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Dissertations / Theses on the topic 'School management teams School management and organization Educational leadership Education, Secondary'

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Published: 4 June 2021

Last updated: 9 February 2022

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1

Tyala, Zakunzima. "School management team members' perceptions of their roles in managing Grahamstown secondary schools." Thesis, Rhodes University, 2005. http://hdl.handle.net/10962/d1003644.

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During the apartheid era, that is, before 1994, the education management system in South Africa was fragmented, authoritarian and top-down. Principals were expected to manage schools on their own without consulting the rest of the staff. The birth of political democracy in 1994 resulted in many changes in the education system. These changes include the creation of one national department. In line with this democratisation came the concept of school management teams (SMTs). Because of the democratic nature of this kind of a structure (SMT), it is required that educators work co-operatively and

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2

Toni, Nandi. "An assessment of the skills needed by school management teams to enhance their ability to manage schools effectively." Thesis, Port Elizabeth Technikon, 2004. http://hdl.handle.net/10948/205.

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1.1 MAIN PROBLEM A major concern in South African schools, especially in the disadvantaged areas, is the absence of effective leadership. Problems such as a lack of planning, an absence of vision, unfair resource allocation and feelings of uncertainty indicate a lack of meaningful leadership within the schools (Sterling and Davidoff, 2000:5). South Africa currently lacks a coherently explicit policy for the in-service training of school leaders. Until recently there has been no literature specifically addressing the problems school leaders face in black schools, no black professional organizat

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Mabuku, Robert Nalisa. "Democratic leadership and management practices in a rural Namibian secondary school." Thesis, Rhodes University, 2010. http://hdl.handle.net/10962/d1003370.

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The primary purpose of this research was to investigate the understanding and implementation of democratic leadership and management in schools by school managers and other members of the school community in leadership and management roles as advocated by the policy of Education for all. The study also aimed at identifying any gaps in the understanding and practice of the participants in order to enhance democratic leadership and management in schools. Qualitative research using the interpretive approach was the methodology employed in order to fulfill the intention of the study, namely to inv

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Chow, Wai-yee. "How do school leaders shape school culture? a multi-dimensional perspective /." Click to view the E-thesis via HKUTO, 2005. http://sunzi.lib.hku.hk/hkuto/record/B35344222.

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5

Maki, D. Michele Baker Paul J. "Learning leadership teams their history, structures, processes, and impact on school improvement in Illinois /." Normal, Ill. Illinois State University, 1999. http://wwwlib.umi.com/cr/ilstu/fullcit?p9942646.

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Thesis (Ph. D.)--Illinois State University, 1999.<br>Title from title page screen, viewed July 24, 2006. Dissertation Committee: Paul J. Baker (chair), Dianne E. Ashby, Donald S. Kachur, Patricia H. Klass. Includes bibliographical references (leaves 276-280) and abstract. Also available in print.

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Xu, Shuqin, and 徐淑芹. "School leadership and citizenship education in junior secondary schools of Shanghai, China." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2013. http://hub.hku.hk/bib/B50899910.

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With specific reference to junior secondary schools in Shanghai, China, this qualitative empirical study examines the dynamics and complexities of leadership in school and, in particular, citizenship education exercised by principals and school party secretaries (SPSs), who are de facto equally-ranked school leaders. Specifically, it examines, from a macro- and micro-political theoretical perspective, the interactions between these two types of school leaders, and how they respond to the demands of various school stakeholders, including macro-political actors (e.g., the state) and micro-polit

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Van, Vuuren Nelius Jansen. "A comparative study of new senior school leader perceptions of development programmes in the United Arab Emirates and South Africa." Thesis, Cape Peninsula University of Technology, 2016. http://hdl.handle.net/20.500.11838/2500.

