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1
Lembede, Mduduzi Dennis. "Strengthening executive leadership in the African Union (AU) : challenges and opportunities." Diss., University of Pretoria, 2015. http://hdl.handle.net/2263/53424.
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This paper explores the dynamics surrounding the executive leadership of the African Union (AU) with a specific focus on the role of the African Union Commission (AUC) and its Chairperson. It addresses the challenges and opportunities the leadership of the Commission are faced with. Among other things, the paper concludes that the African integration agenda would not be easily realised if the role, mandate and leadership of the Commission are not reconfigured. In other words, there are both structural and normative changes that are required in order to position the AUC as the nerve-centre of the continental integration agenda.
In addition to the normative and structural/institutional challenges identified in the paper, the leadership of the AUC is also hamstrung by the failure of member states to fund its activities and programs. The heavy reliance on donor support undermines the principle of ownership and the ability of the leadership of the Commission to execute their mandate, even in its limited form, without hindrance.
The paper concludes with a number of concrete recommendations to resolve the problems and challenges that frustrate the AUC. The recommendations also highlight a number of opportunities that could be maximised for the Commission to effectively achieve some of the core objectives and key priorities of the Union.<br>Mini Dissertation (MA)--University of Pretoria, 2015.<br>Political Sciences<br>MA<br>Unrestricted
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Harris, Michael J. "Accepting the Call and Overcoming the Challenges| Leadership Practices of African American Clergywomen." Thesis, Pepperdine University, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=13421423.
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<p> Clergy leadership is identified as an immensely challenging vocation. This study proposes that challenges African American clergywomen face are exacerbated due to the combination of their ethnicity and gender. Forces such as patriarchy and gender discrimination are explicated in this study and identified as major sources of oppression for African American women in clergy leadership. This study provides historical background by exploring gender arrangements both on the African continent and in the United States, to allow the reader to understand frustrations that African American clergywomen experience as they encounter myriad challenges to emerging and thriving in clergy leadership roles within the Black church setting. </p><p> Social science literature, leadership and management studies, Theological studies, and biblical accounts are provided to offer the researcher propositions, theories, philosophies, and frameworks that aid in providing perspective and understanding of the research topic. The origin, prominence, and role of the historic African American church is also discussed extensively in the study. The African American church has been instrumental in advancing the liberation of African Americans at large, but is also directly complicit in the challenges African American clergywomen experience. As such, this study seeks to identify leadership strategies and practices employed by African American clergywomen to overcome the myriad challenges in their leadership roles. Furthermore, this study highlights how African American women in clergy leadership measure their success. The study also spotlights recommendations and lessons African American clergywomen offer to others in similar leadership positions.</p><p>
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Muneesamy, Loganaden. "Strengthening leadership through networking: a mixed method evaluation of a core component of the Emerging African Leaders Programme (EALP)." Master's thesis, Faculty of Health Sciences, 2021. http://hdl.handle.net/11427/33847.
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In line with its mission to promote public leadership in Africa, the UCT Nelson Mandela School of Public Governance (NMSPG) implements the Emerging African Leaders Programme (EALP). With the use of an intensive two-week residential workshop in Cape Town, integral coaching and an EALP alumni network, the programme endeavours to enhance the leadership capacity of emerging African leaders. The purpose of the EALP alumni network is to keep EALP alumni connected, enable them to have an ongoing dialogue and facilitate collaborations with the ultimate objective of making a contribution to addressing Africa's wicked challenges. A mixed method formative outcome evaluation of the networking component of the EALP was conducted. Data was collected by means of a document review, an online survey, semi-structured interviews and focus group discussions involving the main stakeholders. The findings showed that the EALP alumni network had created, albeit in a suboptimal resource-constrained context, positive outcomes at individual, network, organisational and policy-making levels. The network helped to increase the self-confidence, connectivity, networking ability, networking, problem-solving and decision making capacity, learning, social capital and career prospects of EALP alumni. Furthermore, most of the EALP alumni expressed above average trust and commitment in the EALP alumni network, and, opined that efforts were made to ensure effective inclusion of all network members. On the other hand, on average, EALP alumni, were generally connected and interacted with others within their respective cohort, with mutual support and exchange of information and other resources only occasionally taking place among them. Of the sample, fifty percent of the EALP alumni experienced network cohesion. On average, EALP alumni, reported that it was easy to collaborate on the network but they had developed few productive collaborations with others. Slightly more than half of EALP alumni were satisfied with the management of the EALP alumni network and one fifth of them had fully internalised the network goal. Some positive outcomes were also noted at organisational and policy-making levels. With a view to strengthening the EALP alumni network, ensuring its sustainability and improving its effectiveness, the following recommendations have been made: formulation of a strategy and plans for the network, introduction of a monitoring, evaluation and learning system, formalisation of the network, appointment of a dedicated network manager to engage and support EALP alumni, and ongoing capacity-building.
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Flournoy, Khadisha. "An Investigation of the Challenges Faced By Ghanaian International Students in the American Higher Education System| A Phenomenological Multi-Case Study." Thesis, Roosevelt University, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10975416.
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<p> This research study sought to investigate and explain the perceptions and experiences of Ghanaian international students in the American higher education system. Four subjects enrolled at different higher education institutions in the USA participated in the study. The participants were selected based on the following four criteria: (a) they were Ghanaian international students; (b) they were 18 years of age or older; (c) they had successfully completed two years or more of post-secondary education in the USA; (d) and they were proficient in the English language. Three research questions guided the study: What are the perceptions of Ghanaian international students regarding their experiences in a higher educational institution in the USA? What factors influence these perceptions? What are the specific ways that Ghanaian international students negotiate the challenges of the American higher education system? A qualitative methodology and case study research design was utilized to collect data. Critical race theory, phenomenological theory, postcolonial identity theory, and intersectionality theory provided the theoretical framework for the study. Data collected from the 13 in-depth semi-structured interviews, researcher’s observations, and a researcher’s reflective journal, were coded using both open and axial codes. Thematic analysis was done vertically for each participant and across all participants’ responses. These codes were then categorized into themes and subthemes. Five themes emerged from the data analysis and these included: acculturation challenges, economic concerns, weak institutional support system, visa issues, and geography. Key influences included nationality, ethnicity, family background, religion, socioeconomic status, personality, and prior foreign travel experiences. Social networking and creating personal support systems appeared to be the most common coping strategies employed by participants. The limitations of this study included the small number of participants and the institutional type, among other factors. The implications and recommendations regarding future research are included. </p><p>
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Ashley, Rockell Chandler. "African American Women Middle Managers’ Stories of Stereotype Threat and Leadership Aspirations." ScholarWorks, 2019. https://scholarworks.waldenu.edu/dissertations/7589.
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Even with the rise of racial diversity in the workplace, African American women remain underrepresented in upper management and organizational leadership positions, making up only 1% of U.S. corporate officers. The purpose of this qualitative narrative inquiry study was to explore the daily experiences of African American women middle managers in regard to stereotype threat and the effect of these experiences on their engagement with leadership aspirations. The narrative inquiry method was used to address this gap and answer the research question, through storytelling from African American women in middle-management positions. This study was framed by 2 key concepts that focus on minority group workplace experiences with stereotype threat and the implications of these experiences on minority group members for their engagement with leadership aspirations: Inzlicht and Kang’s concept of stereotype threat spillover and Major, Spencer, Schmader, Wolfe, and Crocker’s concept of psychological disengagement. The data-gathering process involved semistructured telephone interviews with 7 college-educated African American women, in U.S.-based organizations, in which participants told the story of their stereotype threat experiences in middle management roles. Two of the 5 key themes uncovered were impact of stereotype threat spillover and disengagement from leadership and career aspirations. The information gathered from the narrative study will help drive social change by bringing awareness to the issue and reducing threat experiences of disadvantaged groups across organizations.
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Whitehead, Marquia V. "A Phenomenological Study of the Barriers and Challenges Presented to African American Women in Leadership Roles at Four-Year Higher Education Institutions." Thesis, University of Louisiana at Lafayette, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10269091.
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<p> Researchers have noted that African American women are a triple jeopardy. They are discriminated against because of three aspects: class, race, and gender (Sanchez-Hucles & Davis, 2010). In terms of education, African American women have a long history of educating other individuals, even those outside of their race (Perkins, 2015), as well as being engaged in numerous organizations to build foundations in higher education (Mosley, 1980). Additionally, African American women are leading statistics in college and university enrollment, as well as graduation rates (Howard-Vital, 1989; In Higher Education Black Women, 1997). However, African American women suffer from disadvantages of the glass ceiling in reference to obtaining leadership positions at higher education institutions (Ransby, 2000). This research has explored the disadvantages for African American women in leadership. It has been guided by the overarching research question: what are the influences, barriers, and challenges for African American women in higher education leadership positions? The study will also explore the impact of support and empowerment in guiding the success of women of color in academe.</p><p>
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Curl, Sherman John. "John M. Ellison within the veil: Confronting the challenges of leadership in the age of Jim Crow." W&M ScholarWorks, 2007. https://scholarworks.wm.edu/etd/1550154047.
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Nyamuda, Paul Andrew. "Organisational leaders' perceptions of the challenges and constraints of the leadership development of Blacks in South African private organisations." Thesis, Rhodes University, 2000. http://hdl.handle.net/10962/d1002542.
