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
A critical investigation of leadership in a Technical, Vocational Education and Training college in the Eastern Cape
- Authors: Chagi, Nonkonzo
- Date: 2020
- Subjects: Technical education -- South Africa , Vocational education -- South Africa , Educational leadership -- South Africa , Postsecondary education -- South Africa -- Administration
- Language: English
- Type: text , Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10962/140045 , vital:37827
- Description: Far-reaching reforms of the TVET college system – including a merger and frequent revisioning of the colleges’ role in the educational landscape of South Africa – have focused renewed attention on this sector. The fact that the sector has been plagued by poor performance – even to the extent that several colleges have been placed under administration – suggests problems at the level of leadership. This study sought to explore key role-players’ understanding of the leadership and management challenges faced by a TVET college and, by examining responses to these challenges, develop a sense of what leadership means in the sector. The study drew on three leadership theories – distributed leadership, transactional leadership as depicted in political models of management, and critical leadership – to help make sense of the findings. A qualitative case study design was used to explore key respondents’ views and lived experiences. The respondents were the principal, two deputy principals, a council member, three campus managers and a programme head. Interviews, questionnaires and document analysis were the chief data collection tools. The study found that critical leadership was the dominant approach at the college. This was revealed in the college leadership’s awareness of broader societal needs and its own role in operating in a socially just manner. College leadership also revealed signs of rejecting the status quo and opposing state control and bureaucracy, in favour of reactionary initiatives. There was limited evidence of distributed and transactional leadership. In fact, ‘leadership’ as such, seemed not to be part of the college discourse, suggesting that the concept and habit of leadership was not broadly discussed, shared and promoted. This sense was strengthened by the fact that at the time of the study, the college was headed by a charismatic and visionary leader. Indeed, the problem at the college seemed to be the Department of Higher Education and Training, which has failed the college in a number of ways.
- Full Text:
- Date Issued: 2020
- Authors: Chagi, Nonkonzo
- Date: 2020
- Subjects: Technical education -- South Africa , Vocational education -- South Africa , Educational leadership -- South Africa , Postsecondary education -- South Africa -- Administration
- Language: English
- Type: text , Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10962/140045 , vital:37827
- Description: Far-reaching reforms of the TVET college system – including a merger and frequent revisioning of the colleges’ role in the educational landscape of South Africa – have focused renewed attention on this sector. The fact that the sector has been plagued by poor performance – even to the extent that several colleges have been placed under administration – suggests problems at the level of leadership. This study sought to explore key role-players’ understanding of the leadership and management challenges faced by a TVET college and, by examining responses to these challenges, develop a sense of what leadership means in the sector. The study drew on three leadership theories – distributed leadership, transactional leadership as depicted in political models of management, and critical leadership – to help make sense of the findings. A qualitative case study design was used to explore key respondents’ views and lived experiences. The respondents were the principal, two deputy principals, a council member, three campus managers and a programme head. Interviews, questionnaires and document analysis were the chief data collection tools. The study found that critical leadership was the dominant approach at the college. This was revealed in the college leadership’s awareness of broader societal needs and its own role in operating in a socially just manner. College leadership also revealed signs of rejecting the status quo and opposing state control and bureaucracy, in favour of reactionary initiatives. There was limited evidence of distributed and transactional leadership. In fact, ‘leadership’ as such, seemed not to be part of the college discourse, suggesting that the concept and habit of leadership was not broadly discussed, shared and promoted. This sense was strengthened by the fact that at the time of the study, the college was headed by a charismatic and visionary leader. Indeed, the problem at the college seemed to be the Department of Higher Education and Training, which has failed the college in a number of ways.