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Thesis (DEd (Education))--Cape Peninsula University of Technology, 2016.<br>Vice-principals and principals play an essential role in school leadership teams, and the development programmes in which they participate to ensure effective Strategic Leadership in schools, have been the subject of intense debate for many years. Employing a mixed-method case study approach, this study examines and compares the perceptions, roles and responsibilities of newly appointed senior school leaders in two country contexts, South Africa and the United Arab Emirates (UAE). Specifically, it explores the pr

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Shilima, Christine. "An investigation into perceptions of participative management in a Namibian secondary school." Thesis, Rhodes University, 2010. http://hdl.handle.net/10962/d1005874.

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This study examines the perceptions and experiences of school stakeholders about the practices of participative management in a Namibian Secondary School. Data was collected by using interviews, observation and document analysis. The study revealed that participative management has some benefits for the school such as it promotes democracy in school management, school as an open system, sharing of ideas and skills, teamwork and that ownership and commitment enhance the chances for organization change. Participatory decision making and shared leadership are the practices of PM that emerged from

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Akao, Shalom Maiasi. "Seen but not heard women's experiences of educational leadership in Solomon Islands secondary schools /." The University of Waikato, 2008. http://hdl.handle.net/10289/2379.

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This study is concerned with the representation of women in leadership positions in Solomon Islands. In particular, it explores the educational leadership experiences of women working in Solomon Islands' secondary schools. While much research to date has been carried out in the developed and developing countries, very little has been undertaken in Melanesian countries. As such, we know very little about women's experiences in educational leadership in Melanesia. Research data was gathered using qualitative methods. Specifically, interviews were conducted with eight women, five were deputy prin

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Kasokonya, Sinvula Martin. "An investigation of how members of a school board perceive and experience their roles in a secondary school in the Rundu Education Region of Namibia." Thesis, Rhodes University, 2007. http://hdl.handle.net/10962/d1004558.

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The purpose of this study was to investigate School Board members' perceptions and expenences of their roles in a secondary school in the Rundu Education Region of Namibia. A case study was conducted within the interpretive paradigm. Six School Board members from the selected school were interviewed. The data were analysed using qualitative data analysis practices. The findings of the study indicate that there are numerous constraints that interfere with the Board members' ability to effectively carry out their role as a school governing body. These constraints include a lack of knowledge and

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Topnaar, P. E. "Stakeholders' perceptions of the cluster system in a secondary school in Rundu, Namibia." Thesis, Rhodes University, 2006. http://hdl.handle.net/10962/d1004516.

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Since independence in 1990, various efforts have been made to improve the quality and management of Namibian schools, including the Basic Education Project (BEP-Project). In collaboration with the Geselschaft fur Technische Zusammenarbeit (GTZ), the BEP-Project has supported the implementation of important Government programs, such as Lower Primary reform and the cluster system. In 1995 the BEP-Project began to address educational needs in the Rundu education region. It was believed that Rundu had in the past been the most neglected region, especially with regard to education. The school clust

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Uushona, Andreas Bishi. "Learners' participation in leadership: a case study in a secondary school in Namibia." Thesis, Rhodes University, 2013. http://hdl.handle.net/10962/d1001749.

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Learner leadership is a worldwide issue in educational leadership and management. In preindependent Namibia secondary schools had the prefect system and the SRCs as learner leadership bodies which had little influence on schools’ decisions because they lacked credibility. In 2001 the Learners’ Representative Council (LRC) was legitimized as a learner leadership body in secondary schools through the Education Act 16 of 2001. However, recent research suggests that even these bodies are not functioning effectively for a variety of reasons. This prompted me to undertake research to develop an unde

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Haipa, Vistorina. "Developing leadership and learner voice: a formative intervention in a Learner Representative Council in a Namibian secondary school." Thesis, Rhodes University, 2018. http://hdl.handle.net/10962/62188.

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Learner participation in leadership in Namibian schools was legislated in 2001 through the Namibian Education Act, No. 16 of2001. This has then become a requirement for all secondary schools to establish a Learner Representative Council (LRC). However, this legislation only gives mandates to schools with grade 8-12. Despite the impetus of having a LRC in secondary schools, learner leadership and voice remains limited, given that we are 26 years into our democracy. This awakened my interest to conduct a study aimed at developing leadership and voice within the LRC in a Namibian secondary school

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Chow, Wai-yee, and 鄒慧儀. "How do school leaders shape school culture?: a multi-dimensional perspective." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2005. http://hub.hku.hk/bib/B35344222.