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In recent years, it has become clear that a lot of corporate collapse can be traced down to poor leadership. As more and more black executives are climbing the corporate ladder, it is becoming all the more necessary to explore how their effective leadership development can occur with private organisations in South Africa. There are many challenges and constraints associated with the leadership development of these executives. This can be expected as they are entering an environment which has been largely white-dominated. As a result they find themselves facing the challenges of succeeding amidst negative perceptions they have experienced from their superiors and subtle pressures from subordinates. Therefore, it can only be expected that if organisations are to maintain a competitive advantage they need to understand how to effectively develop this new breed of leaders. Hence, the researcher has used a qualitative approach to investigate the complexities of the experiences of black executives in private organisations. In terms of the theoretical framework, the research focuses on some of the new approaches to leadership. It was discovered that leadership development is essentially a process that goes beyond mere training sessions, and largely involves the relationships one has within the organisation. This involves relationships with superiors, peers, and subordinates. The research indicates that if these relationships are managed effectively, leadership development is enhanced. Whilst the role of formal training programs appeared somewhat downplayed, it was clear that these programs had a strong role in terms of their psychological impact on participants. They certainly affected their perception of the organisation and their own self-efficacy. The research, therefore illustrates how there are a variety of individual and organisational attributes that form a basis for effective leadership development of blacks in private organisations. The researcher argues that if these are implemented, organisational well-being is enhanced.
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Maserumule, MH, and SBO Gutto. "A critical understanding of good governance and leadership concepts written in the context of the New Partnership for Africa’s Development (NEPAD) and the challenges to contextual discourse on Africa’s development paradigms1." Routledge Taylor & Francis Group, 2009. http://encore.tut.ac.za/iii/cpro/DigitalItemViewPage.external?sp=1001427.
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Good governance is a value-laden concept that is characteristically nebulous; it can
mean different things to different people, depending on the context in which it is
used. The same applies to leadership. Concepts, as Pauw (1999a, 465) puts it, are
‘tools of thinking’ and contexts are ‘the environments or frameworks in which they
[concepts] operate’. Lucidity in the meanings of concepts is fundamentally important
for shaping debate and enriching discourses. To maintain their power, concepts must
be used in their proper contexts. This necessitates an understanding of the art of
contextual discourse. Good governance is used in NEPAD as a principle and emphasised as a sine qua non for sustainable development in Africa. On the other hand, NEPAD
premises Africa’s re-birth or Renaissance on good governance and leadership, with a
vision and commitment to repositioning the continent in global power balances. In
this article good governance and leadership are considered as concepts. NEPAD is a
textual context within which the two key concepts are used and should, consequently,
be engaged. The article attempts a critical review of African scholarship engagement
with good governance and leadership within the NEPAD context to determine the
extent to which contextual discourse is practised. It further grapples with the
immediate historical background to scholarship on Africa’s development between
the 1960s and early 1990s. The exercise reveals that much of the accumulated body
of African scholarship and scholarship on Africa’s development reviewed does not
sufficiently contextualise discourse on good governance and leadership within NEPAD,
and its key assessment and monitoring device, the African Peer Review Mechanism
(APRM), and offers an alternative framework.
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Laubscher, Teresa. "Transformational leadership : challenges for leaders at the National Institute for Higher Education in the Northern Cape (South Africa)." Thesis, Stellenbosch : Stellenbosch University, 2008. http://hdl.handle.net/10019.1/2723.
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Thesis (MPhil (Curriculum Studies))--Stellenbosch University, 2008.<br>Background to the study: The Critical Care nursing programme at the Faculty of
Health Sciences (Stellenbosch University) is a one-year programme. The practical
component consists of practical procedures and case presentations. Students have
limited time available in the clinical areas to reach competency in the practical skills.
Students tend to use the majority of the clinical teaching time available to reach
competency in these practical procedures, rather than discussing the patient and
learning the skills to integrate and understand the patient’s condition and treatment,
which they can acquire by doing case presentations. The end result of this misuse of
clinical contact time is that some of the students, by the end of their programme, still
have difficulty to integrate a patient’s diagnosis and treatment regime, although they
have managed to complete the expected practical procedures.
Summary of the work: A case study design was used. I wanted to investigate whether
one could make use of simulation and the Clinical Skills Centre (CSC) to complete the
majority of the practical procedures so that more time would be available in the clinical
areas for the students to do case presentations. The study focuses on describing how
the tutors and students involved experienced the use of simulation, as well as how it
impacted on the available teaching time in the clinical areas.
Conclusions and recommendations: Some of the most important issues that were
highlighted in the study and needs to be mentioned are the following:
· The students highly valued supervision by a Critical Care tutor when practising their
skills in the CSC.
· Students indicated that they valued the opportunity to practise some of the more
risky procedures in simulation, because it presents no risk to patients.
· Case presentations seem important to be added to the CSC’s practical sessions in
order to attempt making the practical simulated scenarios even more realistic.
· The teaching at the bedside in the clinical areas used to be done somewhat ad hoc.
With the teaching in the CSC now being much more structured, this necessitates the
teaching at the bedside to be revisited and to be structured to a certain extent.
Summary of the results: The information obtained from the Critical Care tutors and the
students indicated that these two groups were largely in agreement that simulation
seems to be valuable and can effectively be used in a Critical Care nursing programme.
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Semple, Keven John. "Exploring the behavioural competencies of the future project manager : perspectives from a South African project management organisation / Semple K.S." Thesis, North-West University, 2011. http://hdl.handle.net/10394/7279.
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Project management is as much art as it is science. Competence of project managers is
receiving increasing interest as more organisations accept that project performance has an
impact on organisational performance. Scholars and practitioners of project management
tend to agree that while the technical aspects of project management are important, it is the
behavioural competencies, or soft skills, of project managers that are required for success ?
now and in the future. This study set out to explore the expected evolution of the
behavioural skills and competencies of the project manager over the next decade.
Secondary objectives of the study were to establish if perceptions differ amongst the
respective demographic groups, the importance of leadership skills and how identified future
behavioural competencies are addressed in current job profiles for project managers.
The research study began in the literature where projects and project management was
introduced followed by an exploration of some of the trends and perceptions expected to
impact on project management in the future. Projects of the future will be strongly influenced
by technology with complexity and uncertainty as common themes. Leadership and
flexibility will be key for project managers to survive in such a dynamic, hyper–connected
environment.
A thorough literature study was conducted into the behavioural competencies of project
managers especially with respect to the most widely used project management bodies of
knowledge. The concept of competency was defined and a number of models of
competency were presented. Soft skills relating to project managers were discussed
including emotional intelligence which has received much attention recently. A comparison
was made of the behavioural competencies of project managers as addressed in the IPMA
International Competence Baseline 3.0, the APM Body of Knowledge and the PMI Body of
knowledge. Concluding the literature study, the fifteen behavioural competencies from the
IPMA International Competence Baseline were discussed drawing on insight from the
literature.
An empirical study was completed with the aid of a new questionnaire designed using the
behavioural competencies contained in the IPMA International Competence Baseline 3.0 as
constructs. The questionnaire survey explored the perceptions of members in a South
African project management organisation regarding the evolution of the importance given to
the identified behavioural competencies. Analysis of the responses showed the
questionnaire to be reliable and valid. Respondents indicated that they expect the following
project manager behavioural constructs to grow in importance in the future: Efficiency,
Leadership, Creativity, Openness and Engagement and Motivation. Respondents
expect the following behavioural constructs to be less important in the future: Ethics, Values
Appreciation, Reliability, Conflict and Crisis and Self–control.
Structured interviews conducted to validate the survey results highlighted only that
Leadership is an area that is expected to take on more importance for project managers in
future. The interviews produced similar expectations to the literature regarding the future
challenges for project management regarding complexity, uncertainty and the rate of
change.
A review of Project Manager job profiles yielded that generally behavioural competencies for
project managers are not comprehensively addressed with more attention required and to
utilise research as a basis. Proficiency requirements and assessment of proficiencies
remains a major challenge that must be addressed by organisations in future.
Conclusions regarding the findings of the research study were presented and
recommendations for organisations and interested parties given. The research study was
evaluated opposite the primary and secondary objectives with the conclusion that both were
achieved. Finally, recommendations for further research into the behavioural competencies
and related topics were proposed.<br>Thesis (M.B.A.)--North-West University, Potchefstroom Campus, 2012.
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Tshazibana, Vukile Shadrack. "Challenges of instructional leadership in historically disadvantaged schools in South Africa." Thesis, Nelson Mandela Metropolitan University, 2012. http://hdl.handle.net/10948/d1016059.
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The research presented in this thesis investigates challenges faced by principals in historically disadvantaged schools in terms of their role as instructional leaders facilitating the implementation of curriculum policies. The study consists of two parts. The first study sampled 25 school principals, 80 teachers and 11 department of education officials from the Uitenhage and Port Elizabeth education districts in the Eastern Cape. Data obtained in the first study were generated by administering a pen-and-paper questionnaire and individual interviews to selected participants. The second study employed an online questionnaire that was open to principals, teachers and departmental officials in all provinces of South Africa in order to generate data over as wide a geographic range as possible. Mixed methods were used to analyse the qualitative and quantitative data from the two studies. Thematic analysis techniques were employed to categorise qualitative data and the quantitative data were subjected to analytical techniques to provide descriptive and inferential statistics. The data revealed that school principals view themselves as change agents who should be in the forefront of change and curriculum implementation, and that they believe that they know what is expected of them in this regard. However, they recognise that they are not adequately prepared for the task of instructional leadership. The data also suggest that teachers have expectations that principals should be trained in instructional leadership and work closely with departmental officials in order to provide guidance and leadership at school level to address their professional needs. Problems related to capacity and skills of subject advisors and other district officials were revealed by the study. These issues are generally and informally recognised, but have not been formally raised within the Department of Education. The findings of the study also highlight the fact that, after nearly two decades in the new political dispensation, there are still vast differences within the South African schooling system between school types. These differences are most evident between ex-Model C schools and historically disadvantaged ex-DET schools, and it is recognised that principals in ex-DET schools need support tailored to their particular circumstances and context. The findings in this study support the notion that much needs to be done in South Africa in terms of empowering school principals; especially those from historically disadvantaged schools. The data provide insights into some of the constraints of local context, which enables better understandings of the challenges of instructional leadership in historically disadvantaged schools. These understandings should be of value when considering strategies to support principals in their role of instructional leaders.
