- Title
- Self-reflection practices of school-management teams in the Capricorn District : towards a reflective management strategy for South African schools
- Creator
- Malatji, Khashane Stephen
- Subject
- School management teams -- South Africa Educational leadership -- South Africa School management and organization -- South Africa
- Date Issued
- 2016
- Date
- 2016
- Type
- Thesis
- Type
- Doctoral
- Type
- PhD
- Identifier
- http://hdl.handle.net/10353/3021
- Identifier
- vital:28238
- Description
- The study investigated the self-reflection practices of School Management Teams (SMTs) in the Capricorn District. The purpose of the study was to establish self-reflective practices employed by SMT in performing their management functions, and to suggest a reflective model for the enhancement of SMT performance. The study followed the qualitative approach with a case-study research design. The population consisted of SMTs from primary, secondary and special schools. Purposive sampling was utilised to select 8 Head of Departments from less experienced to more experienced in management positions, while 9 principal and 9 deputy principals were randomly selected. Literature reviewed focused on the aims of self-reflection; the functions of SMT; the strengths and weaknesses of self-reflection; self-reflective practices and enhanced performance; models of school management; challenges in school management; and previous studies on SMT and school management. Henderson’s Ethical Model of Enquiry on reflective practice was used. The theory discusses what characterises reflective practitioners. Data was collected from quest views, individual interviews and focus group interviews. The interpretation and understanding were organised in the form of descriptive accounts. Tape-recorded interviews and data from quest views were transcribed verbatim. After transcribing data a sense of the whole was obtained by reading carefully with understanding, and then summarizing the salient aspects. Themes were identified from the responses and discussed. The study found that SMT members were not fully aware of all of their daily functions and poor reflective practices made it difficult for them to effectively fulfil their management functions. Furthermore, the study revealed that SMT members experienced challenges, such as dealing with unprofessional teachers, poor parental involvement, poor communication, poor infrastructure and lack of resources amd these impacted negatively on their performance. The study provided insights into the practice of self-reflection and how SMT members could become reflective practitioners. A new framework was suggested that SMTs should continuously and critically reflect on their management practices and decisions. The study recommends that SMT be trained and oriented about management functions prior to their appointment in the positions. The study further recommends that SMTs consider self-reflection as part of their daily activities.
- Format
- 279 leaves
- Format
- Publisher
- University of Fort Hare
- Publisher
- Faculty of Education
- Language
- English
- Rights
- University of Fort Hare
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