Teachers' perceptions whether school management teams contribute towards teacher leadership in primary schools
- Authors: Jacobs, Elfean Randall
- Date: 2016
- Subjects: School management teams , School management and organization -- South Africa , Educational leadership -- South Africa
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10948/6823 , vital:21149
- Description: Teachers in South African schools are one of the most valuable role players in the execution and implementation of curricular and co-curricular activities. They perform almost every formal and informal task in their daily work to ensure the effectiveness of our schools. Teacher leadership, a relatively new leadership in South African education, which is embedded in a distributed leadership theory, places the emphasis of leadership not only on the principal and the school management team (SMT) but can be located to a wide range of people who work effectively to improve the organisation. The purpose of this study was to determine Post Level (PL) 1 teachers' perceptions of whether the SMT contributes towards teacher leadership in the school. In this case study, through purposive sampling, the researcher made use of one school in a case where a total of 19 teachers participated in the study. The researcher used one instrument to collect data on the PL 1 teachers' perceptions. A set of questionnaires was distributed to elicit responses from PL 1 teachers and the result was analysed by means of themes. Evidence revealed that teachers are not aware of the existence of the new model of teacher leadership. However, findings also revealed that some teachers are ready to perform as leaders. These findings can influence leadership practices, collaboration, improvements in the school, motivation, and job satisfaction, as well as learner performance.
- Full Text: false
- Date Issued: 2016
- Authors: Jacobs, Elfean Randall
- Date: 2016
- Subjects: School management teams , School management and organization -- South Africa , Educational leadership -- South Africa
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10948/6823 , vital:21149
- Description: Teachers in South African schools are one of the most valuable role players in the execution and implementation of curricular and co-curricular activities. They perform almost every formal and informal task in their daily work to ensure the effectiveness of our schools. Teacher leadership, a relatively new leadership in South African education, which is embedded in a distributed leadership theory, places the emphasis of leadership not only on the principal and the school management team (SMT) but can be located to a wide range of people who work effectively to improve the organisation. The purpose of this study was to determine Post Level (PL) 1 teachers' perceptions of whether the SMT contributes towards teacher leadership in the school. In this case study, through purposive sampling, the researcher made use of one school in a case where a total of 19 teachers participated in the study. The researcher used one instrument to collect data on the PL 1 teachers' perceptions. A set of questionnaires was distributed to elicit responses from PL 1 teachers and the result was analysed by means of themes. Evidence revealed that teachers are not aware of the existence of the new model of teacher leadership. However, findings also revealed that some teachers are ready to perform as leaders. These findings can influence leadership practices, collaboration, improvements in the school, motivation, and job satisfaction, as well as learner performance.
- Full Text: false
- Date Issued: 2016
Maintaining discipline in schools in the post-corporal punishment era
- Authors: Tungata, Mfuneko
- Date: 2006
- Subjects: School discipline -- South Africa , School management and organization -- South Africa
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:9548 , http://hdl.handle.net/10948/624 , School discipline -- South Africa , School management and organization -- South Africa
- Description: The purpose of this study is to look at instilling discipline of learners at schools after corporal punishment was abolished by identifying causes of disciplinary problems, alternatives to corporal punishment, and the attitudes of learners, teachers and parents towards alternatives. Data were collected through questionnaires, interviews and observation. Data were collected from learners, teachers and parents. Two neighbouring schools in the Mthatha District of Education were used. A qualitative research approach was used in the study. Findings reveal and support literature consulted that there is a wide range of causes of disciplinary problems at schools. According to the findings, the outstanding difference between respondents on causes of disciplinary problems was on home background. Learners are not in agreement with literature, teachers and parents who all agree that background is the cause of misbehaving of learners at school. The study reveals that learners, teachers and parents hold different views about alternatives to corporal punishment. While teachers, parents and literature are in agreement on using parental involvement as an alternative to caning, learners do not want parents to be involved. Teachers, the findings reveal, are not in favour of alternatives that need to be supervised by them. The final outcome of this study focuses on positive alternatives to corporal punishment. These include parental involvement, manual work, the application of school rules and enforcement of the code of conduct. Learners would also like to be disciplined and parents are in favour of being involved in the maintenance of discipline in schools.