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Bell-Nolan, Mary E. "Writing is Worth the Challenges: A Qualitative Study of Teachers' Beliefs, Experiences, and Common Core Tensions with Writing Instruction Across the Curriculum in an Urban High School." Kent State University / OhioLINK, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=kent1437157556.
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Kibito, Mziwoxolo Enoch. "The missional challenge of the HIV/AIDS pandemic for the leadership of the URCSA Kwazakhele Congregation in Port Elizabeth." Thesis, Stellenbosch : Stellenbosch University, 2011. http://hdl.handle.net/10019.1/18038.
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Thesis (MTh)--Stellenbosch University, 2011.<br>ENGLISH ABSTRACT: This study is about the missional challenge of the HIV/AIDS pandemic to the leadership of the Kwazakhele congregation in Port Elizabeth, South Africa. This undertaking should be dealt with from the premise of a practical theological point of view. In this context, the HIV/AIDS pandemic aggravates the plight of those in the community with the least resources, i.e. orphans and the destitute. Very limited resources, for example financial, psychological and spiritual, are available to them. This has severely impacted on the lives of South Africans across the country. And, this impact of HIV/AIDS is being felt at all levels of the society with its ever-increasing cases of infections, deaths, rejections, stigmatization, number of orphans and households headed by children. This social reality poses a burden on ministerial health budgets, thus a dilemma for health resources.
Through her leadership, the Church, as an instrument and field for the Triune God‟s missional praxis, is called to respond and act upon this plight. In that sense, a clear understanding of the missional Church is central in this theological and practical undertaking. The Kwazakhele leadership's empowerment will enable them to lead the congregation in a faithful response to the HIV/AIDS pandemic while taking cognizance of appropriate theological reflections that relate to the Triune God's salvific work.
In essence, the researcher intends to investigate how the congregation of the Kwazakhele Uniting Reformed Church of South Africa (URCSA) can combat and deal with HIV/AIDS in a compassionate Christian manner while taking cognizance of biblical imperatives. In that respect, the researcher has been engaged with interviews of families in the Kwazakhele congregation, members of whom had died of AIDS. The objective was to shed light on their experiences and to determine whether the Church is doing enough to support their members regarding this pandemic.
Furthermore, this research also challenges the Kwazakhele congregation, in particular, whether she fulfills her calling, that is, crosses the boundaries to take care of the plight that the community faces regarding HIV/AIDS.
In actual fact, the discernment of God's will is possible by a critical and sensitive leadership who should determine whether the congregation whom they serve is competent enough to deal with this HIV/AIDS pandemic, or not. This, indeed, challenges their Christian consciences. The researcher believes that the information and the resource material, as well as the institution to which he referred, will be of assistance to the Christian leadership of the Kwazakhele congregation and also the entire URCSA congregation at large.<br>AFRIKAANSE OPSOMMING: Die fokus van hierdie studie is die missionêre uitdaging van die MIV/VIGS pandemie aan die leierskap van die Kwazakhele gemeente in Port Elizabeth. Die studie word onderneem vanuit die gesigspunt van die Praktiese Teologie. Binne hierdie konteks, vererger die MIV/VIGS pandemie die lot van diegene in die gemeenskap met die minste bronne, naamlik die weeskinders en hulpbehoewendes. Baie min bronne (sielkundig, finansieel en spiritueel) is beskikbaar vir hulle. Die impak op die lewens van Suid-Afrikaners landswyd is drasties. Daar is toenemende sterftes, verwerping, stigmatisering en weeskinders, asook kinders aan die hoof van huishoudings. Hierdie maatskaplike werklikheid plaas groot druk op die nasionale gesondheidsbegroting.
Die kerk, as instrument en lokus vir die missionêre praksis van die drieënige God, is geroepe om op te tree en hierdie haglike toedrag van sake aan te spreek deur haar leiers.
'n Duidelike verstaan van wat 'n missionêre kerk is, staan sentraal in hierdie teologiese en praktiese onderneming. Bemagtiging van die leierskap in die Kwazakhele gemeente sal hulle in staat stel om die gemeente te lei om getrou te wees aan hulle roeping om die MIV/VIGS pandemie aan te spreek. Terselfdertyd moet hulle ook bewus wees van toepaslike teologiese nadenke oor die drieënige God se ingrype om Sy reddened genade te laat realiseer.
Die navorser poog dus om te ondersoek hoe die Kwazakhele Verenigende Gereformeerde Kerk (VGK) die MIV/VIGS pandemie kan teëwerk en daarmee op 'n barmhartige Christelike wyse kan handel, en voortdurend bewus wees van Bybelse imperatiewe in hierdie verband. Die navorser het ook onderhoude gevoer met familielede van persone wat as gevolg van VIGS gesterf het ten einde, aan die hand van hulle ondervindinge, vas te stel of die Kerk genoeg doen om lidmate te ondersteun ten tyde van hierdie pandemie.
Hierdie navorsing is ook 'n uitdaging aan die Kwazakhele gemeente om te bepaal of sy haar roeping vervul, grense oorsteek, en omgee vir 'n gemeenskap in nood.
Onderskeiding van God se wil is moontlik deur kritiese en sensitiewe leierskap wat moet bepaal of die gemeente, waarin hulle dien, in staat is om genoegsaam aandag aan die MIV/VIGS pandemie te skenk. Hierdie oefening daag hul Christelike gewete uit. Die navorser is van mening dat die inligting en navorsingsmateriaal, asook die instelling waarna verwys word, die Christelike leierskap van die Kwazakhele gemeente, sowel as hele VGKSA, van hulp kan wees.
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Sekano, Gopolang Harry. "Experience of men under the leadership of women is a challenge to pastoral care." Diss., Pretoria : [s.n.], 2007. http://upetd.up.ac.za/thesis/available/etd-05282008-164951/.
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Ngangelizwe, Nomakaya Orrienda. "Analysis of leadership and management challenges facing school principals in Circuit no. 12 of the King William's Town District of the Eastern Cape Province." Thesis, University of Fort Hare, 2012. http://hdl.handle.net/10353/d1006981.
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Within the South African context, because of political and social changes and the influence caused by these changes on educational structures, the new and high demands are required from school principals. Principals now find it necessary to make choices and take decisions .Unfortunately they are not equipped sufficiently to make careful decisions in meeting constitutional demands (Niehaus & Myburgh, 1999). According to Evans (1997:20) (as cited by Schoeman, 2006) the establishment of suitable institutions is sufficient in keeping a free and democratic society, world events (fascism in Japan, Italy, Germany,1920s-1930s;cold war in Europe, 1940s-1980s are there to remind us that even the best –designed institutions are not sufficient. A free and democratic society is dependent on knowledge, skills and virtues of its citizens (IDASA 1999:2). Brown and Duku, 2008 contend that when SASA was introduced, it was of the idea that it would create a new school governance landscape (Naidoo, 2005). Criticisms are blaming the SASA for the tensions that exist in school governance. SASA is viewed as steeply middle- class in identity and is accused of normalising parental participation in school governance in middle-class terms. Another criticism is on the assumption that parents should have the resources and time to spend on school activities (Dyer &Rose, 2005; Fakir, 2003; Sayed & Soudien, 2005). When criticisms against this Act were taken stock of in the context of socio-economic realities of many communities in rural locations in SA, it is difficult to disagree. The report of the Ministerial Review Committee cited socio-economic related difficulties as paralysing how parents participate in school governance in rural communities (Ministerial Review Study, 2004).
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Andrews, Hilda. "Transformation amongst staff and students at the University of Cape Town: Challenges and Prospects." Thesis, University of the Western Cape, 2008. http://etd.uwc.ac.za/index.php?module=etd&action=viewtitle&id=gen8Srv25Nme4_9689_1259737394.
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<p>This research is an evaluative case study of transformation in a Historically White University in South Africa. The research occurs within the context of redress against the inequality and exclusion created by the legacy of apartheid. The research is a qualitative and quantinative study. it is based on based on desk research and include a literature review. Internet search as well as an analysis of key organisational and policy context documents such as reports, projects and surveys are used. semi-structured interviews was held with a sample of staff.</p>
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Sejeng, Mankopane Sydney. "The practical theological challenges faced by the Apostolic Faith Mission of South Africa Fountain of Life Congregation in the Winterveldt community." Thesis, Stellenbosch : Stellenbosch University, 2011. http://hdl.handle.net/10019.1/17983.
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Thesis (MTh)--Stellenbosch University, 2011.<br>ENGLISH ABSTRACT: This study is about the practical theological challenges faced by the AFM of SA Fountain of life congregation in the Winterveldt community. The Fountain of life congregation has minimal involvement in the community of Winterveldt, a community plagued by numerous life threatening plights. The congregation is in a survival mode after stagnating for a number of years and with serious challenges of declining or even facing possible extinction.
This study's goal is to develop a practical theological theory, strategy and process which the AFM of SA Fountain of life congregation would be inspired to implement in order to contribute towards arresting theological, social, economical and moral degradation in the community of Winterveldt. The researcher employed a practical theological methodology and explored areas that are vital for the answering of the research problem, "What can be done in the Fountain of life congregation to maximize the participation of all members to serve the community of Winterveldt as well as the larger society?"
It is hypothesized that Practical Theology will give the AFM of SA Fountain of life guidance and equip this faith community and its leaders theologically to consider their vocation, to develop a practical theological ecclesiology, a way to be the true, faithful and effective local church which is the salt and light of the world, including Winterveldt.
The study explored the "world" in which Fountain of life finds itself, in terms of its contextual as well as the congregation's identity analysis. The normative aspects of being a missional church which covered the missional identity, empowerment and involvement of laity, and missional leadership were elaborated, while spiritual discernment with areas particular to Fountain of life received attention in the normative aspects of spiritual discernment. It is recommended that the identity of Fountain of life be grounded in the mission of the Trinitarian God (missio Dei of the Trinitarian God). The missionary identity and character of Fountain of life should be built and developed upon the eight dominant patterns found in a missional church.
