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1
Booysen, Cedric. "The role of the school management team in translating school evaluation into school development : a case study of a school in the Western Cape." Thesis, University of the Western Cape, 2010. http://etd.uwc.ac.za/index.php?module=etd&action=viewtitle&id=gen8Srv25Nme4_1734_1307339905.
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A mixed methods approach was employed and included a document study, questionnaires and a focus group interview. Participants included post level one teachers, and non-teaching staff and members of the school management team at one school in the Western Cape. Research findings indicated that the school management team only implemented IQMS to comply with departmental requirements and to ensure that teachers received pay progressions. It also emerged that planning was only done for compliance resulting in no real school development taking place at the school due to a number of constraints. It is recommended that the school management team employs a more balanced approach to school evaluation with a strong focus on both Developmental Appraisal (DA) and Performance Management (PM) as they employ whole school v development. It is further recommended that the school management team plans for school development with the intention to implement these in order to improve the conditions in the school. A final recommendation is that the Department of Education establish a directorate of school development in order to fund and assist schools with translating evaluation into school development.
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Chan, Yee-wah, and 陳綺華. "School self-evaluation: a whole school approach." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2004. http://hub.hku.hk/bib/B30227392.
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Ho, Yue-tim, and 何如添. "The perceptions of school effectiveness by a sample of Hong Kong school principals." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1987. http://hub.hku.hk/bib/B38627218.
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Nung, Tai-fai Paul, and 農大輝. "The effectiveness of a secondary school in Hong Kong." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1994. http://hub.hku.hk/bib/B31957432.
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Harrison, Bradford Lee. "The perceptions of teachers and school administrators of school effectiveness in 11 schools in a southern Mississippi school district." Diss., Mississippi State : Mississippi State University, 2008. http://library.msstate.edu/etd/show.asp?etd=etd-10242008-143003.
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Ni, Xinyu. "What Influences School District Effectiveness Growth Trajectories? A Growth Mixture Modeling (GMM) Analysis." Thesis, Teachers College, Columbia University, 2019. http://pqdtopen.proquest.com/#viewpdf?dispub=13805575.
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As a local education agency, school districts play an important role in providing instructional support for teachers and school leaders, making instructional goals, and allocating financial and human capital resources in a rational way to promote overall students’ learning outcomes. Studies on school districts that look to find reasons or characteristics related to school district success are known as district effectiveness research (DER). Previous quantitative research in DER using longitudinal dataset has assumed that all school district effectiveness (SDE) changes in a common pattern through a traditional ordinary linear regression or a hierarchal linear model while ignoring the probability that there might exist distinct subgroups of school district effectiveness trajectories. Thus, the purpose of the present study was to examine the existence of different SDE trajectories and how school district demographic variables and financial expenditures affect classification of SDE groups using a growth mixture model (GMM) with a national longitudinal dataset containing all public school districts in all 50 states and Washington D.C. from 2009 to 2015 (n = 11,185). The results indicated that (a) there are three different classes of school district effectiveness growth trajectories, which can be named as a constant SDE group (3.66%), a decreasing SDE group (34.16%), and an increasing SDE group (62.18%); (b) school district demographic characteristics such as a percentage of free lunch students and general administration expenditure per pupil are significantly associated with the probability of a school district being classified to a specific group; and (c) the longitudinal effects of school district demographic covariates and financial expenditures within each class such as school district locations (e.g., urban, suburban, etc.) are associated with the growth factors (intercept and slopes) in different ways.
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Chen, Hing Corina, and 陳馨。. "The perceptions of the principal and teachers on school effectiveness: a case study in a subsidized secondaryschool." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1999. http://hub.hku.hk/bib/B42574900.
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O'Connor, Patrick Paul. "The policy, process and impact of whole school inspection at primary level in the Republic of Ireland from the perspective of some inspectors and teachers." Thesis, n.p, 2001. http://dart.open.ac.uk/abstracts/page.php?thesisid=113.
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Beauchamp, Pierre. "Teacher perceptions of the characteristics of effectiveness in Canadian independent schools." Thesis, McGill University, 1991. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=22401.
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This study analyzed the perceptions of 184 teachers in 38 member institutions of the Canadian Association of Independent Schools to determine the most important characteristics and indicators of school effectiveness. Review of the school effectiveness literature indicated eight characteristics of school effectiveness: leadership, expectations, mission, time on task, monitoring, basic skills, climate, and parent/community participation. In addition, research on school effectiveness has found certain procedures or activities that contribute to effective schooling, termed indicators for this study.Of the eight characteristics, creating a positive learning climate was ranked highest, as was the case in a recent study of private schools in the United States. At the level of indicators, top rankings were given to student-oriented concerns: (1) care about students as people, (2) providing an enriched and all-round quality programme for students, (3) pride in the school's and students' successes, (4) listening to students, (5) providing an enjoyable environment, (6) care of students in a professional manner.
In conclusion, these findings indicate that a balance of school effectiveness characteristics and indicators are required to render an overall quality programme for the benefit of the students.
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Ricker-Gilbert, Jacob. "Cost-Effectiveness Evaluation of Integrated Pest Management (IPM) Extension Methods and Programs: The Case of Bangladesh." Thesis, Virginia Tech, 2005. http://hdl.handle.net/10919/34681.
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This study evaluates the cost-effectiveness of alternative Integrated Pest Management (IPM) training methods and programs aimed at diffusing IPM innovations to farmers in Bangladesh. Various IPM innovations are categorized as being simple, intermediate or complex, while dissemination methods used to extend these innovations are classified as being less intense, moderately intense, or more intense. Examples of less intense diffusion methods include mass media and field day demonstrations, and moderately intense methods include visits from agents. A "farmer field school" (FFS) is considered a more intense type of training method. The study evaluates the effectiveness of these IPM diffusion methods based on a number of criteria such as a methods ability to reach the greatest number of farmers with a given budget, their capability of reaching farmers quickly, and their ability to influence adoption of IPM. Additional components of effectiveness include influencing appropriate use of IPM, influencing retention of IPM, providing a level knowledge that participants can adapt to other areas on the farm, and providing accessibility to limited resource farmers. Data used in the analysis come from a field survey conducted on 350 rice and vegetable farmers in Bangladesh during July and August of 2004. Three ordered probit models are used to measure adoption of simple, intermediate and complex technologies. Results from these models indicate that FFS participants are more likely than non-participants to adopt simple, intermediate and complex practices, while farmers visited by agents are more likely than non-participants to adopt simple and intermediate practices. Field day attendees are more likely to adopt intermediate and complex practices than non-participants. These results may be influenced by endogeneity of unobserved factors that influence participation in FFS but also affect adoption. The study uses a binary probit model to measure appropriate use, but it does not detect any significant differences among farmers trained through different methods, nor does it find any significant differences in retention rates among farmers who have been to different training programs. Another probit model identifies farmers who have been visited by an agent as being more likely to discover an IPM practice through their own experimentation, indicating that farmers who have been visited by an agent have received enough knowledge to adapt IPM to different problems on their farm. Results of the study indicate that limited resource farms are well represented by their participation in the various training methods, but that a higher percentage of large farmers than small farmers in the sample have been visited by an agent or been to FFS. Informal diffusion of IPM information is found to be occurring among people in FFS villages for simple practices. However, for intermediate and complex practices, farmers who participated in FFS are no more likely to spread information to other people in their villages than are less intense formal training methods such as field days and agent visits. This result indicates that while FFS graduates may be likely to share simple practices with others, they should not be relied upon as the primary means of informally diffusing more complex practices to other farmers. The cost-effectiveness estimation incorporates components of the effectiveness evaluation along with the cost of administering the methods. The study calculates that agent visits are the most cost-effective method for diffusing simple and complex technologies and practices, while field days are the most cost-effective methods for extending intermediate technologies and practices.Master of Science
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Hixson, Larry E. "An evaluation of a staff assessment model to improve teacher effectiveness utilizing the Stallings Intervention Technique." Diss., Virginia Polytechnic Institute and State University, 1987. http://hdl.handle.net/10919/82624.
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This study will evaluate the effectiveness of a teacher performance assessment model. Teacher performance is a timely subject and very much of interest to educators, policy makers and the general public. The Stallings Observation Instrument (SOI) will be utilized to assess the performance of teachers. It has not been studied to date in that context.
The design of this study will be experimental research. A total of sixteen (16) vocational teachers will be observed by certified coders using the Stallings method. Eight (8) vocational teachers will serve as the control group. After the initial observation, eight (8) vocational teachers will receive a developmental treatment and a second observation will be conducted. An analysis of covariance will be utilized to provide an analysis of the data and a comparison of the performance of the groups. The results of the study will provide data and data interpretation on the effect of the Stallings Observation Instrument (SOI) on the teacher performance assessed.Ed. D.
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Obeda, Tabatha Lee. "Evaluation of the Effectiveness of an Established Glycemic Monitoring Program in a High School Setting for Adolescents With Type I and Type II Diabetes Mellitus." ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/5764.