- Full Text:
- Date Issued: 2006
- Authors: Tungata, Mfuneko
- Date: 2006
- Subjects: School discipline -- South Africa , School management and organization -- South Africa
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:9548 , http://hdl.handle.net/10948/624 , School discipline -- South Africa , School management and organization -- South Africa
- Description: The purpose of this study is to look at instilling discipline of learners at schools after corporal punishment was abolished by identifying causes of disciplinary problems, alternatives to corporal punishment, and the attitudes of learners, teachers and parents towards alternatives. Data were collected through questionnaires, interviews and observation. Data were collected from learners, teachers and parents. Two neighbouring schools in the Mthatha District of Education were used. A qualitative research approach was used in the study. Findings reveal and support literature consulted that there is a wide range of causes of disciplinary problems at schools. According to the findings, the outstanding difference between respondents on causes of disciplinary problems was on home background. Learners are not in agreement with literature, teachers and parents who all agree that background is the cause of misbehaving of learners at school. The study reveals that learners, teachers and parents hold different views about alternatives to corporal punishment. While teachers, parents and literature are in agreement on using parental involvement as an alternative to caning, learners do not want parents to be involved. Teachers, the findings reveal, are not in favour of alternatives that need to be supervised by them. The final outcome of this study focuses on positive alternatives to corporal punishment. These include parental involvement, manual work, the application of school rules and enforcement of the code of conduct. Learners would also like to be disciplined and parents are in favour of being involved in the maintenance of discipline in schools.
- Full Text:
- Date Issued: 2006
An investigation into perceptions of learner participation in the governance of secondary schools
- Authors: Nongubo, Mphuthumi J
- Date: 2005
- Subjects: Education and state -- South Africa , School management and organization -- South Africa , Education, Secondary -- South Africa , Student government -- South Africa , Student participation in administration -- South Africa
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:2007 , http://hdl.handle.net/10962/d1015747
- Description: The question of learner participation or involvement in school governance has been a thorny issue in South Africa for decades. This study investigated secondary learners’ participation in the governance of their schools through representation by the Representative Council of Learners (RCLs), formerly known as school representative councils (SRCs). The study attempted to find out how learners participation is perceived by both the RCLs and the School Management Teams (SMTs). The study was conducted in five secondary schools in the Eastern Cape townships of Grahamstown. The research participants were members of School Management Teams and Representative Councils of Learners from these schools. The study was oriented in an interpretive paradigm following a qualitative approach. Questionnaires and in-depth semi-structured interviews were used to explore the perceptions of the two groups involved. The Department of Education documents that sanction RCL participation were referred to throughout and especially when analysing the respondents’ views. The main finding of the study is that learner involvement in school governance is still problematic, though it is presently provided for by policies that govern schools, including the South African Schools Act and the Guides for Representative Councils of Learners of 1999, in which their roles are outlined. The findings of the study reveal an indecisive and autocratic mindset among educators regarding the issue of learner involvement in governance and management. Furthermore, the Department of Education documents in place betray a narrow conception of RCL participation in school governance and still display an element of mistrust towards the learners concerning their roles in governance. As a result of these forces, the democratic potential of learner participation is undermined, and RCLs compromised as legitimate stakeholders.
- Full Text:
- Date Issued: 2005
- Authors: Nongubo, Mphuthumi J
- Date: 2005
- Subjects: Education and state -- South Africa , School management and organization -- South Africa , Education, Secondary -- South Africa , Student government -- South Africa , Student participation in administration -- South Africa
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:2007 , http://hdl.handle.net/10962/d1015747
- Description: The question of learner participation or involvement in school governance has been a thorny issue in South Africa for decades. This study investigated secondary learners’ participation in the governance of their schools through representation by the Representative Council of Learners (RCLs), formerly known as school representative councils (SRCs). The study attempted to find out how learners participation is perceived by both the RCLs and the School Management Teams (SMTs). The study was conducted in five secondary schools in the Eastern Cape townships of Grahamstown. The research participants were members of School Management Teams and Representative Councils of Learners from these schools. The study was oriented in an interpretive paradigm following a qualitative approach. Questionnaires and in-depth semi-structured interviews were used to explore the perceptions of the two groups involved. The Department of Education documents that sanction RCL participation were referred to throughout and especially when analysing the respondents’ views. The main finding of the study is that learner involvement in school governance is still problematic, though it is presently provided for by policies that govern schools, including the South African Schools Act and the Guides for Representative Councils of Learners of 1999, in which their roles are outlined. The findings of the study reveal an indecisive and autocratic mindset among educators regarding the issue of learner involvement in governance and management. Furthermore, the Department of Education documents in place betray a narrow conception of RCL participation in school governance and still display an element of mistrust towards the learners concerning their roles in governance. As a result of these forces, the democratic potential of learner participation is undermined, and RCLs compromised as legitimate stakeholders.
- Full Text:
- Date Issued: 2005
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