The researcher strongly encourages the Fountain of life congregation to employ the missional leadership strategies while engaging in a total involvement leadership style, which integrates high concern for getting the task completed and a high concern for good people relationship. The leadership of Fountain of life is further encouraged to use the suggested laity empowerment strategies in order to empower, develop, and involve the laity.
Missional transformation can only succeed if the laity is empowered and committed to deal with new realities. Leadership is key in engaging the laity. The pastor and the leadership of Fountain of life must teach, educate, lead, and engage the congregation, and also partner with other communities of faith and organizations especially the South African Partnership for Missional Churches (SAPMC) to succeed.
Fountain of life should practice missional praxis theology, a holistic theological model that describes the methodology for congregations to develop their own contextual ecclesiology within the parameters of God‘s overall design for the Church.<br>AFRIKAANSE OPSOMMING: Die navorsing handel oor die prakties-teologiese uitdagings van die Apostoliese Geloofsending (AGS) in Suid-Afrika se Fountain of life gemeente in Winterveldt (Tswane metropolitaanse area). Fountain of life het minimale invloed in die Winterveldt gemeenskap, 'n gemeenskap wat gebuk gaan onder baie ernstige sosiale probleme. Die gemeente is net besig om te oorleef, dit is stagnant en staar agteruitgang of algehele ondergang in die gesig.
Die studie poog om teorie, strategie en ʼn proses te ontwikkel wat die Fountain of life gemeente in staat sal stel om ʼn bydrae te lewer om die algehele agteruitgang op teologiese, sosiale, ekonomiese en morele gebied, aan bande te lê en selfs om te keer. Die navorser gebruik ʼn prakties-teologiese benadering ter beantwoording van die navorsingsvraag: "Hoe kan die Fountain of life gemeente deelname van lidmate maksimaal benut sodat hulle Winterveldt en die groter gemeenskap kan bedien?"
As die Fountain of life AGS gemeente die prakties-teologiese uitdagings wat die gemeenskap in die gesig staar, kan ondersoek en verstaan asook maniere vind om dit aan te spreek kan hulle die lot en swaarkry van die gemeenskap se mense help verlig.
Die navorsing ondersoek die gemeente se bestaanswêreld, haar meer onmiddellike konteks asook haar identiteit. Wat is die normatiewe basis van ʼn missionale gemeente? Wat is die implikasies daarvan vir missionale identiteit? Hoe word lidmate bemagtig en hoe raak hulle betrokke? Wat behels missionale leierskap? Verder word baie klem geplaas op die normatiewe beginsels van geestelike onderskeidingsvermoë en wat dit in die praktyk vir die gemeente beteken.
Die studie stel voor dat Fountain of life haar identiteit in die sending van die drie-enige God (missio Dei) leer vind. Die agt kenmerke van ʼn missionale gemeente behoort die identiteit van die gemeente te bepaal.
Die navorser voel sterk dat die gemeente missionale leierskap strategieë moet implementeer. Dit behels volle oorgawe aan die taak sowel as ʼn volledige betrokkenheid by mense. Die gemeente se leierskap word aangemoedig om lidmate te bemagtig, te help om geestelik te ontwikkel en om in die kerk en gemeenskap betrokke te raak.
Missionale transformasie kan alleen slaag as lidmate betrokke is, bemagtig is en bereid is om nuwe werklikhede te hanteer. Leierskap moet hiertoe verbind wees. Die plaaslike pastoor en die gemeente se leierskap moet lidmate toerus, voorgaan en betrokke kry. Hulle moet ook met ander geloofsgebaseerde organisasies netwerk, in die besonder die Suid-Afrikaanse Genootskap van Gestuurde Gemeentes.
Fountain of life gemeente word opgeroep om missionaal en holisties teologie op ʼn praxis styl te beoefen sodat die gemeente ʼn eie kontekstuele ekklesiologie binne die koninkryk se parameters van die missio Dei kan ontdek.
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Kalemba, Mymy. "The community development issues as missional challenges for Christian mission in Central African Republic." Thesis, 2017. http://hdl.handle.net/10500/23327.
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The community development issue faced by the Christian mission in Central African Republic was the topic of this work. Due to multiple insecurity and political instability causes, it has created many negatives effects, especially on the poor population and Christian Churches. Ideally, the Christian mission through the Ngoubagara Baptist Church when faced with Central African Republic tragic and successive socio-politic wars should have been to promote community development, peace, social justice, education for all, good health, national reconciliation, respect for human rights and to denounce all harm and discrimination against the human being. The church has a sacred mission to announce the gospel to all humanity and to assist the people towards the positive transformation of Central African Republic.
This study will be of help to missiological scholars and to the church so that it may better carry out its prophetic and holistic missions according to God’s vision and with the purpose to change the Central African society. In fact, Christian church as well as Ngoubagara Baptist Church can be the voice of millions of voiceless people regarding poverty, joblessness, rebel wars and rethink community development issues. Through its missionary work, can be the main factor in transforming Central African Republic society, because, the church should “face the difficulties of the present time, not with ready-made answers or simplistic, over-simplifying ideologies, but with a realistic attitude and with discernment. This is the church’s duty of scrutinizing the signs of the times and of interpreting them in the light of the Gospel” (Czerny 2012:70).
The church mission is supposed to be a continuation of Jesus Christ’s ministry, which is total salvation. However, human being development is a church work matter, in touching body, soul and spirit. The Ngoubagara Baptist Church’s prophetic and holistic mission duty should be the life and dignity of the Central African people. Then, missiology can promote community development where Christians can play an important leadership role. The lack of such leadership affects individuals and communities negatively. The church should be present in the world and guide the people.<br>Christian Spirituality, Church History and Missiology<br>D. Th. (Missiology)
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Logan, Angela R. "The Dilemmas of Bringing Your Culture With You: The Career Advancement Challenges of African-American Women Foundation Executives." Thesis, 2014. http://hdl.handle.net/1805/6461.
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Indiana University-Purdue University Indianapolis (IUPUI)<br>Grounded in leadership, cultural, communication, and gender studies, this dissertation investigates the challenges African-American women executives in the philanthropic foundation sector faced as they strive to have their culture legitimated within the culture of the workplace. Through the use of case study methodology, I examined the experiences of participants by conducting oral history interviews that traced their critical path to leadership. I also incorporated my own experiences in the field to further explore the connections between race, gender, and leadership styles in philanthropic organizations. The interviews and my own auto-ethnographic research explored the possible consequences of black executive women in the foundation world not being able to share aspects of their cultural lives in workplace networks and the impact of the critical exclusion of who they really are as whole human beings on the quality of their careers.
An analysis of data collected from the interviews revealed key factors critical to the success of study participants. First was the presence of familial or close adults actively engaged in philanthropic activity during the participants’ formative years. Second was a strong influence of a faith tradition. Additionally, the date revealed that participants’ involvement in outside leadership roles, often tied to their racial and gender identities, were not capitalized on by employers.
This study achieved several key outcomes. First, it afforded participants an opportunity to develop the personal satisfaction of expanding the body of knowledge related to leadership development within the philanthropic foundation sector. Additionally, by sharing their stories, these individuals were able to develop or strengthen mentorship relationships. Lastly, this study has the potential of being of significant benefit to the greater philanthropic foundation sector, since it worked towards the expansion of the body of knowledge specific to the issues of gender and cultural differences within the foundation sector.
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Kalemba, Mymy. "The community development challenges faced by the Baptist Church of Ngoubagara (CAR), 2005-2011 : a missiological perspective." Diss., 2013. http://hdl.handle.net/10500/11979.
Full textAbstract:
The community development challenge faced by the Baptist Church of Ngoubagara in Central African Republic was the topic of this work. Due to multiple insecurity and political instability causes, it has created many negatives effects and especially on the poor population. Ideally, the mission of the Ngoubagara Baptist Church when faced with CAR tragic and successive socio-politic wars should have been to promote community development, peace, social justice, education, health, reconciliation, respect for human rights and to denounce all harm and discrimination against the human being. The church has a sacred mission to announce the gospel to all humanity and to assist the people towards the positive transformation of CAR. This study will be of help to missiological scholars and to the church so that it may better carry out its prophetic and holistic missions according to God’s vision and with the purpose of positively transforming CAR society.<br>Christian Spirituality, Church History & Missiology<br>M. Th. (Missiology)
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Akor, Eusebius Ugochukwu. "In quest for an ethical and ideal post-colonial African democratic state : the cases of Nigeria and South Africa." Thesis, 2019. http://hdl.handle.net/10500/25445.
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Text in English, abstract in English, Afrikaans and Northern Sotho<br>This study examines why post-colonial African states are not able to institutionalise the ideal ethical and democratic societies, given their access to international best practices and the abundance of human and natural resources; why the future of democracy in Africa remains uncertain despite the current efforts at democratisation; if western democracy can be implemented in Africa; why the West is able to produce better systems of governance; why leaders and managers find it daunting to create the kind of society that is inspiring, ethical, immune to bureaucracy, and that possesses excellent economic performance; how leaders, members of the community, bureaucrats, corporate executives and managers can contribute to the realisation of the ethical and ideal African state; and the options for alternative democratic order for the African continent.