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Adams, Janice Marie. "Principal Leadership Practices in High Poverty K-5 Model Schools in Oregon." Thesis, Portland State University, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3740348.

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<p> Children living in poverty in the United States face some of life’s greatest challenges, including achieving academic success in school. Evidence is also emerging of a growing income disparity in America that affects families, communities and local labor markets in ways that can undermine the effectiveness of schools serving disadvantaged populations (Duncan & Murnane, 2011). Evidence exists, however, that high academic performance is within the reach of all children in high poverty schools, and that principal leadership is a contributing factor. </p><p> This study examined pri

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Sinvula, Leonard Masene. "The role of leadership in a successful rural secondary school in Namibia: a case study." Thesis, Rhodes University, 2009. http://hdl.handle.net/10962/d1004925.

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The primary purpose of this qualitative case study research was to examine the role of leadership in a successful rural secondary school in Namibia. In Namibia, the Education and Training Sector Improvement Programme (ESTIP) was initiated to provide, amongst other things, effective leadership in education. In addition, the Ministry developed a policy on the National Standards and Performance Indicators for Schools in Namibia to complement the objectives of ETSIP. The policy emphasizes leadership practices in schools such as professional competence, commitment, ability to direct, inspire and mo

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Spooner, Kevin Eugene. "Leadership and Decision-Making Skills of High Poverty Elementary School Principals in an Era of Reduced Resources." Thesis, Portland State University, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3722085.

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<p> Recently, a great deal of interest has been generated around the role of principal and its effectiveness, especially its impact on improving teacher instruction and student learning. Waters, Marzano, and McNulty (2003) concluded that one quarter of all “school effects” on achievement can be attributed to principals. While there is general agreement on the principal’s importance and affect, do we understand how principals have adapted to changes in schools with reduced resources and increased learning needs of students? How have principals made decisions in an environment

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Adediji, John Oluwole. "An exploration of leadership practices: a case study in a public high school in Nigeria." Thesis, Rhodes University, 2013. http://hdl.handle.net/10962/d1001955.

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The management of Nigeria high schools are noted for administrative practices in the management of their schools; hence the term administration is commonly used in their daily operations. This fact on ‘administration’ was emphasised by the Nigerian government in the National Policy on Education (Nigeria, 1981, p. 21). Therefor as a researcher from Nigeria, my rationale for embarking on this research study was to find out to what extent a public high school in Nigeria was still operating in a hierarchical, individualistic, authoritarian style of leadership or whether it has started embracing co

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Amadhila, Linda. "A formative intervention for developing Learner Representative Council (LRC) voice and leadership in a newly established school in Namibia." Thesis, Rhodes University, 2018. http://hdl.handle.net/10962/61744.

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In Namibian schools, learner voice and leadership are being promoted through the policy document entitled the Education Act 16 of2001 which provides an opportunity to establish Learner Representative Councils (LRCs) in secondary schools. However, recent studies have found that this body of learner leaders do not function all that effectively and sometimes exist for the sake of adhering to the policy. This prompted me to conduct an activity theoretical interventionist case- study within the critical paradigm, to develop LRC voice and leadership in a newly established Namibian school. Framed by

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Awarab, Erwin Ronald. "An investigation into the organisational culture at an academically successful secondary school in Namibia." Thesis, Rhodes University, 2010. http://hdl.handle.net/10962/d1003494.

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The appreciation by leadership of the culture of an organisation plays an important role in the success of that organisation. Leadership and organisation culture are an inextricable part of the life of an organisation. The shared assumptions and beliefs of the individual within an organisation shape its culture. My study investigates the aspects of school culture and, further, looks at its link to the success of an organisation, and at the leadership style that influences such an organisation. My research, conducted in the interpretive paradigm, is a case study which was carried out at a publi

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Valley, Anthony Dean. "Not For the Faint of Heart: The Social Construction of Oregon Charter Schools." PDXScholar, 2003. https://pdxscholar.library.pdx.edu/open_access_etds/3556.