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Adolescents with Type I and Type II diabetes need to monitor blood glucose and food intake, administer insulin, and participate in activities including physical education during school hours to maintain glycemic control. Glycemic management programs (GMPs) exist for the improvement of diabetes management during school hours. The purpose of this project was to evaluate a GMP in a school system in a rural area in the Southeastern United States. The goal was to determine if the existing GMP met objectives and to make recommendations for continuation, revision, or discontinuation of the GMP. The logic model provided the basic framework for the evaluation of the GMP by using a graphic flowchart depicting health outcomes prior to and after the implementation of the program. The review consisted of approximately 2,100 students from 9th to 12th grade, and out of those students there were 77 participants from 2010 and 89 participants from 2015 with diagnosis of diabetes. A t-test outcome evaluation found the updated GMP was associated with the lowering of hemoglobin A1c readings. Mean A1c in 2009 was 8.6% (180 - 190 mg/dl), with the mean decreasing to 7.2% (150 mg/d) in 2015. Changes in the program led to 1-to-1 care management based on children's individual needs and parental involvement. Findings show that the GMP improved glycemic management by empowering and individualizing care. This project contributes to positive social change by contributing to data from the Diabetes Prevention Program Research Group study showing that prevention of onset of Type II diabetes mellitus in adults and adolescents is successful through early detection of prediabetes in childhood.
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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 rather than official Department of Education surveillance. However, recent studies have shown that the IQMS has failed and is failing to achieve what it was intended to achieve. This study examines the reasons for this failure in a secondary school in the Eastern Cape, South Africa. This research is an interpretive case study that uses observation, document analysis and interviews utilising theories of learning organizations, management and leadership. The study reveals that the policy is not applied in the way it was intended and is failing in this regard. The policy process has been bureaucratised and suffers from superficial compliance. The developmental thrust of the policy seems to have been lost. It was also discovered that the involvement of teacher unions has both positively and negatively affected the implementation process and that the support schools receive from the department is not enough to keep the policy alive in schools. This research is likely to benefit school principals, policy makers and implementers, and IQMS coordinators, as it provides clarity on the issues restraining IQMS implementation in schools. The study also demonstrates the need for school principals to consider adopting transformational leadership as a strategy to lead teachers against political influence and expose them to professional development opportunities.
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Jantjes, Anthea. "An analysis of organisational performance management in the City of Cape Town : from legislation to implementation." Thesis, Stellenbosch : Stellenbosch University, 2008. http://hdl.handle.net/10019.1/2485.
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Thesis (MPA (School of Public Management and Planning))--Stellenbosch University, 2008.Research was conducted in this paper on organisational performance management. Various definitions are offered in order to provide an explanation to the topic. Different models on performance management were discussed including the balanced scorecard. The City of Cape Town was identified as a case study to ascertain how the provisions for the performance management system, as stipulated in legislation, were implemented. The use of the balanced scorecard was also reviewed. Officials were interviewed, as well as various documentation considered, dealing with performance management in the City of Cape Town. From the findings various recommendations were made to improve the performance management system.
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Vilbro, Brenda Ann. "An investigation into the effectiveness of teambuilding in the whole school development department of a non governmental organisation (NGO) in the Valley of a Thousand Hills, KwaZulu-Natal." Thesis, 2003. http://hdl.handle.net/10413/3241.
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This research investigates the effectiveness of teambuilding in the whole
School Development Department of an NGO based in the Valley of a
Thousand Hills, KwaZuluNatal.
My personal view is that teamwork is essential to the effective functioning of
people in organisations. As I am the manager of the Whole School
Development Department, I initiated a teambuilding programme at the
beginning of 2002. My gut feeling is that teambuilding is the most important
tool that can bring a team together in pursuit of common goals. By embarking
on this research, I would be able to explore the perceptions of team members
in respect of the effectiveness of teambuilding.
From the outset it was believed that a case study approach would be most
appropriate. This approach allowed the manager (researcher) to freely
observe and interact with the subjects of the research. During the research,
data was collected and analysed on an ongoing basis. Due to the nature of
the research and the size of the population (eleven members in the team) the
researcher was able to focus on the entire population.
Results obtained revealed that the manager and team members were
committed and dedicated to make teambuilding work. All the participants had
a large say in how it would be run and all wanted the team to be as good as it
could be.Thesis (M.Ed.) - University of Natal, Durban, 2003.
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Masiteng, Samuel Mathibela. "The assessment of the management of school environment: implications for whole school evaluation." Thesis, 2008. http://hdl.handle.net/10210/1154.
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M.Ed.This report provides the results of a social scientific research on the assessment of the management of school environments and its implications for the Whole School Evaluation (WSE). Through a qualitative research design that used photos and field notes, the researcher personally collected data from 21 Qwaqwa schools. Maximum variation- and theoretical purposive sampling techniques were used for data collection. With maximum validity and reliability, the research results showed that Qwaqwa schoolyards are big and that the school land is not effectively utilised. Although there is currently no policy that perfectly assesses the management of school environments (except the WSE), the results showed that Qwaqwa schools freely use their own individual creative strategies for the management of their environments. The results revealed that schools consist of two kinds of environments, namely, natural and other manmade physical environments. The research results provided evidence that the schools can manage their natural environments through grass, trees, gardens and school parks. The results also revealed that manmade aspects of school environments can be best managed through rockeries, sport fields, paving, parking areas, general maintenance of buildings and symbols such as the school flag, the national flag of South Africa and plaques. The results further revealed that there are various forms of waste and refuse in schools and that littering was still a problem. However, the findings revealed that certain schools used rubbish bins to address the problem. The researcher thus recommends that these creative strategies be recognised and added to WSE criteria for effective school environment management.
Prof. K.C. Moloi
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Malimela, Zasendlunkulu Nonkululeko. "Educators' perceptions of whole-school evaluation in a primary school in the Umlazi district." Thesis, 2008. http://hdl.handle.net/10413/496.
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Policy documents such as The National Policy on Whole-School Evaluation (Department of Education, 2001), A Policy Framework for Quality Assurance and Training System in South Africa (Department of Education, 1998) and Integration Quality Management System (Department of Education, 2003) propose broad participation of major stakeholders, in particular educators, in the process of evaluating and monitoring school performance. This represents a major shift from the inspectorate system of the past that had limited transparency and openness between the evaluators (inspectors) and evaluees (educators) and had little to do with assuring the quality of education provision. Nevertheless many teachers have resisted the introduction of these policies designed to improve schools and their performance. The system known as Whole-School Evaluation focuses on the whole school rather than on individual staff members of the school, with the aim to develop schools in achieving their context-related goals and intended outcomes. Reasons for teachers‟ resistance to such a well intended framework of policies is not well understood. Thus, this study sought to investigate perceptions of educators about Whole-School Evaluation, which is the component of Integrated Quality Management System. To do this a case study was conducted at one KwaZulu-Natal Primary School in the Phumelela Circuit of Umlazi District. The focus of the study is on educators‟ experiences of Whole-School Evaluation, their understanding of their roles in the implementation process as well as their perceptions about the intention of Whole-School Evaluation, an interpretive approach was appropriate. The study uses two methods, interviews and questionnaires, for generating data. The major finding of this study is that, contrary to their initial resistance, educators are more positive about the Whole-School Evaluation system than the previous inspection system, because they perceive it to be developmental for themselves and their schools.Thesis (M.Ed.)-University of KwaZulu-Natal, Durban, 2008.
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Mc, Ilrath Craig Douglas. "The assessment of collaborative management: implications for whole school evaluation." Thesis, 2008. http://hdl.handle.net/10210/1163.
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M.Ed.Met hierdie kort navorsingsprojek is beoog om samewerkende bestuur en die moontlike implikasies daarvan op geheelskool evaluering te bereken. Die konseptuele raamwerk waarbinne hierdie navorsingsprojek beoordeel moet word is deur middel van 'n literatuurondersoek na samewerkende bestuur en die moontlike implikasies daarvan op geheelskool evaluering, daargestel. Een van die hoofbevindinge was dat geheelskool evaluering aanleiding gee tot kunsmatige samewerking van die opvoeders se kant af. Die persepsie van opvoeders met betrekking tot die evaluering van die ge¿dentifiseerde aspekte van samewerkende bestuur is deur die gebruik van 'n vraelys bepaal. Data was versamel in 'n poging om die persepsie van opvoeders rakende die belangrikheid van ge¿dentifiseerde aspekte van samewerkende bestuur in skole te ondersoek. Die bekwaamheid van die opvoeder se skole in die implementering van hierdie ge¿dentifiseerde aspekte van samewerkende bestuur, is tergelykertyd bepaal. In die analise van die data het dit aan die lig gekom dat daar 'n verskil in persepsie tussen opvoeders betreffende die belangrikheid en bekwaamheid van die ge¿dentifiseerde aspekte van samewerkende bestuur in skole bestaan. Die verskil tussen die gemiddelde belangrikheidstelling en die bekwaamheidstelling met betrekking tot samewerkende bestuur is die gevolg van kunsmatige samewerking vanaf opvoeders kant. Dit is soortgelyk aan Argyris en Schon (1974:7) se sogenaamde voorgestaane- en gebruiksteorie. Daar is aangetoon dat hierdie kunsmatige samewerking belangrike implikasies ten opsigte van geheelskool evaluering het. Die navorser het die literatuur en empiriese bevindinge gebruik om aanbevelings met betrekking tot die assessering van samewerkende bestuur en die moontlike implikasies wat dit vir geheelskool evaluering inhou, gedoen.