The inability of post-colonial African states to institute systems and strategies that adequately address the needs and expectations of their citizens has created chaos and anarchy that in some states can be likened to Hobbes state of nature where the weak is at the mercy of the strong and life is nasty, brutish and short. While the West has been largely blamed for playing a significant role in Africa’s inability to effectively manage itself, other theorists criticise African leaders and the community members for their inability to conduct themselves ethically and to implement a constructive and effective system of governance. It is imperative that African states devise adequate means of ethically administering their territories in a manner that meets societal expectations and needs, and in order to avoid intractable socio-political and economic complications.<br>Hierdie studie ondersoek die redes waarom postkoloniale Afrika-lande nie die ideale etiese en demokratiese samelewings instabiliseer nie, gegewe hul toegang tot internasionale beste praktyke en die oorvloed van menslike en natuurlike hulpbronne; waarom die toekoms van demokrasie in Afrika onduidelik bly ten spyte van die huidige pogings vir demokratisering; as westerse demokrasie in Afrika geïmplementeer kan word; waarom die Weste beter stelsels van bestuur kan lewer; hoekom leiers en bestuurders dit skrikwekkend vind om die soort samelewing wat inspirerend, eties, immuun vir burokrasie is, te skep en wat uitstekende ekonomiese prestasie besit; hoe leiers, lede van die gemeenskap, burokrate, korporatiewe bestuurders en bestuurders kan bydra tot die verwesenliking van die etiese en ideale Afrika-staat; en die opsies vir alternatiewe demokratiese orde vir die Afrika-kontinent.
Die onvermoë van post-koloniale Afrika-state om stelsels en strategieë in te stel wat die behoeftes en verwagtinge van hul burgers voldoende aanspreek, het chaos en anargie geskep wat in sommige state vergelykbaar kan wees met Hobbes se toestand van die natuur, waar die swakeling aan die genade van die wat sterk is afhanklik is en die lewe ‘n nare, brutaal en kort lewe is. Terwyl die Weste grotendeels die blaam kry in terme van hul groot bydra in Afrika se onvermoë om homself doeltreffend te bestuur, kritiseer ander teoretici Afrika-leiers en die gemeenskapslede vir hul eie onvermoë om eties op te tree en om 'n konstruktiewe en effektiewe bestuurstelsel te implementeer. Dit is noodsaaklik dat Afrika-state voldoende middele voorsien om hul gebiede eties te administreer op 'n wyse wat voldoen aan maatskaplike verwagtinge en behoeftes, en om onwikkelbare sosio-politieke en ekonomiese komplikasies te vermy.<br>Thuto ye e lekola mabaka a gore ke eng dinaga tša ka morago ga bokoloneale di sa kgone go hloma dipeakanyo tša maswanedi tša maitshwaro le ditšhaba tša temokrasi, tšeo di filwego phihlelelo go ditiro tše kaonekaone tša boditšhabatšhaba le bontši bja methopo ya semotho le tlhago: ke ka lebaka la eng Bodikela bo kgona go tšweletša mekgwa ye kaone ya pušo; ke ka lebaka la eng baetapele le balaodi ba hwetša go le boima go hlama mokgwa wa setšhaba seo se nago le mafolofolo, maitshwaro, se sa huetšwego ke mokgwa wa pušo wo o diphetho di tšewago ke bahlanka ba mmušo bao ba sa kgethwago, gomme ba na le tiro ye kgahlišago ka ikonomi; ka moo baetapele, maloko a setšhaba, batšeasephetho ba mmušo ba sa kgethwago, malokopharephare a dikoporasi le balaodi ba ka aba mo go phihlelelong ya maitshwaro le naga ya maswanedi ya Afrika; le go dikgetho tša peakanyo ye e hlatlolanago ya temokrasi mo kontinenteng ya Afrika.
Go se kgone ga dinaga tša ka morago ga bokoloneale go hlama mekgwa le maano ao a maleba a go bolela ka ga dinyakwa le ditetelo tša baagi ba bona di hlotše tlhakatlhakano le tlhokapušo yeo mo go dinaga tše dingwe e ka bapetšwago le naga ya Hobbes ka tlhago moo mofokodi a lego ka fase ga yo maatla gomme bophelo bo se bose, bo le šoro le go ba bjo bokopana. Mola Bodikela bo pharwa molato kudu mo go bapaleng karolo ye e tšweletšego mo go se kgonego ga Afrika go itaola ka tshwanelo, borateori ba bangwe ba solago baetapele ba Afrika le maloko a setšhaba mo go se kgonego go itshwara gabotse le go phethagatša mokgwa wo hlamilwego gabotse wo o šomago wa pušo. A bonagala gore dinaga tša Afrika di loga maano a makaone a go laola ka tshwanelo dinagadilete tša bona ka mokgwa wo o tla fihlelelago ditetelo tša setšhaba le dinyakwa, le gore go thibelwe go se boelemorago ga dipolotiki tša selegae le tlhakatlhakano ya ikonomi.<br>Philosophy, Practical and Systematic Theology<br>D. Litt. et Phil. (Philosophy)
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Mmela, Marungwane Lydia. "Governance and the leadership challenges in Emalahleni local municipality." Thesis, 2017. http://hdl.handle.net/10539/23371.
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Thesis (M.M. (Public and Development Management))--University of the Witwatersrand, Faculty of Commerce, Law and Management, Wits School of Governance, 2017.<br>The aim of this study is to identify the main reasons for why there is poor leadership and poor service delivery in the Emalahleni Local Municipality. The study undertook a comprehensive review of related literature in order to enhance the knowledge gap within the concept of leadership and governance. This research adopted the qualitative research method as the research study deals with real-life social issues which involve the employees of Emalahleni Local Municipality and the residents of Emalahleni itself. Face-to-face interviews were conducted both in the Emalahleni Local Municipality and Emalahleni area to collect credible data for the study. In addition, the sample size considered for this study was ten participants who were interviewed for the study, five employees from the Emalahleni Local Municipality and five residents from the Emalahleni area.
The findings derived from the data collected reveal that the Emalahleni Local Municipality is struggling to provide good services to its citizens due to the poor leadership within the municipality. In addition, the employees of Emalahleni are not performing well in their respective jobs due to insufficient training and the fact that not everyone working for the municipality is employed based on merit, which contributes to a lack of capacity and poor service delivery.
The researcher makes recommendations which include appointing employees with the right skills and knowledge, developing and improving on the training programmes that already exist within the municipality, following the right leadership style to change and develop the municipality, and electing leaders who have the interests of the people at heart.<br>MT2017
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Monareng, Madikana Joseph. "Governance and leadership challenges in the schools of Ekurhuleni South District 16." Thesis, 2016. http://hdl.handle.net/10539/23692.
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A dissertation submitted to the Wits School of Governance, Faculty of Commerce, Law and Management, University of Witwatersrand in fulfilment of the requirements of the degree of Master of Management in the field of Public and Development Management (MM.P & DM), 2016<br>This study explored governance and leadership challenges at the Edenridge High School. The report uses a case study as well as an interactive qualitative analysis research methodology. It explores how the School Governing Body provides strategy to the school management team, with their educators, in order to implement the strategy in collaboration with the GDE policies, will ultimately lead to good governance and effective leadership and management in the school. The GDE policies and practices are used to address complex challenges in order to effect change. The researcher argues that despite the challenges which the SGB and SMT, as well as the educators in the school experience, change becomes evident. The stakeholders learn to work together, respect each other and forge ahead. These challenges brought about by insufficient provision of inservice trainings and relevant workshops to be conducted in schools contribute to shaping future developed and professional bodies of SGBs and SMTs in general, in their good governance strategies and effective leadership and management systems. If the systems in place are sustained, they then leave the stakeholders with the potential of becoming public servants of the future.
The findings reveal that the Constitution of South Africa Act No. 108 of 1996, South African Schools Act (SASA) No. 84 of 1996, Employment of Educators’ Act (EEA) No. 76 of 1998, and the National Education Policy Act (NEPA) No. 27 of 1996 are not used sufficiently and substantively to influence change that must take place in schools. Discretion and common sense tend to have taken the place of education policies and practices in resolving problems and finding each other. While schools discuss embracing the ten fundamental values of the South African Constitution (Act 108 of 1996), living up to them continues to remain a challenge in practice.
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This study also investigates the role that SGB and SMT, together with the teaching staff (educators) play in governance, leadership and management of teaching and learning. The process takes place through the alternative approach of distributed - and instructional – leadership, in order to promote quality education. As a qualitative case study of only one township Gauteng secondary school, data was collected by means of questionnaires. Perceptions of the SGB, SMT and educators on distributed and instructional leadership embedded within governance, leadership and management were examined, as well as how the concept was applied in the day-to-day running of the school. It was found that the SGB’s, SMT’s and educators’ responses in the questionnaires, despite their extensive teaching and managing experience, related to the situation where the stakeholders were not fully aware of the implications of governance, leadership and management within the new dispensation. They vaguely referred to their roles as governors, leaders and managers without specifying how and what they were governing, leading and managing in their respective schools.
Recommendations are that distributed leadership strategies in governance by the SGB could be found in the case study school to optimise the instructional leadership and management of teaching and learning by the SMT and educators, and that time should be granted for HODs and their principals within the SMT structure for the implementation of this instructional leadership and management. Challenges such as the ones mentioned above, including the recent fluctuation of matric results, which dropped by approximately 9% in 2015, (Basic Education Minister’s Speech, January 2015) moving the pass rate from 75,8% in 2014 down to 70,7% in 2015, will obviously be curbed<br>GR2018
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Dlungwane, Bongani Johannes. "Transforming township schools into learning organisations : the challenges of leadership and management." Thesis, 2012. http://hdl.handle.net/10413/6230.
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The purpose of this study was to establish challenges associated with leadership and
management in transforming township schools into learning organisations. The study examined
the leadership and management styles that promote schools into learning organisations. Post
apartheid South Africa heralded changes in society and the educational system as a whole.