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Over the past two decades, pressure to both reform public education and provide educational choices for families has led to the creation of charter schools. Charter schools are based on the premise of operational autonomy in exchange for accountability for agreed upon results. Their appeal is widespread, with over 2,000 charter schools opening in the United States since 1990. The purpose of this qualitative, descriptive study is to describe the process of initiating a charter school. Eight key informants representing five Oregon charter schools were included in the study. These key informants

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Mancoko, Melikhaya Kenneth. "The enactment of teacher leadership in a township high school : a restricted form." Thesis, Rhodes University, 2015. http://hdl.handle.net/10962/d1019886.

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Whilst the concept of teacher leadership is not new in the international literature (Grant, 2006), research on the topic of teacher leadership is emerging slowly as a new area of research interest in South Africa (Grant, 2006; Grant, 2005; Singh, 2007). Teacher leadership is basically about teachers who are leaders within and outside the classroom, who identify with and contribute to a community of teacher learners and leaders, influence others to improve their teaching practice and accept responsibility for realising the goals of their organisation (Katzenmeyer & Moller, 2001 in Grant, 2006).

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Lombo, Mzimkhulu Solomon. "Stakeholders' perceptions of the shift to democratic leadership in a secondary school in the Eastern Cape : a case study." Thesis, Rhodes University, 2008. http://hdl.handle.net/10962/d1015541.

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The advent of political democracy in South Africa in 1994 gave rise to new policy in education promoting democratic and participative ways of managing and leading schools. The intention was both to break from the apartheid past which was characterised by an authoritarian, nonparticipative mindset, as well as to point the way for future education development. Principals of schools were expected to develop structures and adopt management and leadership styles which were participative, inclusive and developmental. Many principals would not have been prepared for this shift in mindset, and notions

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Sijako, Bantu. "The role of principals as instructional leaders in two underperforming senior secondary schools in the King William's Town education district." Thesis, University of Fort Hare, 2017. http://hdl.handle.net/10353/619.

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School principals are expected to play a pivotal role in enhancing quality teaching and learning in their schools. As leaders of organisations called schools, where teaching and learning take place, they need to possess particular skills to enable them to effectively deliver on their responsibilities of supporting teaching and learning. This means that a school principal is at the centre of any change that must occur at school level. He/she is expected to create a positive learning space by providing a healthy climate for teaching and learning in the school. However, some secondary schools in

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Mabuza, Johannes Tshotsho. "Stakeholder perceptions of success factors in an academically successful Swazi high school in Manzini, Swaziland." Thesis, Rhodes University, 2003. http://hdl.handle.net/10962/d1006223.

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In contrast with the large number of poorly performing schools in Swaziland over the past decade (1991-2000), a few schools have managed to attain consistently good results. One such school is St Michael's High. This study draws on the perceptions of different major stakeholders at St Michael's of factors deemed to have contributed to academic success at the school. The study thus follows Fertig (2000), who advocates research in effective schools to be done by looking at the perceptions of different stakeholders rather than in relation to an objective checklist. In this study, St Michael's Hig

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Mji, Lwazi Knowledge. "Investigating factors inhibiting the implementation of IQMS in a South African school." Thesis, Rhodes University, 2012. http://hdl.handle.net/10962/d1003468.

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After the 1994 elections education reform has been characterized by the introduction of laws and policies, including IQMS, that seek to reconcile post‐apartheid traditions to practices that would address deficiencies borne by the era in the education field. The IQMS is a clear reaction to the autocratic mode of evaluation that operated during the apartheid era and is a major shift from the old paradigm of external evaluators. It was designed to review performance and identify strengths and weaknesses, encouraging personal and professional development, drawing on peer and collegial feedback rat

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Carver, Susan D. "High Stakes Testing and Accountability Mandates: Impact on Central Office Leadership." [Kent, Ohio] : Kent State University, 2008. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=kent1227281262.