Prof. B.R. Grobler
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Biyela, Priscilla Philisiwe. "The role of School Management Team in the facilitation of whole school evaluation in primary schools." Thesis, 2009. http://hdl.handle.net/10530/948.
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Mini-dissertation submitted in partial fulfilment of Master of Education Degree in the Department of Educational Planning and Administration at the University of Zululand, South Africa, 2009.The study investigates the role school management teams in whole school evaluation. Education institutions are faced with changes and new policies that need to be implemented in order to achieve the national educational goals of quality education in schools. The South African Schools Act, No 84 of 1996, positions SMT as leaders in schools. Therefore SMTs have a responsibility of working collaboratively with the staff to implement whole school evaluation. The whole school evaluation policy provides guidelines on how to conduct internal evaluation, followed by external evaluation, which will be conducted by departmental officials. Literature was reviewed on the strategies that need to be adopted by SMTs to implement whole school evaluation successfully. Empirical study involved the use of a questionnaire consisting of closed and open-ended questions .The study was conducted in Umbumbulu circuit which is within Umlazi district The population for survey consisted of 130 schools. The study revealed that SMT members are not well-equipped to implement whole school evaluation in their schools. The following are the key findings: ♦> Some SMT members lack knowledge about WSE ❖ Some SMT members still resist change which entails implementation of WSE ❖ Minimal departmental support to adequately capacitate SMT members to facilitate WSE is evidenced. ♦> There is poor sharing of information among members of school SMT in school The following are key recommendations that are offered: ❖ SMT members should be given adequate training by the Department of Education in respect of WSE ❖ Staff involvement is crucial for decision making about WSE ❖ School development teams must be established to promote WSE This study is regarded as significant because it provides valuable information about the role of school management team in the facilitation, of whole school evaluation in primary schools.. The strategies that are required for the successful implementation of WSE provided via literature review suggest important mechanism and ideas which SMTs can use to implement effective WSE programmes.
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Khuzwayo, Martha Ntombizodwa. "The assessment of instructional leadership in schools: implications for whole school evaluation." Thesis, 2008. http://hdl.handle.net/10210/921.
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There is a growing consensus that at the core of school effectiveness and learner achievement is instructional leadership. Research evidence show that the rigid command and control leadership tendencies stifles individual and team creativity which may in turn deter platitudes about quality teaching and learning as well as learner achievement. This research has argued that to strengthen teaching and learning, instructional leadership should be nurtured through the establishment of a leadership development program. This program should focus on, amongst others, an in-depth understanding of school and classroom practices that could improve learner achievement. The overall aim of this research was to assess instructional leadership in schools and to ascertain its implications for whole school evaluation. To achieve this aim the quantitative research design was used. Data was collected from a range of post level one educators to deputy principals at Ekurhuleni West District by means of a structured questionnaire. The identification and conceptual meanings in respect of instructional leadership were achieved through the results of the empirical data, although it was difficult to find a succinct definition from the literature gleaned. Three successive factor analyses on the research instrument (the questionnaire) produced one factor, namely: • Academic standards consisting of 50 items with a Cronbach- Alpha reliability co-efficient of 0,990. This factor indicates a high reliability co-efficient correlation between the independent and dependent variables in this research- (instructional leadership and whole school evaluation). (Instructional leadership being the predictor variable (independent variable) and whole school evaluation being the criterion variable (dependent variable). This research has shown that the presence or lack of presence of instructional leadership would determine the kind of results that may be obtained from the process of whole school evaluation. Important findings from the literature review indicate that high achieving schools have principals that place instruction as their highest priority. These are the principals that set goals, understand instruction and curriculum, are results-driven, evaluate and monitor progress to bring about increased learner learning, become physically visible and accessible and promote instructional climate (Van Deventer and Kruger, 2003:248-254). The recommendations explicated in chapter five indicated that principals need the opportunity to explore and update skills in instructional leadership, curriculum development, supervision and school management.Prof. C.F. Loock
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Mestry, Kanagamberry. "The assessment of parent involvement as an aspect of whole school evaluation." Thesis, 2008. http://hdl.handle.net/10210/1161.
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M.Ed.Hoofstuk een voorsien die agtergrond tot die navorsing asook ‘n beskrywing van die probleme. Dit bevat die doel van die navorsing, die metodologie wat gevolg is en gee ‘n uitklaring van konsepte wat in die navorsing gebruik is. Hoofstuk twee fokus op ‘n uiteensetting van die onderwerp van die navorsing, naamlik DIE ASSESSERING VAN OUERBETROKKENHEID AS ‘N ASPEK VAN GEHEELSKOOL-EVALUERING. Die doel van die navorsingsprojek was om te bepaal watter aspekte noodsaaklik is vir die doeltreffende betrokkenheid van ouers by skoolbestuur. Om hierdie doel te verwesenlik is ‘n lite ratuurstudie onderneem wat as basis vir die empiriese navorsing gedien het. Die bespreking in hoofstuk twee handel oor die vernaamste vorme van ouerbetrokkenheid, huis-en-skoolinteraksie, die impak van ouerbetrokkenheid by skoolbestuur en die hantering van hindernisse vir doeltreffende ouerbetrokkenheid. Die studie ondersteun die siening dat ouerbetrokkenheid die perspektiewe van onderwysers verbreed en hulle sensitiwiteit vir die uiteenlopende omstandighede van ouers verhoog. Deur die bevordering van ouerbetrokkenheid kan onderwysers kennis en ‘n begrip van kinders se huise, gesinne en buite -skoolbedrywighede bekom wat lei tot hoë vlakke van akademiese prestasie by kinders. Die ontwerp van die navorsingsprojek is in hoofstuk drie uiteengesit. ‘n Beskrywing van die empiriese ondersoek is voorsien. Die vraelys is bespreek en die verloop van die navorsing kortliks aangeraak. Al die vrae met betrekking tot doeltreffende ouerbetrokkenheid het gelei tot gemiddelde tellings tussen 3,73 en 4,59. Die ontled ing en interpretasie van die empiriese data is in hoofstuk vier bespreek. Die konstrukgeldigheid van die navorsingsinstrument is deur middel van twee opeenvolgende faktoranalitiese prosedures ondersoek en sodoende is die 40 items tot twee faktore gereduseer, naamlik: · doeltreffende ouerbetrokkenheid bestaande uit 21 items met ‘n betroubaarheidskoëffisiënt van 0,9129; · doeltreffende kommunikasie bestaande uit 19 items met ‘n betroubaarheidskoëffisiënt van 0,8924. Die statistiese ontleding van die navorsing is beperk tot ‘n vergelyking van een voorbeeld van twee onafhanklike groepe met een voorbeeld van drie of meer onafhanklike groepe. Hipoteses is opgestel en multivariante statistieke gebruik om die data te ontleed en te interpreteer. Na hierdie oorsigtelike opsomming van die aspekte wat in die huidige navorsing aangeraak is, word belangrike bevindings wat uit die navorsing voortspruit gemaak.
Prof. B.R. Grobler
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Mbalati, Timothy. "A critique on the implementation of whole school evaluation policy in Limpopo province." Thesis, 2010. http://hdl.handle.net/10386/494.