Both transition from the apartheid era and the advent of a democratic government in 1994
resulted in the restructuring of education in this country. School managers and leaders are faced
with situations in which effective and efficient school management requires new demands and
challenges. During the apartheid era educational managers were subjected to many forms of
suppression, which favoured the previous government. The education system was characterized
as being authoritarian, non-consultative and non-participatory. Educational leadership focused
on technical and bureaucratic functions of the school, and greater emphasis was placed on
vertical structures. Leadership and management in South Africa today calls for a different
mindset. The challenge is for leaders to recreate schools as learning organisations that focus on
results and accountability. Real transformation will depend upon the nature and quality of
internal management and how principals execute, delegate, consult and participate with all
stakeholders. Self-management is accomplished by an internal distribution of power within the
school and in transformational leadership. School principals need to adopt a new paradigm of
leadership in which leaders are intuitive and visionary. Democratic South Africa places
emphasis on transformational leadership. The study recommends that principals need to align
themselves with the values of the constitution of the country bearing in mind democracy,
equality, human dignity, freedom and justice. The challenges and need for leadership and
management are great if education is to be uplifted and transformed. One of the main findings
of the research in the researched schools was that there was an understanding of
transformational leadership and learning organisations. The study also showed that the
understanding of these concepts help to translate school activities into better performance.<br>Thesis (M.Ed.) - University of KwaZulu-Natal, Edgewood, 2012.
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Shangase, Nonhlanhla Primrose. "Exploration into leadership challenges facing female employees at Telkom head office in Pretoria." Thesis, 2011. http://hdl.handle.net/10413/9513.
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The Employment Equity Act 55 of 1998 (EEA) deals with the achievement of equity in the
workplace. This involves the promotion of equal opportunities and fair treatment as well as
the implementation of affirmative action measures. Telkom, like many other organizations in
South Africa was, and is expected to comply with the Act. Compliance includes the
development and promotion of female employees into leadership positions. Very few
Telkom female employees are in top leadership positions. Even those that are in top
positions have been recruited externally. South African history may play a role in the
problem by regarding males as leaders at work and at home. The intention of the study was
to explore leadership challenges facing female employees within Telkom and to be able to
understand the perceptions and realities accompanying these challenges. Theories based on
gender, traits, leadership, the hierarchy of needs and development were used as the
theoretical framework in this study. The systems thinking approach was used to assist in
looking towards a broader perspective. The population of the study was female employees at
Telkom Head Office in Pretoria. From these, twelve served as a sample for the study. In
gathering data, semi-structured interviews were conducted. Qualitative analysis was used to
analyse data. Analysis and interpretation involved identifying themes, coding and
interpretation. The findings in the study are: the strong belief that leadership is solely for
males or females is incorrect; there are leadership challenges facing Telkom female
employees. The study focused on leadership challenges facing Telkom female employees at
middle management, junior management and operational level. These are OP to M4. It is for
this reason that the researcher thinks that a future study that will focus on leadership
challenges facing top and senior female leaders can be conducted for comparison, as well as
another study to ascertain the influence of the working environment on these leaders.<br>Thesis (M.Com.)-University of KwaZulu-Natal, Westville, 2011.
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Naidoo, Magesh. "Leadership challenges encountered by nurse managers in a private hospital in Gauteng province." Diss., 2017. http://hdl.handle.net/10500/22545.
Full textAbstract:
This study investigated the leadership challenges encountered by nurse unit managers and factors enhancing leadership in their units. Currently in South Africa’s private hospitals, nurse unit managers face challenges such as financial management, cultural diversity, new roles and technology. The aim of the study was to develop a support strategy for unit managers to achieve success in their leadership role.
This study was conducted at a private hospital in Gauteng Province, South Africa. A qualitative research approach was followed. Data were gathered using semi structured individual interviews with a purposive sample of six operational unit managers with one and more years working experience as unit managers. Qualitative open coding for data analysis methods and presentation were employed.
Three themes emerged from the findings namely, factors influencing the leadership role of the unit manager, the challenges encountered by unit managers in their leadership role and the needs of unit managers. The factors influencing the leadership and management roles were related to the challenges encountered by nurse unit managers in running their units. The findings indicate that a key need required of the unit manager is support and direction from executive management. From the needs expressed by the nurse unit managers, ideas were formulated by the researcher to support the development of a strategy to support the unit managers in their leadership role. The strategy includes eight key elements and is presented in the section that follows.<br>Health Studies<br>M.A. (Nursing Science)
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Macharavanda, Patience Immaculate. "The leadership challenge in the Immigration Division of the Department of Home Affairs." Thesis, 2016. http://hdl.handle.net/10539/23691.
Full textAbstract:
Thesis (M.M. (Public and Development Management))--University of the Witwatersrand, Faculty of Commerce, Law and Management, Wits School of Governance, 2016<br>Over the past twenty years and even during the apartheid era, South Africa has undergone significant waves of migration and leadership challenges. Migration into South Africa has been, and still is, a result of many different factors that include economic reasons and seeking political refuge. This migration wave has also taken its toll on the country’s leadership skills and strategies as well as the Immigration Department as regards the issuance of legal documents to migrants to be able to stay legally in the country.
Leadership is usually revered in Africa, but this places pressure to perform well on the country’s existing leadership in relation to the control of migration and the maintenance of peace within the borders of the country.
The study aimed to identify whether the leadership is performing the way it is supposed to perform. Is the leadership performing with character and competence and are they taking responsibility for their actions when dealing with the public as this matter affects the public sector.
Statistics South Africa has an estimate of number of the migrants flowing into the country and the Department of Home Affairs does not have an accurate number of the migration flow, due to the daily rapid movement at the border posts. It is known, however, that the number of migrants into the country has increased and continues to increase, and this poses a challenge for the leadership.
One of the recommendations that emerged from the findings of the study is that more programmes and workshops should be undertaken to equip the civil servants in the Department of Home Affairs as they are all leaders in various ways and are also representatives of the Department. Their conduct should therefore be professional as they represent the image of South Africa.<br>XL2018
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Khumalo, Shuti Steph. "The role of transformational school leadership in meeting the challenges facing primary schools in Limpopo." Thesis, 2009. http://hdl.handle.net/10500/3088.
Full textAbstract:
The motive for conducting this study was to determine the extent in which aspects of transformational leadership identified during literature study are practiced in the sampled primary schools in Limpopo. The study was divided into seven interlinked chapters. Chapter one introduced the investigation. Chapter two presented the definition and description of the notion transformational leadership and its five constituting elements, namely shared vision, commitment, motivation, job satisfaction and participative decision-making. A transformational leadership model was also presented in chapter two.
Chapter three focused on the primary education systems of Republic of South Africa and the three selected Southern African Development Community member states, namely Malawi, Lesotho and Namibia. The discussion focused on the structure, organization, objectives and the challenges facing each SADC member state. Chapter three further identified the challenges facing primary schools in Limpopo and compared these to the challenges of the three selected SADC member states.
The details of the research design and methodology were presented in chapter four. The empirical study took a two-pronged approach. Phase one of the empirical study was conducted through the administration of questionnaires to sampled principals and educators. In the second phase, sampled principals, educators and circuit managers were interviewed. The empirical study was intended to give answers to the following research questions:
To what extent are primary school principals as leaders involved in:
• initiating visions that are shared and owned by other role players?
• making sure that educators remain committed to their profession?
• ensuring that educators are kept motivated?
• ensuring that educators remain satisfied in their profession?
To what extent do principals involve other role players in the decision-making processes?
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In addition to that, the following research hypothesis was tested:
• There is a significant relationship (in terms of descriptive statistics) between identified leadership emphasis in Limpopo primary schools and the key features of transformational leadership.
And conversely the null hypothesis tested was:
• There is no significant relationship (in terms of descriptive statistics) between identified leadership emphasis in Limpopo primary schools and the key features of transformational leadership.
In phase one, data was quantitatively collected through questionnaires (principals and educators). Data was further gathered through semi-structured interviews and observation in phase two. To give a clear and a logical presentation of the data analysis and interpretation, both quantitative and qualitative data were presented separately in chapters five and six.
This study produced the following findings: The majority of primary school principals do:
• involve other role players in the development of their school visions.
• ensure that educators are committed to their responsibilities.
• ensure that educators remain motivated.
• ensure that educators are job satisfied.
• create opportunities wherein role players are involved in decision-making processes.
The views of respondents from the survey data (both principals and educators) indicated that there is a significant relationship (in terms of descriptive statistics) between identified leadership emphasis in Limpopo primary schools and the key features of transformational leadership. Based on the findings above, the conclusion deduced was that the majority of primary school principals exhibit transformational leadership attributes.<br>Education Studies<br>D. Ed. (Education Managment)
30
Mnisi, Celia Tintswalo. "Female primary school leadership in the Bohlabela District of Mpumalanga : challenges and strategies." Diss., 2015. http://hdl.handle.net/10500/20685.
Full textAbstract:
This study focused on the challenges female school principals face in managing their schools effectively and the possible strategies to overcome these challenges. Ten schools from Mpumalanga province were purposively selected as research sites. Participants were the school principal and a member of the school management team of each school. Individual interviews with the school principals and an open-ended questionnaire to the school management team members were used to collect data. The findings revealed that a lack of confidence in female leadership with related gender discrimination, a lack of support and respect from staff and the community, and unfair practices with the promotion procedures of women are the main challenges that hamper female leaders in managing their schools well. The fostering of a positive attitude towards female leadership, a strong support system, female leaders empowering themselves and an effort to build good relationships with all stakeholders represent solution strategies.<br>Educational Leadership and Management<br>M. Ed. (Education Management)
31
Mutele, Tshilidzi Constance. "Challenges facing women in leadership positions in government institutions : a case study of Thulamela Municipality, Vhembe District." Diss., 2015. http://hdl.handle.net/11602/284.
Full text
32
Ravele, Humani Irene. "Challenges facing the Department of Education in the appointment of leadership positions: a case of Vhembe District." Diss., 2015. http://hdl.handle.net/11602/206.
Full text
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Mia, Feroza. "Female leaders navigating challenges in selected disadvantaged schools in Johannesburg North District." Thesis, 2014. http://hdl.handle.net/10210/12250.