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Thesis (Ph.D.)--Kent State University, 2008.<br>Title from PDF t.p. (viewed Feb. 22, 2010). Advisor: Anita Varrati. Keywords: accountability; case study; central office administrators; data driven decision making; directives; distributed leadership; high stakes tests; K-12 leadership; mandates; NCLB; Ohio; reform; state report cards; strategies; superintendent. Includes bibliographical references (p. 236-252).

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Mavuso, Mzuyanda Percival. "Education District Office support for teaching and learning in schools: the case of two districts in the Eastern Cape." Thesis, University of Fort Hare, 2013. http://hdl.handle.net/10353/d1006259.

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The idea of district support for schools is based on the view that local education offices are best placed to play a critical role in the promotion of quality teaching and learning. In performing this mandate whose characterisation has, over time, moved away from ‘inspection’ and ‘supervision’ both of which are seen as old fashioned and undemocratic, to support, which is seen as developmental. The aim of this study was to understand how three categories of district based officers, Subject Advisors, Integrated Quality Management System Coordinators and Education Development Officers support tea

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Frank, Adam Harrison. "Inclusive Deliberation (ID): A Case Study Of How Teachers Experience The Decision-Making Process For Change Initiatives Within A School Committee." Miami University / OhioLINK, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=miami1573900707645968.

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Tyala, Zakunzima. "School management team members' perceptions of their roles in managing Grahamstown secondary schools /." 2004. http://eprints.ru.ac.za/170/.

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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.

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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

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Ntuli, Sithembiso. "Exploration of school principals' leadership styles of two secondary schools in Imati ward in Maphumulo circuit." Thesis, 2012. http://hdl.handle.net/10413/11355.

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There is an assumption that effective styles of leadership lead to effective schooling which is evidenced by, among other things, high pass rate. This study explored principals’ leadership styles in two secondary schools in Imati ward in Maphumulo Circuit. The study was conducted in two neighbouring secondary schools situated within a rural context. The two secondary schools were purposefully selected because of the disparities of learner achievement in the two schools. One school had produced very good Grade 12 results in the last five years and the other school had not performed as good, yet

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Collier, John, University of Western Sydney, College of Arts, and School of Education. "The development of culture, ethos and leadership structures in secondary schools." 2008. http://handle.uws.edu.au:8081/1959.7/22480.

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This Doctoral thesis has arisen from a developing interest in the synergy between leadership, culture and ethos in schools, and particularly how this is manifested in the generation of quality curriculum, effective school organization and excellent outcomes for students. It particularly explores how the leadership of the Principal can empower others to effect change. Early interest in the empowering role of leadership arose through experience at Head of Department level, extended by system contribution beyond the school. The conception of the interface between leadership, culture and etho

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Joseph, Vathukattu Kurian. "Management strategies to improve the academic performance of previously disadvantaged secondary schools in the grade 12 examination." Thesis, 2004. http://hdl.handle.net/10210/922.

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The importance of secondary school education in moulding learners into responsible citizens of tomorrow cannot be ignored or undermined. Secondary school education is the stepping stone for unlimited opportunities for learners to explore the career choices that they have to pursue further in their lives. Every year the performance of secondary schools in the matric examination come under spotlight as soon as the results are published. Many schools in the previously disadvantaged communities perform poorly in the matric examination each year. This research aims at drawing up management strategi

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Moonsamy, Padmaloshni. "'The ripple effect of teacher leadership' : a case study of three teacher leaders in a semi-urban secondary school in KwaZulu-Natal." Thesis, 2010. http://hdl.handle.net/10413/1398.