- Full Text:
- Date Issued: 2020
The relationship between organisational leadership and job satisfaction of three generational age groups in a school context
- Haasbroek, Juan Gert Diedericks
- Authors: Haasbroek, Juan Gert Diedericks
- Date: 2021
- Subjects: Educational leadership -- South Africa , High Schools -- Administration -- South Africa -- Western Cape , Management , High school teachers -- South Africa -- Western Cape -- Case studies , High school teachers -- South Africa -- Western Cape -- Job satisfaction , High school teachers -- South Africa -- Western Cape -- Attitudes
- Language: English
- Type: Thesis , Masters , MBA
- Identifier: http://hdl.handle.net/10962/170802 , vital:41961
- Description: With multiple generations in education, there are different leadership styles preferred by schoolteachers that affect their job satisfaction (Cufaude and Riemersma, 1999:1-3). Schools should ensure that leadership works toward satisfied teachers to reach sustainable organisational performance. The resource-based view argues that organisations should look within the organisation, particularly human resources, to find sources that lead to improved organisational performance (Jurevicius, 2013:1). Therefore, organisations should equip themselves with the required leadership style(s) to meet employee expectations. Furthermore, it is imperative to look at different generations within the school’s context, as it will strengthen or weaken the relationship between organisational leadership and job satisfaction. The study adopted a quantitative approach, using the Multiple Leadership Questionnaire and the Minnesota Satisfaction Questionnaire as instruments for collecting primary data. The population consists of high school teachers in the Eden District, Western Cape that work at affluent schools, which are declared as quantile 4 and 5 model schools. There is a total of 13 high schools that fall within this specification with a total population of 220 teachers. In total, 111 questionnaires were distributed, of which 73 were returned. Sixty-eight were considered usable. Both sample parameters specified by the research instruments were met. The primary purpose of the study was to investigate the relationship between leadership within the organisation (referring to transformational, transactional, and passive-avoidant organisational leadership styles) and employee job satisfaction of high school teachers in the Eden District. Different generations, from the age group perspective, is composed as a moderating variable in the relationship between organisational leadership and job satisfaction. The empirical study established that the independent variables, the leadership styles employed by the organisation, are directly related to employee job satisfaction. Of the three independent variables, transformational leadership and, to a lesser extent, transactional leadership proved to have a positive association with job satisfaction. In contrast, passive-avoidant leadership has a negative relationship with job satisfaction. It is also established that the relationship is stronger or weaker based on generations, positioning generations from the age group perspective as satisfactory moderator. It was found that Millennials prefer the transactional leadership style as this will strengthen the relationship between organisational leadership and job satisfaction. Baby Boomers prefer transformational leadership for the greatest positivity. To a lesser extent, transactional leadership will also contribute to the relationship’s strength between organisational leadership and job satisfaction. Generation X is indifferent to transactional or transformational leadership.
- Full Text:
- Date Issued: 2021
- Authors: Haasbroek, Juan Gert Diedericks
- Date: 2021
- Subjects: Educational leadership -- South Africa , High Schools -- Administration -- South Africa -- Western Cape , Management , High school teachers -- South Africa -- Western Cape -- Case studies , High school teachers -- South Africa -- Western Cape -- Job satisfaction , High school teachers -- South Africa -- Western Cape -- Attitudes
- Language: English
- Type: Thesis , Masters , MBA
- Identifier: http://hdl.handle.net/10962/170802 , vital:41961
- Description: With multiple generations in education, there are different leadership styles preferred by schoolteachers that affect their job satisfaction (Cufaude and Riemersma, 1999:1-3). Schools should ensure that leadership works toward satisfied teachers to reach sustainable organisational performance. The resource-based view argues that organisations should look within the organisation, particularly human resources, to find sources that lead to improved organisational performance (Jurevicius, 2013:1). Therefore, organisations should equip themselves with the required leadership style(s) to meet employee expectations. Furthermore, it is imperative to look at different generations within the school’s context, as it will strengthen or weaken the relationship between organisational leadership and job satisfaction. The study adopted a quantitative approach, using the Multiple Leadership Questionnaire and the Minnesota Satisfaction Questionnaire as instruments for collecting primary data. The population consists of high school teachers in the Eden District, Western Cape that work at affluent schools, which are declared as quantile 4 and 5 model schools. There is a total of 13 high schools that fall within this specification with a total population of 220 teachers. In total, 111 questionnaires were distributed, of which 73 were returned. Sixty-eight were considered usable. Both sample parameters specified by the research instruments were met. The primary purpose of the study was to investigate the relationship between leadership within the organisation (referring to transformational, transactional, and passive-avoidant organisational leadership styles) and employee job satisfaction of high school teachers in the Eden District. Different generations, from the age group perspective, is composed as a moderating variable in the relationship between organisational leadership and job satisfaction. The empirical study established that the independent variables, the leadership styles employed by the organisation, are directly related to employee job satisfaction. Of the three independent variables, transformational leadership and, to a lesser extent, transactional leadership proved to have a positive association with job satisfaction. In contrast, passive-avoidant leadership has a negative relationship with job satisfaction. It is also established that the relationship is stronger or weaker based on generations, positioning generations from the age group perspective as satisfactory moderator. It was found that Millennials prefer the transactional leadership style as this will strengthen the relationship between organisational leadership and job satisfaction. Baby Boomers prefer transformational leadership for the greatest positivity. To a lesser extent, transactional leadership will also contribute to the relationship’s strength between organisational leadership and job satisfaction. Generation X is indifferent to transactional or transformational leadership.