Full textAbstract:
M.Ed. (Educational Management)<br>The focus of this study is to investigate strategies employed by females in school leadership in disadvantaged communities in South Africa. Disadvantaged communities in the South African context have arisen from a patriarchal and prejudicial system that was structured according to race, class and gender. Currently, many South African educational institutions bear the residue of this prejudicial system. This research will explore how female leaders in four disadvantaged primary schools in the Johannesburg North District navigate through the challenges of leading in a disadvantaged as well as patriarchal context. A specific emphasis has been placed upon feminist literature and debates in the context of female leaders. Discourse analysis is utilised to interpret the experiences of the female leaders. Analysis of recorded data on challenges facing females in school leadership in disadvantaged communities revealed themes on stereotyping of women, collaboration and liaison with stakeholders, leadership traits of women, the social stigma associated with schools in disadvantaged communities, women and emotional intelligence, women and conflict resolution. Themes on balance between family and school, opposing gender discrimination, networking with stakeholders, overcoming stereotypes emanated from the strategies employed by females in school leadership to overcome barriers in disadvantaged communities. The study reveals that in spite of significant gains since the implementation of favourable legislation on gender equity, women in school leadership continue to experience challenges within schools, from the community and in their personal lives. Stereotyping prevails especially in communities where patriarchal systems dominate. The research concludes with suggestions and recommendations for future research.
34
Snyman, Petrus Lodewikus. "A model for challenge education at the Leadership Development Centre of the Tshwane University of Technology." Thesis, 2008. http://encore.tut.ac.za/iii/cpro/DigitalItemViewPage.external?sp=1000328.
Full textAbstract:
Thesis (MTech. degree in Education) -- Tshwane University of Technology, 2008.<br>Investigates the dynamics of the challenge education concept. It also looks at how to design a functional model for the implementation of challenge education at the Tshwane University of Technology.
35
Mokgohloa, Lobisa Ellen Tiny. "Leadership in rural areas : a community development process." Diss., 1996. http://hdl.handle.net/10500/17483.
Full textAbstract:
A community development project involving the tribal leaders, civic organisations and the aged
action group had been completed in 1994 in Rathoke, a rural area in the Mpumalanga Pre ince. In
the process, the reseacher observed tension built as a result of the refusal of people in
authority like tribal officers, civic organisation members and individual professionals to
acknowledge that aged people can take a lead in articulating their needs
and alternative solutions.
Assumptions prevailing among them are that:
1. Old and rural people need help.
2. Have no potential for leadership development.
3. Are dependent on existing leadership structures and
4. Their needs are not a priority.
On the bases of these assumptions, the reseacher undertook to do a case study based on the
analysis of community development process reports kept for the project.There have been a number of
learnings which can be of benefit to people interested in the leadership concept
in the field of community development.<br>Social work<br>M.A. (SS) (Mental Health)
36
Machevele, Kulani Precious. "An Exploration of Leadership Experiences and Challenges of Junior Female Managers in a Rural Hospital Environment, Vhembe District, Limpopo Province, South Africa." Diss., 2018. http://hdl.handle.net/11602/1188.
Full textAbstract:
MGS<br>Instittute of Gender and Youth Studies<br>In spite of the golden age of women which was ushered in by the Berlin Conference of 1995, women continue to be disadvantaged when it comes to public participation, both in the public and private sectors of the society. On a global scale even when they are well-qualified and in spite of the mainstreaming of more women into public life, women remain discriminated against in terms of accessing leadership positions. Despite their positive contribution, women continue to be significantly underrepresented in leadership positions. The aim of this study was to explore on the experiences and challenges of junior female managers at Tshilidzini Hospital in Vhembe District in Limpopo Province, South Africa. Qualitative method was used because it enabled the researcher to gain in-depth information about the challenges and experiences of junior female managers at Tshilidzini Hospital. This study is exploratory in nature. The population of this study consisted of junior female managers. Non-probability purposive sampling technique was used to select the research participants for this study. Ethical principles were considered, to ensure maximum protection of the research participants in this study. Face to face interviews were used to solicit information on the experiences and challenges of junior female managers at Tshilidzini Hospital. Thematic data analysis method was used in this study. The study found that gender discrimination is still widespread in South Africa, despite of the availability of many gender equality policies. The study recommends that policy makers, various government departments and law enforcement agencies makers should strengthen the gender machinery, to ensure that women are not denied an opportunity to take up leadership positions.<br>NRF
37
Santos, Diana Camponez dos. "Leadership in Angola and Mozambique: how Portuguese leaders overcome the human resources challenge and contribute to organizational success." Master's thesis, 2015. http://hdl.handle.net/10362/15592.
Full textAbstract:
This Work Project presents human resources as one of the major challenges that Portuguese leaders meet in Angola and Mozambique. The main goal is to understand the role of leaders in translating this challenge into benefits for their own business and the African society. To conduct this study 13 leaders who work in Portugal and Africa were interviewed. Then, a framework was constructed based on the two ways these leaders recognize the importance of their employees for sustainable growth – financial incentives or/and personal development. The main conclusion here is that individually, incentives and personal development are not effective methods. Because of this, an employee empowerment process is proposed that encloses both, along with the leaders’ personal qualities needed to implement that “ideal” process.
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Magoma, Duduzile Lephina. "The challenges faced by female managers in their positions within Vhembe District:: A case study of Sibasa Circuit Department of Education." Diss., 2015. http://hdl.handle.net/11602/789.
Full text
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Gumede, Dumsile Cynthia. "The challenges of working and studying at a satellite campus : a case study of the Riverside Campus of the Durban University of Technology." Thesis, 2014. http://hdl.handle.net/10321/1074.
Full textAbstract:
Submitted in fulfillment for the Degree of Doctor of Technology: Business Administration, Durban University of Technology, 2014<br>Universities are seen to be facing a turbulent storm of challenges, demands, environmental changes, and facilitated thrust in the midst of economic meltdown. The environments in which these institutions are operating are becoming increasingly tempestuous, and competitive which makes leadership crucial as they continuously interface with the local and wider environments. At its best leadership is proximate, contextual and distributed especially in the case of complex organisations like universities. Changes and institutional mergers that took place worldwide two decades ago diffused to the south of Africa as well. These mergers resulted in the formation of mega universities and universities with satellite or branch campuses. If the trend continues with branch campuses spreading even into foreign countries, it will lead to growth and even more leadership complexity.
This study was conducted in order to establish the challenges that are faced by staff and students at satellite campuses of universities using the Riverside Campus of the Durban University of Technology as a case study. Literature on leadership and management theories, leadership in higher education and organisational structures was reviewed in order to contextualise the study. A sample of the executive leadership of the university used as a case study was interviewed in order to determine their attitudes towards the current organisational structure. Data was also gathered from the academic and administrative staff at the satellite campus used for the study as well as first and third year students at the same campus using questionnaires.
This study is significant because it feeds into the year-long study that was initiated by the Leadership Foundation on Higher Education and conducted from 2010 and finished in July 2011 by the Hull University’s Scarborough Campus that was aimed at determining the most effective relationship between the centre (mother campus) and its satellite campuses, identifying tensions between the strategic and operational levels and making students’ experience consistent. The whole project was undertaken to arrive at a better understanding of the challenges of managing two or more campuses with particular emphasis on strategic matters, organisation, leadership and management structures.
The study discovered that there were leadership challenges which were not unique to the university and campus used as a case study, but similar to those identified during literature review. Issues such as lack of leadership and strategic direction, diverse cultures, incomplete merger, isolation, inequitable distribution of resources and lack of development were identified as challenges that needed to be addressed. The study advances as original contribution the ‘Radial Structure’, which was greatly inspired by the natural movement, flow and distribution of energy and information in fractals. This structure ensures equity across all campuses irrespective of size and location. In the radial structure as suggested and implied by the name the corporate division is the source of energy in the form of vision, mission, goals, strategy, and resources which it disburses or radiates equitably across all the campuses. The corporate division is not attached to any campus, but it is a pole that provides an anchor for all the campuses. The energy or feedback is also radiated back to the corporate office from the campuses in the form of student fees, research output from staff and students, pass rates, information to aid decision-making and so on.
The relationship that was established between the radial structure and the regression model developed from the responses of the students and theory, was that each campus should be fully-equipped with all the services that the users require for the campus to be fit for purpose. The radial structure would also allow for student services to grow and develop as the campus grows. Like any organisational structure, the radial structure could be adjusted to suit the needs of any university with satellite campuses. The organisational structure would also have to be revisited and adjusted as the needs of the university change. In essence the structure is aimed at ensuring that there is no leadership vacuum at any of the satellite campuses of a university.
40
Baumgardt, Jacqueline. "Quality assurance challenges for private providers in post-school education and training in South Africa." Thesis, 2013. http://hdl.handle.net/10500/11889.
Full textAbstract:
Quality assurance has been a vexed and troubled journey for private providers in South
Africa in a complex and burdensome educational environment. It is well recognised that
private providers are significant role-players in the provision of education and training in
South Africa and the stated intention is to create a more enabling regulatory framework
The focus of this thesis is on the private providers at the post-school level. The quality
assurance regime was examined and contextualised to analyse what is required, and to
determine how the private provider is impacted by the regulatory requirements for the
establishment and operation of a private tuition provider in South Africa. The experience of
private providers, CEOs of professional bodies, ETQA managers and ETD practitioners was
investigated using a mixed methods research approach.
The conclusion is a call for a far more streamlined system with a centralised oversight body,
greater stakeholder consultation, less political interference and a deeper appreciation for the
contribution that private providers make to the education of learners in South Africa.<br>Educational Leadership and Management<br>D. Ed. (Education Management)
41
Smal, Elmarie. "Challenges of the health care unit manager as leader-manager in the 21st century, the Quantum Age." Diss., 2013. http://hdl.handle.net/10500/14469.