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Thesis (PhD.(Education)) --University of Limpopo, 2010The purpose of this study was to critique the level of influence the Whole School Evaluation (WSE) policy framework had on the quality of teaching and learning in the Limpopo Province schools. Limpopo Province comprises of five districts with different learner performance levels. At the time when this study was conducted Sekhukhune District had the worst learner performance results followed by Mopani. Up to the early 1990s schools in South Africa became sites of struggle against Apartheid, as most citizens rejected a system of government that was characterized by inequality (Seedat, 2004:190). As a result (Herselman & Hay, 2002: 239), many schools in South Africa, including those in Limpopo Province were destroyed morally and physically to the level of becoming less productive and some totally dysfunctional. The WSE policy is a mechanism that was developed to address the above problem. In addition, among others, the WSE policy was aimed at the development of a collaborative approach that would enable a school (individually or as a cluster) to deliver, quality services to the community , including the improvement of circumstances in schools that could create conditions for the facilitation of quality education within a particular given school period. All schools in Limpopo Province were made aware of the WSE policy framework and how it was implemented. As early as 2003 the Quality Assurance Directorate ensured that all schools had the relevant material and policy documents for implementing WSE. Circuit Managers, School Principals and three educators per school were subjected to an intensive training programme on how WSE policy framework is implemented. The empirical research was done through the observation of educators and learners within their schooling environment, perusal of primary and secondary documents and interviewing of the policy implementing agents, i.e. the Principals, Educators and Circuit Managers. The study: • Indicated that there is a serious problem to implement WSE policy in schools; • Exposed school managers, SMTs and educators` incompetence to comply with the prescription of the policy; • Revealed the inhibitors of the effective implementation of WSE process; • Aroused the awareness to the researcher of the operational discord that was experienced by the schools that had a problem in complying with the WSE policy requirements. • Some schools were reluctant to comply with the prescripts of the policy. • Schools had their School Improvement Plans (SIPs), School Development Plans (SDPs) and Academic Performance Improvement Plans (APIPs) but their day-to-day operations in no way showed compliance to what was put on the improvement document as their operational guide. Furthermore, the study clearly argue that quality education can only exist in situations where school communities and education officials are equally striving at reconciling the complex and dynamic relationships that exist between the learner, the centre of learning or school, the broader education system and the social, political and economic context of which they are part. The study developed, on completion, a full programme that can clearly show elements in our education system the negatively impacts on the desired progress, based on the findings in the Limpopo Province. In conclusion, the study revealed challenges that impacted negatively on the implementation of the WSE policy framework in the Limpopo Province Schools. As a way forward strategies were suggested that if complied with the WSE policy framework could be successfully implemented and quality teaching and learning enhanced.
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Mphahlele, Thokgela Millington. "The impact of the whole school evaluation on school management plan towards physical science learner performance at Sekhukhune, Limpopo, South Africa :The case of Malegale Circuit of Education." Thesis, 2018. http://hdl.handle.net/10386/2215.
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Thesis (M. Dev.) -- University of Limpopo, 2018.School Improvement Plan is introduced to improve learner performance in South Africa. This plan is integrated within the whole School Evaluation so as to enhance the quality of education in the country. Malegale Circuit of Education in Limpopo Province is central to the investigation. In terms of the Whole School Evaluation (WSE) schools are required to annually develop and implement a School Improvement Plan (SIP). As part of a SIP, a school should plan to monitor and examines at regular intervals, whether its practices and learner achievement are undergoing changes.SIP maps out the actions needed to bring about improvement. It is compiled annually after School Self-Evaluation (SSE). The focus areas used by school management teams to draw their School Improvement Plan (SIP) are: basic functionality of the school; leadership, management and communication; governance and relationships; quality of teaching and educators development; curriculum provision and resources; learner achievement; school safety, security and discipline; school infrastructure; and parents and community. It outlines the school’s strategies for improvement and sets clear targets of action. All the schools are obliged to draw their School Improvement Plan (SIP) in the curriculum of every subject. The programme helps in assisting towards improving performance in terms of quality of teaching and learning, educator development, curriculum provision and resources, learner achievement and school infrastructure. The study provides insight into the research design, qualitative case study which includes Semi-structured interviews, Document review, Field notes and Observation and quantitative in the form of questionnaires research paradigms, purposeful sampling, site selection, the participants, and data analysis. The members of the school management teams should be encouraged to implement School Improvement Plan in an effective and professional manner. The members of the school management team should be encouraged to appoint qualified physical science teachers to enhance the impact of whole school evaluation on school improvement plan. Government officials should be encouraged to monitor and evaluate the implementation of the whole school evaluation and school improvement plan, so as to enhance the teaching of Physical Science.
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"Leadership style, group atmosphere, maturity level of teacher and school effectiveness." Chinese University of Hong Kong, 1988. http://library.cuhk.edu.hk/record=b5885973.
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Sobende, Nomsa Queeneth. "The assessment of the management of physical risk reduction as an aspect of whole school evaluation." Thesis, 2014. http://hdl.handle.net/10210/9780.
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Hall, Andrew D. J. "The application of data envelopment analysis to publicly funded K–12 education in Massachusetts in order to evaluate the effectiveness of the Massachusetts Education Reform Act of 1993 in improving educational outcomes." 2005. https://scholarworks.umass.edu/dissertations/AAI3193907.
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The Charnes Cooper Rhodes ratio DEA model ("CCR") is used, with panel data from a large sample of Massachusetts' school districts, to test three propositions concerning the Massachusetts Education Reform Act of 1993 ("MERA"). First, did the degree of positive correlation between Socio-Economic Status ("SES") and educational outcomes decrease, secondly did educational opportunity become more equal among towns in Massachusetts, and finally were education standards raised overall? The CCR model is a Linear Programming method that estimates a convex production function using Koopmans' (1951) definition of technical efficiency and the radial measurements of efficiency proposed by Farrell (1957). It has been widely used in Education Production Function research. The pursuit, through state and federal courts, of equitable funding, allied to the belief that smaller class sizes improve outcomes, has made K-12 education expensive. The belief that outcomes are in constant decline has led to calls for "Accountability" and to "Standards" reform. Standards reform was combined, in MERA, with reform of state aid formulas and additional state funding, to ensure a minimum basic level of education pursuant to the decision of the Massachusetts Supreme Court in McDuffy v. Robertson. The one certain relationship revealed by decades of research is a strong positive correlation between SES and outcomes. If MERA ensured a higher basic level of education, then the correlation between SES and outcomes should have weakened as the education of less well SES-endowed children improved. The CCR model was used first to measure "correlation" between multiple input and multiple output variables. Strong positive correlation was shown to exist and it appeared to strengthen rather than weaken. Next the CCR model was used to determine if there were changes in the distribution of per pupil expenditures and, lastly to determine whether outcomes improved between after MERA. The analysis suggested that the distribution of expenditures improved but that outcomes deteriorated. This deterioration seems to be closely related to the changes in the proportion of all students, in a grade, actually taking the tests. There is little evidence that MERA achieved anything and no basis upon which to argue that it achieved nothing.
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Tumane, Basetsaneng Betsy. "An evaluation of the effectiveness of school management teams of underperforming schools in the Central Region of the North West Province / Basetsaneng Betsy Tumane." Thesis, 2005. http://hdl.handle.net/10394/11490.
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The purpose of this study was to empirically assess the role played by school
management teams (SMTs) of under-performing secondary schools in the
Central Region in their efforts to improve. The evaluation criteria applied were
those for effective schools and school leadership derived from the literature
study.
The survey method was employed to gather the data. A pre-tested 43 item
questionnaire was used to evaluate SMTs on 7 effectiveness criteria . The
subjects of the study were 80 SMT members and 66 educators from 29 randomly
selected trapped schools out of the 45 in the region .
The empirical investigation conducted found that SMTs are not effective on most
of the crucial effectiveness criteria such as strategic leadership and curriculum
leadership. Significantly wide differences of opinion on their effectiveness
between the two groups of respondents were observed. SMTs rated themselves
as mostly effective, while educators on the other hand rated SMTs as generally
ineffective.
Lastly, on the question of what can be done to assist underperforming schools
become more effective, the investigation makes two main recommendations.
First, intensive induction programmes for newly-appointed SMTs as well as on-going
capacity- building programmes for experienced ones should be
implemented. Second, adequate resources coupled with sustained departmental
support should be provided.(MBA) North-West University, Mafikeng Campus, 2005
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Neerchand, Rajesh. "A critical analysis of the national policy on whole school evaluation and its impact on the management capacities of school principals in the Durban south region in Kwazulu-Natal." Thesis, 2007. http://hdl.handle.net/10413/1420.
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Mathebula, Freddy Masingita. "Evaluating the effectiveness of leadership in schools west of Johannesburg." Thesis, 2012. http://hdl.handle.net/10210/6595.
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M.Ed.This is a qualitative research that explored the effectiveness of leadership of four schools in West of Johannesburg. The perception and contribution of all role players in these institutions were explored. The study interrogated the topic through the use of focus group interviews; personal interviews and through observations. This study was necessitated by the changes that are taking place in educational institutions and the outside forces that are putting pressure on educational institutions to change. The researcher argues that the ensuing change is received and perceived differently by individuals and groups within and outside these institutions. This investigation is important because it reminds and helps managers of their responsibilities as professional educators and as executive officers of schools.
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Madikida, Pakama Patience Patricia. "Challenges in the implementation of whole school evaluation at secondary schools in the Libode District, Eastern Cape Province." Thesis, 2016. http://hdl.handle.net/10500/21902.
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The purpose of this study was to investigate the implementation of Whole School Evaluation (WSE) policy in the Libode District, Eastern Cape Province (ECP). The ECP consists of 23 districts with different learner performance levels. Libode is one of the districts in ECP with poor learner performance.
The qualitative case study was used to examine the role of the stakeholders in implementing WSE policy. The empirical research was done through the semi-structured interviews with district and provincial education officials, open-ended interviews with School Management Teams (SMTs) and documents from sampled schools were analysed.
