization
- Language: English
- Type: Thesis , Doctoral , DEd
- Identifier: vital:9575 , http://hdl.handle.net/10948/d1018610
- Description: School managers currently face major challenges of finding innovative ways to improve the quality of teaching and learning and ultimately student outcomes. This might be because contemporary leadership models promote either requisite curricular expertise or requisite leadership qualities or requisite norms and values which impact notably on teaching and learning. This study examined to which extent School Management Teams (SMT’s) contribute to the quality of teaching and learning when utilizing an integrated leadership approach in primary schools.The extent to which integrated leadership contributes to the quality of teaching and learning is investigated through an exploratory mixed method approach. Case studies in six different schools were conducted through both qualitative and quantitative research methods to obtain data regarding the thirty-six participants’ integrated leadership qualities. Data was gathered through focused group interviews, observations and a questionnaire. The Annual National Assessment results for two consecutive years (2010 and 2011) of grade three and six learners for literacy and numeracy were collected to determine the relationship between integrated leadership and quality teaching and learning and the extent to which integrated leadership impacted on student outcomes.The findings revealed that SMT’s confused integrated leadership with the utilization of qualities from a range of leadership styles each seeking to fit the purpose of an activity, and then claim they are employing an integrated leadership approach. Integrated leadership on the contrary is one leadership model with different qualities and when utilised as a complete package, in a unified manner, has the potential to have a significant impact on the quality of teaching and learning and ultimately student achievement. The findings also indicated that the majority of SMT members are either not utilising integrated leadership or occasionally utilise some of the integrated leadership qualities. This might be one of the main reasons for unsatisfactory academic performance in schools. Integrated leadership thus, when implemented in its totality at all times, possesses all the qualities to have a significant impact on the quality of teaching and learning nationally and internationally.
- Full Text:
- Date Issued: 2012
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