Die bestuursrol van die skoolhoof in die implementering van 'n nuwe kurrikulum
- Authors: Mey, Hermanus Pieter
- Date: 2004
- Subjects: School principals -- South Africa , Educational leadership -- South Africa , Curriculum change -- South Africa
- Language: Afrikaans
- Type: Thesis , Masters , MPhil
- Identifier: vital:11010 , http://hdl.handle.net/10948/367 , School principals -- South Africa , Educational leadership -- South Africa , Curriculum change -- South Africa
- Description: The implementation of a new curriculum has become a very relevant issue in South Africa with the implementation of Curriculum 2005 (C 2005) since 1998. The school principal plays a very important role at school level in the implementation of change in general and a new curriculum in particular. The aim of this study was to have a closer look at this role. It is a qualitative study executed in six schools in the Port Elizabeth area. It investigates the problems school principals experienced with the implementation of C 2005 with the objective of identifying guidelines for the role of the principal in the implementation of a new curriculum The most important findings include the importance of equipping the principal to provide guidance with the implementation of a new curriculum. This equipping refers to the principal’s knowledge of the new curriculum, the ability to employ various leadership styles, as well as the maintenance of a certain balance between supporting and putting pressure on the staff. Other findings refer to the importance of well-trained and prepared facilitators of workshops, as well as the role the Department of Education needs to play in the training and preparation of these facilitators. The ongoing support of schools in the implementation process also needs to be emphasized. The principal should play a key role with respect to this last role of the Department. The study also emphasizes the principal’s responsibility to bind the educators together in building a shared vision, so that their focus will remain on the curriculum implementation.
- Full Text:
- Date Issued: 2004
- Authors: Mey, Hermanus Pieter
- Date: 2004
- Subjects: School principals -- South Africa , Educational leadership -- South Africa , Curriculum change -- South Africa
- Language: Afrikaans
- Type: Thesis , Masters , MPhil
- Identifier: vital:11010 , http://hdl.handle.net/10948/367 , School principals -- South Africa , Educational leadership -- South Africa , Curriculum change -- South Africa
- Description: The implementation of a new curriculum has become a very relevant issue in South Africa with the implementation of Curriculum 2005 (C 2005) since 1998. The school principal plays a very important role at school level in the implementation of change in general and a new curriculum in particular. The aim of this study was to have a closer look at this role. It is a qualitative study executed in six schools in the Port Elizabeth area. It investigates the problems school principals experienced with the implementation of C 2005 with the objective of identifying guidelines for the role of the principal in the implementation of a new curriculum The most important findings include the importance of equipping the principal to provide guidance with the implementation of a new curriculum. This equipping refers to the principal’s knowledge of the new curriculum, the ability to employ various leadership styles, as well as the maintenance of a certain balance between supporting and putting pressure on the staff. Other findings refer to the importance of well-trained and prepared facilitators of workshops, as well as the role the Department of Education needs to play in the training and preparation of these facilitators. The ongoing support of schools in the implementation process also needs to be emphasized. The principal should play a key role with respect to this last role of the Department. The study also emphasizes the principal’s responsibility to bind the educators together in building a shared vision, so that their focus will remain on the curriculum implementation.
- Full Text:
- Date Issued: 2004
Main thesis title: Onderwysers se belewing van multikulturele onderwys
- Authors: Strydom, Louise
- Date: 1999-04
- Subjects: Port Elizabeth (South Africa) , Eastern Cape (South Africa) , South Africa
- Language: Afrikaans
- Type: Doctoral theses , text
- Identifier: http://hdl.handle.net/10948/60003 , vital:62732
- Description: The South African Schools’ Act of 1996 terminated segregated education in South Africa. Multi-cultural education has become a reality in the new democratic South Africa. As a result of this major shift in policy, the researcher probed for an answer to the following question: “How does the teacher, especially the teacher already in service, experience this new situation regarding multi-cultural education?” To find an answer to this question, a literature study and empirical research, making use of a representative sample of respondents in the Southern Cape, were undertaken. The researcher has personally experienced the challenges of having to adapt from a mono-cultural teaching environment to a multi-cultural teaching environment at school level, hence a further interest in this research problem. Relevant terminology was highlighted and a brief historical synopsis of the course that multi-cultural education took in Western societies such as the USA, Canada, Australia and Britain was studied. These sources were utilised to draw a comparison with the South African situation. A concise synopsis of the history of multi-cultural education in South Africa was also undertaken to highlight the complexity of the educational situation presently being experienced in South Africa. The empirical research, with a target group representing teachers in the Southern Cape, was undertaken by means of a self-compiled questionnaire to make an analysis of teachers’ attitudes, expectations and perceptions of multi-cultural education as experienced in the classroom. The information obtained from the respondents indicated a generally positive attitude towards multi-cultural education amongst teachers. A great need for in-service training also became evident. xvi The researcher has thus made recommendations regarding in-service training that she thinks is of utmost importance. The practical problems that were highlighted during the research, make a vital contribution towards the successful implementation of multi-cultural education in South Africa. , Thesis (DEd) -- Faculty of Education, 1999
- Full Text:
- Date Issued: 1999-04
- Authors: Strydom, Louise
- Date: 1999-04
- Subjects: Port Elizabeth (South Africa) , Eastern Cape (South Africa) , South Africa
- Language: Afrikaans
- Type: Doctoral theses , text
- Identifier: http://hdl.handle.net/10948/60003 , vital:62732
- Description: The South African Schools’ Act of 1996 terminated segregated education in South Africa. Multi-cultural education has become a reality in the new democratic South Africa. As a result of this major shift in policy, the researcher probed for an answer to the following question: “How does the teacher, especially the teacher already in service, experience this new situation regarding multi-cultural education?” To find an answer to this question, a literature study and empirical research, making use of a representative sample of respondents in the Southern Cape, were undertaken. The researcher has personally experienced the challenges of having to adapt from a mono-cultural teaching environment to a multi-cultural teaching environment at school level, hence a further interest in this research problem. Relevant terminology was highlighted and a brief historical synopsis of the course that multi-cultural education took in Western societies such as the USA, Canada, Australia and Britain was studied. These sources were utilised to draw a comparison with the South African situation. A concise synopsis of the history of multi-cultural education in South Africa was also undertaken to highlight the complexity of the educational situation presently being experienced in South Africa. The empirical research, with a target group representing teachers in the Southern Cape, was undertaken by means of a self-compiled questionnaire to make an analysis of teachers’ attitudes, expectations and perceptions of multi-cultural education as experienced in the classroom. The information obtained from the respondents indicated a generally positive attitude towards multi-cultural education amongst teachers. A great need for in-service training also became evident. xvi The researcher has thus made recommendations regarding in-service training that she thinks is of utmost importance. The practical problems that were highlighted during the research, make a vital contribution towards the successful implementation of multi-cultural education in South Africa. , Thesis (DEd) -- Faculty of Education, 1999
- Full Text:
- Date Issued: 1999-04
- «
- ‹
- 1
- ›
- »