The findings suggested that there was a concern in the implementation of WSE in secondary schools; they are not implementing the School Self-Evaluation (SSE). This suggested that there was a need for training schools on how to conduct SSE. The stakeholders were not conversant about the policy and inevitably not performing their roles as stipulated in the policy. This suggested clarity and redefining of roles of the stakeholders and capacity building. There were systemic barriers in the implementation of WSE policy. That implied provision of human and financial resources and accountability of the role players in monitoring and evaluating the implementation of the policy.
In conclusion, the findings and recommendations in this study will provide valuable contribution to the implementation of WSE in Libode secondary schools.Educational Leadership and Management
D. Ed. (Education Management)
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Simon, Jessica. "A Cost-Effectiveness Analysis of Early Literacy Interventions." Thesis, 2011. https://doi.org/10.7916/D8N303WV.
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Success in early literacy activities is associated with improved educational outcomes, including reduced dropout risk, in-grade retention, and special education referrals. When considering programs that will work for a particular school and context; cost-effectiveness analysis may provide useful information for decision makers. The study provides information about the cost-effectiveness of four early literacy programs that the What Works Clearinghouse (WWC), a government agency that evaluates effectiveness research in education, has determined show evidence of effectiveness: Accelerated Reader, Classwide Peer Tutoring, Reading Recovery, and Success for All. By using meta-analytic techniques to combine effect sizes for different studies and weighting literacy outcomes, the study provides new information about the relative effectiveness of early literacy programs. In particular, by weighting literacy outcomes, the study casts new light upon the relative importance of different kinds of literacy outcomes for creating successful beginning readers. Costs are often ignored, but are a necessary consideration given budget constraints. Rigorous measurement of program costs and presentation of cost-effectiveness ratios provides information about the relative cost-effectiveness of four "effective" programs.
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Mazibuko, Sipho Patrick. "The managerial role of the principal in whole-school evaluation in the context of disadvantaged schools in Kwazulu-Natal." Thesis, 2007. http://hdl.handle.net/10500/2207.
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A number of educational reform initiatives are being introduced in South Africa to address the imbalances of the past. Schools with different backgrounds are expected to implement these reform initiatives. Due to their diverse contexts, schools approach, interpret and implement these initiatives differently. Consequently, these schools demonstrate different attitudes towards these initiatives. Whole-school evaluation is one of these reform initiatives. As a result of the changes taking place in the education system in South Africa, roles performed by all stakeholders in the education system have also been affected. Since the principal is fully responsible for the proper functioning of the school, this study explored his/her managerial role in whole-school evaluation, particularly within the context of disadvantaged schools/communities. It examines how educational changes impact on the roles of the principal, particularly the principal of a disadvantaged school. The study includes a literature review from local and international perspectives of whole-school evaluation, the managerial role of the principal and disadvantaged schools/communities. A qualitative investigation of the managerial role of the principal in whole-school evaluation in the context of disadvantaged schools in KwaZulu-Natal was conducted. Data were analysed, discussed and synthesised. The study revealed that whole-school evaluation is not fully being implemented. Shortage of supervisors in the province, lack of educator training, particularly of principals in whole-school evaluation and lack of support from the Department of Education, particularly District Offices, are regarded as the major factors that impede the proper implementation of whole-school evaluation. As a result principals are not certain about the roles they should play in whole-school evaluation. The study shows that findings and recommendations of the supervisors have not been addressed. This is attributed to the poor communication between the District Office and schools to address areas identified by schools in their improvement plans. What compounds the problem is that the role of the Circuit Office in whole-school evaluation is unclear. This has a bearing on the functioning of schools because the Circuit Office is closer to the schools and should, therefore, communicate with them regularly. Based on findings, recommendations for improving the role of the principal were proposed.Educational Studies
D.Ed. (Education Management)
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Naidoo, Linton S. "An investigation into the implementation of whole-school evaluation, with particular reference to a pilot school in the Umlazi south district of the KwaZulu-Natal Department of Education and Culture." Thesis, 2003. http://hdl.handle.net/10413/1909.
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Evaluation is not unfamiliar : educators in classrooms use constant feedback from learners as the basis for self-evaluation. What may be less familiar is for groups of educators in a school to carry out a self-evaluation or experience a whole-school evaluation process, which in the latter case means more than a single educator. Whether familiar or not school evaluation has increased in importance in recent years, particularly at the level of the whole school. The introduction of WSE, notwithstanding its worthy intentions, has proved to be a
contentious issue for educator unions, which expressed considerable reservation both about which led to the introduction of WSE and the underlying purposes of the process. In addition, there is no widely available, if any, assessment of the success or failure of the pilot project. Within this broad context, this small-scale research project, subject to limitations, attempts to investigate the experiences and reactions of one school in which an attempt has been made to implement the process. Based upon the responses of the participants in this research study, it became clear that there is a desire to be involved in the traditions of 'school improvement'. If one assumes that the sample group is representative of stakeholders at the pilot school, then this study believes that some important principle of WSE are implicit in the way things are now being done and thought of at the school.Thesis (M.Ed.)-University of Natal, Durban, 2003.
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Van, Heerden Martinus Phillippus. "Strategiese bestuur as bestuursopgawe vir die topbestuur van die sekondêre skool." Thesis, 2012. http://hdl.handle.net/10210/6028.
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M.Ed.High demands in education are set by a complicated and rapidly developing society. Due to better techniques and changing circumstances the task of the principal as well as his management team has become more complex. The management team no longer needs to be reactive to changing circumstances. A pro-active approach such as strategic management can be followed. Strategic management demands that the school management team develop a strategic plan. The mission must be formulated in conjunction with all interested parties. Once the main aim has been compiled, an analysis of the internal environment of the school should take place in order to determine strong and weak points. It now becomes the urgent task of the management team to pay attention to the following aspects, namely: structure, culture, climate, resources, manpower and marketing in order to determine the prevailing situation in the school. Analysis of the external environment should guide the management team to pinpoint the opportunities and threats present in the school environment. A clear mission and an awareness of the school's strong and weak points, as well as the opportunities and threats should lead to the development of aims and objectives. This in turn leads to establishing a common ground for meaningful functioning within the school. It becomes the task of the management team to consider alternative strategies for the execution of the school's aims/objectives. After careful consideration of alternative strategies a choice has to be made as to which strategy should be followed. This strategic plan must be changed into a practical plan. It is essential that the objectives of the strategies are carefully formulated. This in turn leads to the implementation of short term functional activities. A policy framework is developed wherein decisions must be taken and this becomes a barometer as to how all the set aims/objectives are to be achieved. The institutionalization of the policy demands a thorough reflection of organisation structure, leadership, culture and the various means of recognition. Strategy and structure should complement each other. Several structures and their suitability should be considered for strategy implementation. Successful strategy implementation demands strong leadership characterized by personal example. Strategic management is a participative management process. The value of visible management can never be overemphasized. Successful implementation demands that there be clarity of present and envisaged school culture. School culture and the chosen strategy must complement each other. Recognition is an important part of strategical implementation and will motivate staff, which will lead to success. The last part of the strategic management model is the evaluation of performance and the control of work activities. Control follows planning. It ensures that the school achieves what it set out to accomplish. Just as planning involves the setting of objectives along with the strategies and programs necessary to accomplish them, the control process compares performance with desired results and provides the feedback necessary for management to evaluate the results and take corrective action, as needed. This process consists of a four-step feedback model, but is not always easily distinguished. The identification of key success factor areas and strategical control points help to facilitate control. One should also consider.
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Booyse, Nicolaas Johannes. "Development of a school -based performance management framework for self-managing schools in South Africa." 2018. http://hdl.handle.net/10500/25384.
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With education at the centre of the South African government’s National Development Plan for 2030, an effective schooling system is not negotiable. A review of the literature showed that public schools in South Africa are self-managing. The performance of most of these schools are unsatisfactory with specific reference to academic performance, infrastructure, finances and resources. The review further revealed severe shortcomings with the use of the Integrated Quality Management System (IQMS) for school-based performance management. This included that the IQMS is insufficient, that its application is ineffective and that it does not support school-based performance management. It is a compliance system and does not allow schools’ stakeholders the freedom to take part in designing their own strategy for the school. The researcher argues that self-managing schools link to the Participatory Democracy Theory that ensures the involvement of stakeholders. The IQMS however, links to Managerialism, rejecting stakeholders’ independence of self-management and decision-making. Therefore, this study aimed to develop a school-based performance management framework for public schools in South Africa.
Specific attention was given to the Balanced Scorecard (BSC) as a theoretical framework for its flexibility to accommodate diverse organisations. The BSC was placed in the Evolutionist theories under the Resource-Based View (RBV) approach, focussing on the uniqueness of organisations’ tangible or intangible resources. The researcher argued that a combination of the IQMS and the BSC might close the theoretical gap and contribute to school-based performance management in self-managing public schools.