Full textAbstract:
A qualitative, exploratory, descriptive and contextual study was conducted to explore
health care unit managers’ view of their role as leader-managers, and to determine the
challenges they experience and the skills they need to be effective leader-managers in
the 21st century, the Quantum Age. Semi-structured interviews were conducted with
eight health care unit managers from a selected public hospital in the Western Cape
Province. The findings revealed that health care unit managers experience workforce
challenges, with staff shortage being a serious concern; personal challenges, such as
an increased workload and role diversity; and organisational challenges with regard to
the management of equipment. Desired attributes and skills for leader-managers as
indicated by unit managers concur with Shelton’s (1999) Quantum Skills Model.
Recommendations were made for nursing practice, education and research, including
recommendations on the development of the seven quantum skills.<br>Health Studies<br>M.A. (Health Studies)
42
Malatji, Maruping William. "Challenges facing subject heads of departments in promoting quality teaching and learning of dysfuctional secondary schools of Mopani District." Diss., 2018. http://hdl.handle.net/11602/1244.
Full textAbstract:
MEd (Educational Management)<br>Department of Educational Management<br>Subject heads of departments (SHDs) play pivotal role in the leadership and curriculum delivery in secondary schools; yet they are still expected to lead departmental teams and to promote quality of teaching and learning. They find themselves in complex situations of leading departmental teams and of leading instructions in secondary schools. The purpose of this study is to investigate the challenges facing SHDs in promoting quality teaching and learning of dysfunctional Secondary schools. Qualitative research methodology was employed using case study research design to collect data through interviews and on-site observation checklists. Purposive sampling procedure was used to select four (4) out of seven (7) dysfunctional secondary schools. Sixteen (16) SHDs from the seven secondary schools were the population of this study. A total of ten (10) SHDs were sampled to be the participants in this study. Semi-structured individual interview schedules and on-site observation check list were used to collect data from participants.
A voice recorder was used to record interviews and data collected was interpreted verbatim. The purpose of using on-site observation was to serve check the practicability and verification of data collected during interviews. Data from the two instruments was triangulated, analysed and interpreted verbatim. Common themes were drawn followed by interpretations and conclusions. The researcher presented general views of participants and linked them with relevant literature. The researcher hoped that this study will benefit teachers, school management teams (SMT) and researchers in understanding the challenges facing SHDs in promoting quality teaching and learning in dysfunctional Secondary schools (DSS). Empirical findings revealed that SHDs are facing complex challenges of promoting quality teaching and learning in dysfunctional Secondary Schools. Furthermore, it is recommended that SHDs should be supported internally by Principals and deputy principals. Equally importance is that external support by curriculum advisors should be ongoing.<br>NRF
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Zvandasara, Sakheni. "Teachers’ experiences of the principal’s instructional leadership styles in primary schools in Gauteng Province." Diss., 2016. http://hdl.handle.net/10500/23189.
Full textAbstract:
This study explores teachers’ experiences with the principals’ instructional leadership styles in primary schools in Gauteng province. A qualitative research design was employed in the study to answer the research question. Data was generated by means of semi structured interviews which involved the three HODs and nine ordinary teachers from the three sampled schools so as to provide a rich description, explanation, experiences, challenges and barriers that instructional leadership brings into the teaching and learning process in their particular schools contexts. The interest in the phenomenon emerged on the perspective of principals’ instructional leadership as often seen as the contributor to the challenges that are experienced by Primary school teachers during the learning process. Principals are viewed as contributing to South Africa’s education crisis and the overall ineffectiveness of the school system resulting in poor academic results. The instructional leaders who are not doing their jobs competently because of their leadership styles and lack of supervision skills, have caused this. This includes proper knowledge of how to run the schools and motivating staff to work, to enhance classroom instruction. Sometimes they do not involve the community and other stakeholders in the decision making process. Teachers who provide moral support and professional growth in the schools are also ignored.<br>Educational Leadership and Management<br>M. Ed. (Education Management)
44
Sejanamane, Carol Malekwa. "The perceptions and experiences of school management teams (SMTs) on teamwork." Diss., 2014. http://hdl.handle.net/10500/20098.
Full textAbstract:
The changes within the South African education system have turned-around the view that regards principals as “sole” people responsible for leadership and management of schools. The task of the school principal has undergone a radical change. Over the years the notion has been replaced by the view that sees management and leadership as prerogative of many, including stakeholders within and outside education. The move has become world-wide phenomenon compelled by the dual imperatives changing societal values and the rate of change.
This study is aimed at investigating the perceptions and experiences of School Management Teams (SMTs) on teamwork as an alternative to school management. The investigation was framed within the mixed-method approach, and sought to unpack the experience of SMT members with regard to teamwork. An interpretive paradigm made it possible for me to gain an in-depth understanding of SMT members’ experience of teamwork within their school contexts. I used interviews and questionnaires as research tools to gather data. This study has found that, although the concept of teamwork is well-received, there are still significant obstacles to the implementation of teamwork as an alternative form of school management<br>Educational Leadership and Management<br>M. Ed. (Education Management)
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Phalane, Margareth Mokgohlwe. "Leadership strategies employed by secondary school management teams in managing teamwork in Tshwane North District schools." Thesis, 2016. http://hdl.handle.net/10500/22142.
Full textAbstract:
The study focused on the leadership strategies employed by secondary school management team (SMT) in managing teamwork in Tshwane North District schools. Apart from a literature review, the objective of this study was to explore leadership strategies employed by SMT in managing teamwork, and how it affects the overall school management and performance. The study was conducted in the purposefully sampled six secondary schools wherein 18 SMT members were interviewed and 100 questionnaires distributed to 10 randomly sampled schools from the population of 30 schools.
The study adopted the mixed methods research and sought to unpack the leadership strategies SMT members employ to manage teamwork. Empirical findings elicited by this study are that the concept of leadership strategies is a positive development. The participants’ perception of leadership strategies is generally favourable and they welcome the development, though many argue that it is essentially nothing new.<br>Educational Leadership and Management<br>D. Ed. (Educational Management)
46
Govinden, Yvonne Jane. "The challenges faced by female teachers in assuming leadership roles in schools : a study of two schools in Pietermaritzburg and two schools in a small town just outside Pietermaritzburg." Thesis, 2008. http://hdl.handle.net/10413/3251.
Full textAbstract:
Prior to the first democratic elections in South Africa , the education system was structured around a hierarchical and bureaucratic style of management. This meant that the control of schools and the decision-making in schools was centralized, and leadership was understood in terms of "position, status and authority" (Grant, 2006).
This study intended to look at how this understanding of leadership could have contributed to creating a situation in the education system where female teachers were,
and are still not being given the same opportunities to assume leadership positions as their male counterparts.
Using semi-structured interviews and questionnaires, two female teachers occupying different post levels, in each of the four schools who had, in their teaching career,
expressed an interest to take on leadership roles and who have/have not succeeded and who have experienced/are experiencing challenges in this regard, were asked to volunteer for this study.
The interviews were tape-recorded and transcription of the interviews for analysis was done both quantitatively and qualitatively, making use of tables to illustrate numbers and
percentages in different aspects in the study, as well as thematic content analysis using the tool of zones and roles as outlined in Grant (2008).
Being female they have also experienced a number of challenges in their careers as well as in the areas of being mothers and spouses, and it would seem that these female
teachers are still feel ing the strain of what is socially expected of them as mothers and spouses and their desires to advance their careers in what appears still to be a male dominated and patriarchical society, especially when it comes to taking on leadership and management positions in school. The findings in this study have led to the conclusion that for some of these female teachers, teaching was not their career of choice, but are now committed to this profession and are very aware of the gender inequalities in education and the challenges
they face as female teachers, and have expressed sincere wishes that this be addressed.<br>Thesis (M.Ed.) - University of KwaZulu-Natal, Pietermaritzburg, 2008.
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Ramulumo, Richard Mashudu. "Managing teenage pregnancies at secondary schools in the Vhembe district, Limpopo province." Diss., 2014. http://hdl.handle.net/10500/19052.
Full textAbstract:
Teenage pregnancy in South African schools poses a serious management and leadership
challenge. Statistics from Statistics South Africa (2008) reflect the seriousness of this problem in all provinces wherein Mpumalanga, Northern Cape, Limpopo (where this study is situated) and Eastern Cape report high levels of early pregnancy. The main objective of this study was, therefore, to explore the challenges faced by the SMTs regarding teenage pregnancies at secondary schools in the Vhembe District in Limpopo province.
A mixed methods approach was used to collect data from SMTs in schools that are located in Vhembe district. Questionnaires were distributed to the school management teams (SMTs) of different schools. In addition, qualitative data were collected through interviewing the SMTs. The study findings reflected that management of teenage pregnancy is still a problem at Vhembe District of Education despite the laws and policies that are in place. SMTs also felt that the issue of pregnant learners at schools should be left for medical experts to deal with them. The study recommends that there ought to be intervention programs including training of SMTs, SGBs and Educators regarding management of teenage pregnancy.<br>Educational Management and Leadership<br>M. Ed. (Education Management)
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Phalane, Margareth Mokgohlwe. "Experience of secondary schools management teams on teamwork in Tshwane North District schools." Diss., 2011. http://hdl.handle.net/10500/6310.
Full textAbstract:
Democracy in South Africa, among others, has brought a significant number of changes in the education system, including the concept of school management team in schools (SMT). In line with this, the objective of this study was to find out how SMTs experience teamwork in schools; and was conducted in the purposefully sampled six secondary schools in the Tshwane North District.
This study was framed within the interpretive approach, and sought to unpack the experience of SMT members with regard to teamwork. An interpretive paradigm made it possible for me to gain an in-depth understanding of SMT member‟s experience of teamwork within their school contexts. I used interviews and questionnaires as research tools to gather data. This study has found that, although the concept of teamwork is well-received, there are significant obstacles to the implementation of teamwork as an alternative form of management.<br>Educational Studies<br>M. Ed. (Education Management)