- Full Text:
- Date Issued: 2021
The experiences of school leaders regarding action research as a tool to enhance school functioning
- Authors: Govender, Bernadette
- Date: 2012
- Subjects: Action research in education -- South Africa , Transformational leadership -- South Africa , Educational change -- South Africa , Educational leadership -- South Africa , School improvement programs -- South Africa
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:9494 , http://hdl.handle.net/10948/1623 , Action research in education -- South Africa , Transformational leadership -- South Africa , Educational change -- South Africa , Educational leadership -- South Africa , School improvement programs -- South Africa
- Description: South African schools especially those situated in previously disadvantaged communities, are faced with a myriad of challenges that school leaders have to deal with on a daily basis. School leaders are inter alia required to improve the running and functioning of their schools. A prerequisite for good schools is strong leadership. Transformational leadership seemed an appropriate focus for this research study, in which an action research approach was followed to deal with issues that impact negatively on the functioning of schools. The aim was to explore the potential benefits of this approach in terms of improving school functioning. A qualitative approach was adopted, as the experiences of the school leaders regarding action research as a tool to enhance the functioning of their schools were described. The aim was also to describe not only school leaders‟ experiences of action research, but also to interpret these so as to make recommendations based on the findings of the qualitative investigation, as to how best action research can be used as a tool for helping school leaders address issues that impinge on school functioning. This study was informed by phenomenology, and an interpretive as well as a critical paradigm. Multiple data gathering, such as field notes, observation and interviews were employed. In line with the qualitative approach, purposive sampling was used. The results of the research study appear to suggest that the benefits of an action research approach in improving school functioning relate to the transformation of the school climate, and that school leaders experience personal as well as professional transformation. This study recommends that action research as a model be incorporated into preparation programmes as well as professional development programmes for school leaders.
- Full Text:
- Date Issued: 2012
- Authors: Govender, Bernadette
- Date: 2012
- Subjects: Action research in education -- South Africa , Transformational leadership -- South Africa , Educational change -- South Africa , Educational leadership -- South Africa , School improvement programs -- South Africa
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:9494 , http://hdl.handle.net/10948/1623 , Action research in education -- South Africa , Transformational leadership -- South Africa , Educational change -- South Africa , Educational leadership -- South Africa , School improvement programs -- South Africa
- Description: South African schools especially those situated in previously disadvantaged communities, are faced with a myriad of challenges that school leaders have to deal with on a daily basis. School leaders are inter alia required to improve the running and functioning of their schools. A prerequisite for good schools is strong leadership. Transformational leadership seemed an appropriate focus for this research study, in which an action research approach was followed to deal with issues that impact negatively on the functioning of schools. The aim was to explore the potential benefits of this approach in terms of improving school functioning. A qualitative approach was adopted, as the experiences of the school leaders regarding action research as a tool to enhance the functioning of their schools were described. The aim was also to describe not only school leaders‟ experiences of action research, but also to interpret these so as to make recommendations based on the findings of the qualitative investigation, as to how best action research can be used as a tool for helping school leaders address issues that impinge on school functioning. This study was informed by phenomenology, and an interpretive as well as a critical paradigm. Multiple data gathering, such as field notes, observation and interviews were employed. In line with the qualitative approach, purposive sampling was used. The results of the research study appear to suggest that the benefits of an action research approach in improving school functioning relate to the transformation of the school climate, and that school leaders experience personal as well as professional transformation. This study recommends that action research as a model be incorporated into preparation programmes as well as professional development programmes for school leaders.