A qualitative research paradigm, embedded in the interpretivism philosophy, guided this study. A Design-Based Research (DBR) method was followed to develop the framework. The first phase was to develop a preliminary framework, using the IQMS and BSC as existing theoretical frameworks. The second phase consisted of two iterative cycles of testing and refinement of the framework in practice. For both cycles, the researcher conducted semi-structured interviews with the school’s principal, one member of the school’s governing body and one member of the school’s management team of the four selected schools. The third phase was a reflection on the design process to enhance the application of the framework.College of Accounting Sciences
D. Compt.
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"A study of multi-models of school education quality from organizational perspectives." 1998. http://library.cuhk.edu.hk/record=b6073159.
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by Frank Wai-ming Tam."June 1998."
Thesis (Ph.D.)--Chinese University of Hong Kong, 1998.
Electronic reproduction. Hong Kong : Chinese University of Hong Kong, [2012] System requirements: Adobe Acrobat Reader. Available via World Wide Web.
Electronic reproduction. Ann Arbor, MI : ProQuest Information and Learning Company, [200-] System requirements: Adobe Acrobat Reader. Available via World Wide Web.
Mode of access: World Wide Web.
Abstracts in English and Chinese.
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Hsu, Jui-O., and 許瑞娥. "A Study on Taichung City Elementary School Teachers’ Perception about Classroom Management Effectiveness after Participating in “Teacher Professional Development Evaluation” Program." Thesis, 2011. http://ndltd.ncl.edu.tw/handle/61318064339178921235.
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碩士東海大學
教育研究所
99
This study tries to explore the importance of classroom management effectiveness for those elementary school teachers in Taichung City who have participated in the “Teacher Professional Development Evaluation” program since 2010. It also tries to understand the influences of the “Teacher Professional Development Evaluation” program upon classroom management effectiveness and their expectations. This study uses a survey first. 582 teachers who have participated in the 2010 program from 18 Taichung City Elementary Schools are selected. The valid samples are 421. “Questionnaire of Classroom Management Effectiveness” is used as the tool. Secondly, a semi-structured interview of 7 teachers from the program is applied to discover teachers’ perceptions and viewpoints. The results are as follows: 1.To enhance the teacher’s classroom management effectiveness may improve the campus problems. 2.The teacher’s classroom management effectiveness is influenced by internal and external factors. 3.The phasis on the teacher’s teaching effectiviness is superior to classroom management effectiveness in the “Teacher Professional Development Evaluation” program. 4.Peer-teacher dialogue is an important way to enhance the teacher’s classroom management effectiveness. 5.Massive documents compiling is often an additional workload and time-comsuming job for teachers. 6.Excellent technique in counselling and communication is necessary to enhance teachers’ classroom management effectiveness. 7.Professional growth can be expected by joining "Teacher Professional Learning Community". Finally, based on the results of this study, some recommendations are suggested.
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Sulz, Lauren Denise. "Health Promoting Secondary Schools: Implementation of a Self-Determination Framework : Project 1: The Experiences and Motivation of Key Stakeholders in the Development and Implementation of a Choice-Based Whole-School Health Model ; Project 2: Effectiveness of a Choice-Based Whole-School Model to Increase Students’ Motivation Towards Physical Activity and Healthy Eating ; Project 3: Evaluation of a School-Based Intervention to Increase Students’ Motivation and Enrolment in High School Physical Education." Thesis, 2014. http://hdl.handle.net/1828/5720.
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The purpose of this research was to implement and evaluate a whole-school health model (Health Promoting Secondary Schools [HPSS]), grounded in self-determination theory (SDT). The approach used a "For Youth with Youth" planning strategy designed to change school environments (culture, policy and practices) in order to help high school students become more physically active and eat more healthful diets. Three interrelated research projects were conducted to address the purpose of this study. A concurrent mixed-methods design was used to: (a) gain an understanding of the experiences of teachers and the Action Team as they planned and implemented school-based healthy living strategies (Project 1); (b) evaluate the impact on and relationship between SDT constructs and students’ motivation to engage in health-related behaviours (Project 2); and (c) evaluate the motivation of students in physical education classes grounded in SDT and its impact on their enrolment in grade 11 elective physical education (Project 3).
In Project 1, 23 teachers and 37 Action Team members participated in focus group interviews. School observation field notes and Action Team meeting minutes were collected throughout the intervention process. Analysis of the data revealed that several factors were associated with participants’ experiences and motivational processes. These factors included: (a) Competing Responsibilities, Technical Difficulties, and Lack of Computer Access (b) Resources, Reminders, Workshops, and Collaboration (c) Choice-Based Design Impacts Participants’ Experiences; (d) Teacher Control Impacts Student Engagement (e) Teacher Job Action Inhibited Implementation of HPSS Action Plans. The findings from this study can facilitate future school-based projects by providing insights into student and teacher perspectives on the planning and implementation of a whole-school health model.
In Project 2, 379 grade 10 students in ten participant schools (5 intervention schools; 5 control schools) completed self-report questionnaires pre and post intervention to evaluate the impact on students’ motivation to engage in health-related behaviours. Results showed students attending HPSS intervention schools reported significantly lower amotivation scores for healthy eating compared to students in usual practice schools. No significant differences were found between conditions on motivation towards physical activity. The findings indicate that a choice-based whole-school health approach may be an effective approach for decreasing amotivation towards healthy eating behaviours.
In Project 3, a sample of 373 grade 10 students completed self-report questionnaires to assess their perceptions of autonomy, relatedness, and competence towards grade 10 Physical Education. Enrolment rates were collected from participant schools to determine the impact of the HPSS intervention on student enrolment in grade elective physical education. Multilevel analysis showed no significant differences between conditions post intervention on overall psychological need satisfaction or individual SDT constructs. For enrolment in elective physical education, chi-square analyses showed a significant difference in proportion of female students in HPSS intervention schools enrolled in grade 11 elective physical education. Findings show support for a whole-school health model to improve female student enrolment in elective physical education programs.Graduate
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Tlhakanelo, Bridgette Zanele. "An evaluation of the effectiveness of the Integrated Quality Management System as a tool for monitoring performance at secondary schools." Thesis, 2014. http://hdl.handle.net/10210/12457.
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M.A. (Public Management and Governance)The Department of Education has been faced with challenges regarding the improvement of quality teaching and learning in South African schools. This led to the Department of Education’s endeavors to ensure that the goals and objectives set for improving the quality of teaching and learning were achieved by putting the Developmental Appraisal and Whole School Evaluation Systems in place to address the challenges in education. The Developmental Appraisal System and Whole School Evaluation System were, however, not successfully implemented, hence the Department of Education’s agreement with unions in the Education Labour Relations Council to integrate all the systems into an Integrated Quality Management System. The perception of the effectiveness of the Integrated Quality Management System (IQMS) as a tool for monitoring teacher performance is the focus of the study. Documentary sources on the evaluation of the purpose, objectives and performance of the IQMS and the role-players in the implementation process have been assessed. Semi-structured interviews were also conducted with members of the School Development Teams and the School Governing Bodies of the four selected secondary schools. It was found that the teachers were not totally against the IQMS as a tool for evaluating performance and providing for development which could lead to high levels of learner achievement and broader school improvement. However, the way in which the IQMS was implemented posed a challenge to its authenticity. The fact that even ineffective teachers benefitted from the rewards received and that learners’ achievements were not considered, was cause for concern. The School Governing Body members who were interviewed were also concerned about their partial involvement in conducting Internal Whole Evaluations, as data was not used efficiently and effectively to influence decision making and planning towards school improvement. The minimal training provided by the Department of Education hampered the process of assisting the School Governing Body members to realize the goals of achieving quality education. There was also concern that the Department of Education should provide resources that would assist in the realization of quality education especially in no-fee paying schools. It is clear that accountability for poor or underperformance in schools cannot be one-sided as all stakeholders must ensure that the development of teachers is effective and will maximise the potential for better learner achievement and school improvement. All the stakeholders interviewed viewed the IQMS as a step in the right direction but believed that intense advocacy should be undertaken and rigorous training provided for all stakeholders to understand the drive towards achieving quality education. The recommendations made to the Department of Education by scholars and educators who are interested in achieving quality education for all should be welcomed and implemented and efforts towards the upliftment of education should not be a futile exercise. Engagements with all stakeholders, even at grassroots level, are vital to give those in the leadership have direction as to what the real needs are.
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Moyo, Herbert. "Effectiveness of the information for planning purposes with particular reference to the South African - school administration management systems in John Taolo Gaetsewe District in the Northern Cape." Thesis, 2018. http://hdl.handle.net/11602/1211.