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The vision of education policies in South Africa, post 1994 is to shift management practices from traditional autocratic headship to a multiple- leader perspective where leadership is dispersed across the school organization. Within this distributive perspective of leadership lies the notion of teacher leadership. However, the conceptual understanding of teacher leadership is still in its infancy in South Africa and, of even greater concern is that the practice of teacher leadership is not deeply rooted in the culture of many of the country’s schools.Theorizing from a distributed leadership fr

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Mdutshane, Tembalihle Reuben. "An investigation into leadership in a junior secondary school in Lusikisiki district, Eastern Cape, with special focus on evidence for the existence of transformational leadership." Thesis, 2004. http://hdl.handle.net/10413/1839.

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The dilemma in South African schools can be attributed to the lack of legitimacy created apartheid system and its policies during the previous dispensation. The apartheid school system was characterized by inequality: racially, regionally and in terms of gender (Department of Education 2000f:l). It was also administered by means of a top-down management system where principals and educators were at the receiving end. This means that the principals were accustomed to receiving instructions from departmental officials. This led to poor management and leadership and to a collapse of the culture o

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Kausmaully, Essan. "The relationship between the leadership style of principals and school climate in private secondary schools in Mauritius." Diss., 2005. http://hdl.handle.net/10500/1532.

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Leadership styles of principals and school climate are two factors that vary greatly in different private secondary schools in Mauritius. They also contribute immensely in the making of a school a peaceful and happy work place for both staff and students. This study first presented a literature review on leadership styles of principals and school climate. References were made from many sources in order to have a clear overview on these two factors. A qualitative research based on interviews and observations was conducted on teachers and principals from nine private secondary schools in

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Mofokeng, Lehlohonolo Israel. "Successful instructional leadership practices in challenging circumstances: a case study of one Qwaqwa township secondary school." Thesis, 2017. http://hdl.handle.net/10539/23436.

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Submitted in accordance with the partial requirements for the degree of Master of Education at the University of the Witwatersrand February 2016<br>This study sought to explore successful instructional leadership practices in challenging circumstances. One township secondary school located in QwaQwa, Free State province, was used as the case study. The purpose of this study was to understand how the school has managed to consistently produce meritorious academic performances over the years despite facing multiple deprivations such as poverty, high crime rates and dilapidated learning infrast

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Makwakwa, Mafemani Norman. "Experiences of school stakeholders regarding secondary school leadership in schools found in Soutpansberg East Circuit, Limpopo province." Diss., 2017. http://uir.unisa.ac.za/handle/10500/25668.

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This study sought to explore perspectives and experiences of leaders of secondary schools’ stakeholders on leadership. The experiences of parents and learners who are not necessarily leaders in schools about secondary schools leadership were also explored. Participants were afforded the opportunity to suggested strategies for leadership improvement in secondary schools. This study is underpinned by academic literature and the shared leadership theoretic framework. The study espoused a qualitative research methodology and used a case study approach as a research design. The study included seco

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Oyetunji, Christianah Oluwatoyin. "The relationship between leadership style and school climate in Botswana secondary schools." Thesis, 2006. http://hdl.handle.net/10500/2354.

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In Botswana secondary schools, a positive climate is more of an ideal than a reality. It is the task of stakeholders particularly the headteacher's to create and sustain a conducive learning environment to improve pupils' academic and behaviour standards. To a large extent, the headteacher, as an individual occupying the highest official position in the school, determines how the school is run. His/her expectations, values, beliefs, relationships with teachers and the examples he/she sets for the whole school shape the climate in the school. The headteacher can promote or inhibit a posit

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Zulu, Mdumiseni Petros. "The impact of the attitudes of school managers on the implementation of outcomes-based education (obe) in secondary schools." Diss., 2003. http://hdl.handle.net/10500/2137.

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In South Africa Outcomes-based Education (OBE) has been adopted as the approach to education in a new educational dispensation. A point of departure is that school managers have a managerial responsibility to educators. The effective implementation of OBE in secondary schools is essential to the success of OBE. The study investigates the impact of the attitudes of school managers on the implementation of OBE in secondary schools and makes recommendations for the improvement of practice. The problem was conducted by a literature study and empirical investigation using a questionnaire and semi-s

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Mudzingwa, Kudzayiishe. "Perceptions of stakeholders on management development programmes for beginning secondary school heads in Zimbabwe." Thesis, 2018. http://hdl.handle.net/10500/25462.