- Full Text:
- Date Issued: 2012
Investigating how teacher leadership can be developed among teachers in a rural school Namibia
- Authors: Shapange, Laban
- Date: 2020
- Subjects: Technical education -- South Africa , Vocational education -- South Africa , Educational leadership -- South Africa , Postsecondary education -- South Africa -- Administration
- Language: English
- Type: text , Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10962/144728 , vital:38374
- Description: In established democracies, the notion of ‘singular’ school leadership practised by the principal has been challenged and a more expansive approach to leadership, which includes teacher leadership, is now widely accepted. However, in Namibia, as with many countries on the African continent, the idea of ‘singular’ school leadership embedded in the position of principal still prevails. Effective leadership is generally accepted as being core to effective school improvement. The evidence from the school improvement literature constantly highlights that productive leaders exercise an indirect influence on a school’s ability and potential to improve and enhance the achievement of learners. This influence does not necessarily come from senior managers only, but partly lies in the strength of middle level leaders and teachers. Research has shown that when teachers assume shared leadership in the redesign of the school, mentor their colleagues, engage in problem solving at the school level and provide professional growth opportunities for their colleagues, they can be effective in bringing about positive change. These findings triggered my interest to study the potential of this approach to teacher leadership development in Namibia. In this context, this study investigated how teacher leadership can be developed among the teachers in a combined school in rural Namibia. The study examined both the understanding of the concept and the practices of teacher leadership among the teachers and school management team and also aimed at bringing about transformation in their practice. The study was a qualitative case study, which took an interventionist approach, framed by Cultural Historical Activity Theory as the theoretical and analytical framework. In addition, the study also used Grant’s Model of Teacher Leadership as an analytical tool. Eleven teachers and three members of the management team took part in the study as research participants and were selected by means of the purposive sampling method. Data were generated from two different phases. The first phase of the study examined perceptions and practices of leadership, while in the second phase of the study, a series of intervention Change Laboratory Workshops were conducted. Document analysis, observations, focus group interviews and closed-ended questionnaires were used as data gathering tools. The study lasted for a period of six weeks. Data were analysed using inductive and abductive approaches. The main findings of the study revealed that teacher leadership is understood as an ability to influence and inspire both learners and other teachers. Furthermore, although the participants demonstrated an understanding of teacher leadership as a concept, their understanding of teacher leaders’ roles was more on classroom management and control of learners. Teacher leadership development was understood as the process of empowering teachers to take-up various roles and delegated functions through school structures such as committees and within the community. The study further revealed a number of cultural-historic contextual tensions that led to constraints of teacher leadership practice in the case study school. For example, school management team members were seen as a barrier to teacher leadership practice and development. Factors such as limited involvement of teachers in decision-making in the school and lack of school-based continuous professional development programmes for teachers emerged as causes that constrained teacher leadership practice and development in the case study school. The Change Laboratory Workshop findings suggested that in the participants’ view, the revival of the different school committees would especially make a positive contribution to teacher leadership practice and development at the case study school.
- Full Text:
- Date Issued: 2020
- Authors: Shapange, Laban
- Date: 2020
- Subjects: Technical education -- South Africa , Vocational education -- South Africa , Educational leadership -- South Africa , Postsecondary education -- South Africa -- Administration
- Language: English
- Type: text , Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10962/144728 , vital:38374
- Description: In established democracies, the notion of ‘singular’ school leadership practised by the principal has been challenged and a more expansive approach to leadership, which includes teacher leadership, is now widely accepted. However, in Namibia, as with many countries on the African continent, the idea of ‘singular’ school leadership embedded in the position of principal still prevails. Effective leadership is generally accepted as being core to effective school improvement. The evidence from the school improvement literature constantly highlights that productive leaders exercise an indirect influence on a school’s ability and potential to improve and enhance the achievement of learners. This influence does not necessarily come from senior managers only, but partly lies in the strength of middle level leaders and teachers. Research has shown that when teachers assume shared leadership in the redesign of the school, mentor their colleagues, engage in problem solving at the school level and provide professional growth opportunities for their colleagues, they can be effective in bringing about positive change. These findings triggered my interest to study the potential of this approach to teacher leadership development in Namibia. In this context, this study investigated how teacher leadership can be developed among the teachers in a combined school in rural Namibia. The study examined both the understanding of the concept and the practices of teacher leadership among the teachers and school management team and also aimed at bringing about transformation in their practice. The study was a qualitative case study, which took an interventionist approach, framed by Cultural Historical Activity Theory as the theoretical and analytical framework. In addition, the study also used Grant’s Model of Teacher Leadership as an analytical tool. Eleven teachers and three members of the management team took part in the study as research participants and were selected by means of the purposive sampling method. Data were generated from two different phases. The first phase of the study examined perceptions and practices of leadership, while in the second phase of the study, a series of intervention Change Laboratory Workshops were conducted. Document analysis, observations, focus group interviews and closed-ended questionnaires were used as data gathering tools. The study lasted for a period of six weeks. Data were analysed using inductive and abductive approaches. The main findings of the study revealed that teacher leadership is understood as an ability to influence and inspire both learners and other teachers. Furthermore, although the participants demonstrated an understanding of teacher leadership as a concept, their understanding of teacher leaders’ roles was more on classroom management and control of learners. Teacher leadership development was understood as the process of empowering teachers to take-up various roles and delegated functions through school structures such as committees and within the community. The study further revealed a number of cultural-historic contextual tensions that led to constraints of teacher leadership practice in the case study school. For example, school management team members were seen as a barrier to teacher leadership practice and development. Factors such as limited involvement of teachers in decision-making in the school and lack of school-based continuous professional development programmes for teachers emerged as causes that constrained teacher leadership practice and development in the case study school. The Change Laboratory Workshop findings suggested that in the participants’ view, the revival of the different school committees would especially make a positive contribution to teacher leadership practice and development at the case study school.
- Full Text:
- Date Issued: 2020
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
- «
- ‹
- 1
- ›
- »