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DEd (Educational Management)Department of Educational Management
The study investigated the effectiveness of information collected through the SASAMS form in the Department of Basic Education in John Taolo Gaetsewe District in the Northern Cape. The research adopted the two research paradigms, namely, positivism and interpretivism. The research is situated within theories of leadership and organizational effectiveness. The mixed methods research design was used in this study. The study used the survey, interviews, documentary analysis and observation as research methods. The population comprised 171 schools in John Taolo Gaetsewe District. A simple random sampling procedure was employed to get a sample of 30 schools comprised 240 teachers, 3 teacher union representatives and 5 school governing body (SGB) members. Purposive sampling technique was also employed to choose 6 school principals and two EMIS Unit personnel. Qualitative data was generated through interviews, observation and documentary analysis. A survey was administered to obtain quantitative data. Statistical Package for Social Sciences (SPSS) version 24 was used for statistical information. Grounded theory was also employed, and it further provided a descriptive framework which assists in the understanding of a phenomenon that was being investigated. It was established that there were big disparities between enrolment figures declared and the actual ones that prevailed in schools. The study recommends that Circuit District Offices should constantly check and monitor the existence and maintenance of data source documents in schools in order that correct enrolment figures are maintained in schools at all times to enable effective planning processes. The SA-SAMS form should also incorporate a mechanism for detecting ‘ghost personnel’ and ‘ghost learners.’ The study further recommends the linking of HRMS and SA-SAMS tools to play complimentary roles so as to curb malpractices bedeviling the DBE. Additionally, the DBE should consider revising the policy where schools are allowed to factor in a 10% enrolment increase as it creates a good foundation for data falsification by unscrupulous officials.
NRF
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Jose, Geetha. "A critical analysis on the effect of performance management programmes with regard to whole school evaluation on educators in the Mafikeng District, North West Province / Geetha Jose." Thesis, 2003. http://hdl.handle.net/10394/11277.
Full textAbstract:
Assuring quality of the education is the overriding role of the Ministry of Education.
The new adopted model for Whole School Evaluation is different from the previous
school inspection system carried out in South Africa under the apartheid regime.
Accountability is the cornerstone of all the programmes that are aimed at improving the quality of learning and teaching in our schools. It is therefore important to
evaluate whether or not our efforts have an impact in the schools. It is against this
background that the monitoring and evaluation became a reality and a necessity.
Accountability is anchored by monitoring and evaluation.
Formerly it was assumed that the systems would work without any monitoring and
evaluation process. But the dawn of democracy dictated that monitoring and
evaluation process is a clear reality and an integral part of any programme.
This research project looks into the effectiveness of the performance management
programmes with regard to Whole School Evaluation to the educators in the Mafikeng
District of the North West Province. Some of the issues discussed in this research are
t How effective is this programme in building up the school education system as a
whole?
• Are there any problems encountered in the proper implementation process?
• Is this programme functional?
The findings suggest that evaluation is an integral part of the education system that
can build an educator if applied in the right way.(MBA) North-West University, Mafikeng Campus, 2003
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Sigudla, Jeffrey Pikky. "A framework for effective implementation of Integrated Quality Management System in primary schools in the Western Cape province." Thesis, 2019. http://hdl.handle.net/10500/26618.
Full textAbstract:
The purpose of the study was to investigate the practices and challenges faced by primary schools in the Western Cape province when implementing the Integrated Quality Management System (IQMS) policy. The study concentrated mainly on monitoring and evaluation processes; as well as the relevance and appropriateness of the measures in place for refining the IQMS.
In 1994, the attainment of democracy in South Africa brought radical transformation to the education system, which resulted in the development of various educational policies. One of these policies was the Integrated Quality Management System (IQMS), which was introduced in 2003. The IQMS was aimed at improving quality education delivery. However, based on learners’ academic and quality results in terms of progression over the past two decades, the South African education system may not have achieved all of its desired outcomes. The school development teams, especially those in rural and previously disadvantaged schools, do not comply with the principles of the IQMS policy and, as a result, fail in their mandate.
The empirical approach employed in this study was successful in obtaining information from participants about the challenges they faced in implementing the IQMS policy. The study used qualitative approach. Participants included post-level one teachers as well as members of the school management team at five different schools. The research findings indicated that some schools only implement the IQMS to comply with the department requirements and to ensure that their educators receive the salary increments based on IQMS. Consequently, there is no real school development taking place. The study made a number of recommendations to consider with regard to effective implementation of IQMS in schools. It is recommended that the School Development Team (SDT) and the School Management Team (SMT) employ a well-adjusted approach to whole school evaluation, with a resilient effort on both professional development and performance appraisal in the engagement of whole school development. The study also suggests the appointment of Senior Education Specialists who will be based at every school and become part of the SDTs in order to assist the schools in converting evaluation into school development. Further suggestion is also made for performance agreements and targets linked to salary increments.Educational Management and Leadership
Ph. D. (Education Management)
43
Musundire, Austin. "Effectiveness of the developmental supervision model as a tool for improving quality of teaching : perceptions of the South African primary school-based managers and educators." Thesis, 2015. http://hdl.handle.net/10500/18892.
Full textAbstract:
Many schools in South Africa face challenges of poor teacher performance as a result of implementing performance evaluation systems that are not developmental. In an attempt to resolve the current implementation challenges of the South African Integrated Quality Management System (IQMS) which is theoretically aligned to the TQM principles, the focus in this study is on the perceptions of school-based managers and educators regarding the effectiveness of the developmental supervision model as a possible tool for improving the quality of teaching.
A mixed methods research design characterised by the explanatory sequential design was used to address the research questions. Out of the 350 randomly selected participants in all 15 districts of the Gauteng Province responded to the quantitative phase in the form of questionnaires. This was followed by analysis of the qualitative data from three focus group interview sessions that were conducted in Sedibeng East, Sedibeng West and Johannesburg North districts of the Gauteng Province in order to get in-depth explanations on perceptions of school-based managers and educators. Each of the three focus group interviews comprised of ten purposefully selected participants embracing two principals, two vice principals, two HODs and four educators per district.
The results indicate that school-based managers and educators strongly believed that the developmental supervision model is an excellent tool for improving quality of teaching by applying implementation strategies comprising of the clinical supervision, self-directed supervision, peer supervision and connoisseurship strategies. These results were based on the opinion of the participants that the characteristics of the developmental supervision implementation strategies align with the Total Quality Management principles which were perceived to have a positive influence on improving the quality of teaching. The same supervision strategies were also found to match different levels of teacher development according to their levels of expertise and commitment. In contrast, the IQMS performance evaluation process, which also involves self-evaluation and peer evaluation, was believed to lack compliance with the developmental supervision strategies and the TQM principles during practical implementation because of characteristics related to the traditional inspection approaches to professional development. It is therefore recommended that the developmental supervision model should be introduced in South African schools to effectively implement the IQMS in order to ensure improved quality of teaching.Educational Management and Leadership
D. Ed. (Education Management)
44
Maphoto, Mosibudi Harold. "The state’s capacitation of school principals : a positivist reflection on the effectiveness of development programmes in Soshanguve secondary schools, Gauteng Province." Thesis, 2016. http://hdl.handle.net/10500/21220.
Full textAbstract:
In the 21st century, there is a growing realisation that providing principals with the necessary opportunities of training in leadership and management skills has become increasingly important as a way to increase school effectiveness and achieve quality performance. Central to this argument is the fact that principals are merely accorded a status and role without the necessary training. The purpose of this study was therefore to explore the effectiveness of state-funded professional development programmes of school principals with specific reference to Soshanguve secondary schools and also to ascertain the extent to which principals’ training meets the schools’ and principals’ needs given the changed conditions that exist in the country.
The study employed a quantitative research methods approach to collect data from 100 educators and 20 Head of Departments (HoDs). This was done through administration of questionnaires. Data was analysed using the Statistical Package for the Social Sciences (SPSS), which was used to generate the frequencies and descriptive statistics that were used to answer research questions. While it is expected that principals should effectively and rigorously be developed to enable them to improve teaching and learning at their schools, the study, however, found that training of school principals in Soshanguve was elusive and ineffective, and as result, the majority of these principals lack basic management training prior to and after their entry into principalship. The study has shown that apart from being faced with various challenges and being promoted to principalship without the necessary leadership experience, principals rely on trial-and-error experience and common sense in leading and managing schools. The study also showed that a majority of principals are in great need of being professionally developed in some specific areas. Furthermore, the study discovered that the Department of Basic Education does not seem to be making efforts in ensuring that principals are professionally developed. Consequently, principals develop on their own through informal professional development strategies.
In conclusion, the study recommended, amongst others, that principals should be encouraged to take personal responsibility and initiative in preparing and developing school leadership through self-study, reading literature, attending seminars and workshops out of their own personal volition. That Department of Basic Education (DoBE) needs to look into ways of subsidising the training of school principals. DoBE should also find ways of formally incorporating more of the private sector and non-governmental organisations to help in the preparation and development of principals for school leadership by allowing them to offer in-service courses for potential principals and serving principals.Educational Leadership and Management
D. Ed. (Education Management)
45
Letlhoo, Tsietsi Shadrack. "The implementation of developmental appraisal in Matlosana area project office schools." Diss., 2011. http://hdl.handle.net/10500/4748.
Full textAbstract:
The study examines the effectiveness of the implementation of Developmental Appraisal (DA) within the Integrated Quality Management System (IQMS) in selected secondary schools in Matlosana, North West Province.
The methods used to gather information includes the literature review and the empirical investigation, based on the qualitative research approach, which involved six focus group interviews from the six sampled secondary schools in Matlosana Area Project Office, in the North West Province.