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Text in English, abstract in English, Zulu and Sepedi<br>The education system in Zimbabwe has experienced a wide range of educational reforms and technological changes since the last half of the 20th century. These changes have resulted in a significant expansion of the duties and responsibilities that school heads are expected to perform in schools. Despite these changes, there has not been a comprehensive training programme meant to prepare newly promoted secondary school heads for the daunting task of school leadership in Zimbabwe. The study sought to examine the perceptions of stakeholders

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Mlangeni, Simeon. "Towards an effective supervision model for total quality education in some selected secondary schools in the Northern Province." Thesis, 2001. http://hdl.handle.net/10386/2102.

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Souls, Jacobus Abram. "The changing role of the secondary school principal in building sustainable communities." Thesis, 2005. http://hdl.handle.net/10500/1756.

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The aim of the study was to investigate the changing role of the secondary school principal in building sustainable communities. It is supposed that communities that are not sustainable affect secondary schools. The focus is on how the secondary school principal should go about building, sustaining and uplifting the school community. The direct and indirect involvement of secondary school principals in community issues, could contribute to sustainability within the community, which gradually becomes a reality. The task of the secondary school principal is realised through the results of

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"Die vakvergadering as strategie om bestuursvaardighede te ontwikkel." Thesis, 2014. http://hdl.handle.net/10210/12884.

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Luphoko, Mandla Erick. "The leadership role of the school governing bodies in selected South African secondary schools." Thesis, 2019. http://hdl.handle.net/10500/26571.

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School Governing Bodies (SGBs) function across South Africa as governance structures aimed at improving effectiveness of the schools. The appointment of SGB's and their establishment to improve school governance is not only unique to South Africa but is a trend in all democratically elected countries such as the United States, Britain, Australia and Brazil. The purpose of this study was to explore the leadership role of the School Governing Bodies in selected South African secondary schools. The study was underpinned by four leadership theories namely, the contingency theory, participative the

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Ramalepe, Matome Liphy. "The role of school managers in the implementation of continuous assessment in the further education and training band in Mopani district, Limpopo province." Diss., 2010. http://hdl.handle.net/10500/4195.

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This study focuses on the role of school managers in addressing challenges associated with the implementation of continuous assessment (CASS) in the Further Education and Training (FET) band in Mopani District. It furthermore investigates to what degree school managers in the district engage in performing the “traditional” leadership and management roles which create a conducive atmosphere for the implementation of CASS. A thorough literature review provides an understanding of the emerging trends and challenges in the implementation of CASS internationally. Most of these challenges are

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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.

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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

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Du, Preez Marika. "Motion leadership towards sustainable development in Canadian secondary schools in Alberta province." Diss., 2017. http://hdl.handle.net/10500/23783.

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The United Nations works towards sustainable development for present and future generations and therefore set their target for 2030 to attain seventeen goals, not only to help future generations meet their own needs, but also to help this present generation to be sustainable. In view of all that, one realizes that world leaders released a new, holistic paradigm shift known as systemic thinking. The new paradigm falls back to the ancient old tension between parts and the whole. Nowadays, 21st leaders reject the emphasis on the parts with its linear, rational and competitive edge. At this time i

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Govender, Savithri. "A study of the management of the Common Tasks for Assessment (CTA) instrument at selected secondary schools in Gauteng." Diss., 2005. http://hdl.handle.net/10500/1132.

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The researcher investigated the management and implementation of the Common Tasks for Assessment Instrument as a tool for assessing Grade 9 learners in public schools. The objectives were to investigate: * what the CTA Instrument entails for teaching and learning * its positive and negative aspects * training and development of the school management teams (SMTs) and Grade 9 educators in preparation for the implementation * the management of its implementation * learner performance Four schools, comprising two urban and two township schools from the former Transvaal Education Departmen

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