The review of related literature revealed that there are roles and responsibilities officials are tasked with; processes; challenges; and effective strategies when implementing DA.
The empirical investigation revealed that there are challenges that hamper the effective implementation of DA in schools. The challenges include: inadequate support from the Area Project Office; lack of resources for educator development; inadequate time frames for implementation; disruption of normal teaching and learning; lack of honesty on the part of the appraisee and appraiser; and conflict. At the end, the study recommends some strategies that can be used to overcome some of these challenges.Educational Studies
M. Ed. (Educational Management)
46
Chun-Ping, Chen, and 陳俊平. "A Study on the Relationship between Junior High School Teachers’ Participation in the Effectiveness of Teacher Evaluation for Professional Development and Classroom Management Effectiveness in Tao-yuan County, Hsin-chu City, Hsin-chu County and Miao-li County." Thesis, 2014. http://ndltd.ncl.edu.tw/handle/15228929018408355480.
Full textAbstract:
碩士國立新竹教育大學
教育行政碩士學位在職進修專班
102
The main purpose of this study is to investigate the present situation of teachers’ participation in the efficient of teacher evaluation for professional development and classroom management effectiveness in junior high schools in TaoYuan, HsinChu, MiaoLi Counties and HsinChu City. It also aims at analyzing different situations with different background variables, and at comprehending the correlations between the efficient of teacher evaluation for professional development and classroom management effectiveness. Finally, this study hopes to figure out how much the classroom management effectiveness could be predicted by the efficient of teacher evaluation for professional development. The questionnaire survey has been adopted as the research method in this study and the teachers of junior high schools in TaoYuan, HsinChu, MiaoLi Counties and HsinChu City are picked as subjects of this survey. After stratified random sampling according to school sizes, and location of the school, the researcher sent out 360 questionnaires. And 318 responses were retrieved, 318 of them valid for this study, at a rate of up to 88.33%. The collected data was analyzed by means of average, standard Deviation, t-test, one-way ANOVA, Pearson product-moment correlation analysis and Stepwise Multiple Regression.The results of the study were as follows: 1. The perception of teachers in junior high schools from TaoYuan, HsinChu, MiaoLi Counties and HsinChu City toward whose the efficient of teacher evaluation for professional development and classroom management effectiveness are above the average. 2. The teachers of junior high schools from TaoYuan,HsinChu,MiaoLi Counties and HsinChu City with less than 5 years of service and with 6-10 years of service have had the better cognitive performance in professional dedication and attitude than those with 11-15 years of service.The teachers working as directors have had the better cognitive performance than those working as homeroom teachers. 3. The teachers of junior high schools from TaoYuan,HsinChu,MiaoLi Counties and HsinChu City make a great achievement in the classroom management effectiveness and perform the best in the classroom envirooment and atmosphere. 4. The teachers of junior high schools from TaoYuan,HsinChu,MiaoLi Counties and HsinChu City who work as the homeroom teachers have the better cognitive performance in teaching effectiveness than those who work as the chiefs.Also,the teachers of the schools with 25-47 classes have the better cognitive performance than those of schools with 13-24 classes. 5. The teachers of junior high schools from TaoYuan,HsinChu,MiaoLi Counties and HsinChu City who work as the homeroom teachers have the better cognitive performance in classroom disciplines than those who work as the chiefs.The teachers in HsinChu County have the better cognitive performance in the classroom environment and atmosphere than those in HsinChu City. 6. The efficient of teacher evaluation for professional development can apparently predict classroom management effectiveness. According to those conclusions, some useful suggestions have been presented to the staff of education administration, the junior high school principals, teachers and future studies. Keywords: teacher evaluation for professional development, classroom management effectiveness, junior high school teachers
47
Masekoameng, Morongwa Constance. "An instructional leadership perspective on the management and implementation of Curriculum and Assessment Policy Statement (CAPS) in South African schools." Thesis, 2014. http://hdl.handle.net/10500/19994.
Full textAbstract:
This study encompasses a reflection of the way back at the beginning of the democratic South Africa when there was an immense yearning for a curriculum which could transform the education system in South Africa into a new national system for schools. After numerous attempts, in search of a tangible, user-friendly curriculum, Curriculum and Assessment Policy Statement (CAPS) was finally brought forth and at the moment, it is regarded as being the turning point of our education system and also geared at promoting the highest possible standard of education in all schools in South Africa. This study investigates some problems experienced at the apex of the management and implementation of CAPS, especially in some schools in rural areas. It focuses on some of the drawbacks which are putting a strain on the smooth running of schools during these prime stages of curriculum implementation such as disciplinary problems, overcrowded classes, large workloads for educators, the gap between well-resourced and under resourced schools as well as non-delivery of textbooks to schools in some provinces. This study examines how school management teams (SMTs), imbued with management and leadership responsibilities are able to put up systems that will ensure that evaluation, assessment and monitoring tools are utilised effectively in support of teaching and learning in schools. It is against this background that this study is therefore informed and guided by the instructional leadership paradigm which, if correctly engaged, can effectively strengthen curriculum management and implementation. For the purpose of conducting empirical research, the mixed method design was used as it offers a wider scope of collecting data and promotes triangulation. Six schools were selected on the basis of proximity to the school I am attached to, two primary schools and four secondary schools. All these were done after having obtained ethical clearance with the College of Education at Unisa and permission from the Limpopo Department of Education. Questionnaires were distributed to all educators in the six schools to fill, while one-to-one interviews were conducted with the principals of each of the six selected schools. The research highlighted that instructional leadership is critical in the implementation of CAPS with the SMTs members affirming their commitment to various aspects of instructional leadership. Furthermore, the findings also affirmed the opportunities that shared leadership offered schools to share moral purpose. However, the findings also enumerate lack of resources, lack of curriculum knowledge and larger workloads of teachers as crucial factors that inhibit the implementation of CAPS. As a result of this research, a number of recommendations and opportunities for further research are offered to Limpopo schools and their SMTs, the systemic authorities responsible for Limpopo Education and for those responsible specifically for policy making and curriculum development in the South African education system.Educational Leadership and Management
D. Ed. (Education Management)
48
Zisanhi, Daniel. "Towards quality science education through quality assurance in Johannesburg South district : South Africa." Thesis, 2018. http://hdl.handle.net/10500/24469.
Full textAbstract:
This study examined the nature of quality assurance frameworks in science education and the factors negatively affecting the quality of science education in the Johannesburg South district. The study explored the quality assurance practices, challenges that impede the attainment of quality science education in schools and the impact of quality assurance on the quality of science education. The Integrated Quality Management System, which encompasses whole-school evaluation, is the main policy used in secondary schools’ quality assurance system.
A mixed methodology design was used in the research. The data collected was both qualitative and quantitative and was obtained from both primary and secondary sources. The qualitative data provided research opportunities which extended the type of information collected. It implied an interpretive or subjective approach with the focus being on how the respondents experienced and understood the quality assurance processes. Concurrent triangulation designs or convergent parallel design was used in order to develop a complete understanding of the research problem by obtaining different but complementary data for validation purposes and enhancing triangulation. Quantitative and qualitative data was collected at the same time and the findings were integrated in order to understand deeper the quality assurance mechanisms applied in science education. The use of multiple perspectives, theories and research methods resulted in rich information being gathered for analysis.
The study revealed that quality assurance practices, ranging from Integrated Quality Management System, Whole-school Evaluation and Assessment Quality Assurance among others, had a positive influence on the quality of science education. The results indicated that quality assurance policies and mechanisms present were followed by schools and the district support helped to improve the quality of science education. The presence of quality assurance policies and mechanisms had a positive bearing on the quality of science education. The lack of infrastructural resources, non-availability of laboratory technicians, science educator work overload, parents’ non-involvement in academic support, poor learner subject selection criteria and non-rigorous quality assurance follow-up mechanisms were the main factors hindering the quality of science education.Educational Studies
D. Phil. (Education)
49
Matakala, Vincent Mubiana. "The enhancement of quality education using self-assessment strategies in the Zambezi region of Namibia." Thesis, 2018. http://hdl.handle.net/10500/25002.
Full textAbstract:
This sequential explorative mixed methods study aims to explore how selfassessment
strategies can be used to enhance quality education in schools in the
Zambezi region of Namibia. The researcher posits that teachers are key in enhancing
quality education if accorded appropriate recourses to innovate and explore the use
of self-assessment strategies in schools.
A pragmatic research approach was used to guide this sequential explorative mixed
methods study. The study sought participants’ perceptions on four sub-problems of
the study: What entails quality and quality education? How can self-assessment
strategies be linked to quality and quality education in general terms? What recourses
are available to ensure that quality education is realised by the use of self-assessment
strategies in the Zambezi region? How can self-assessment strategy models be
developed to enhance the quality of education in the Zambezi region?
Purposefully sampled school principals and heads of departments of five combined
schools participated in the study. During the first phase, face-to-face interviews were
conducted with the five participating school principals while the HoDs were engaged
in a focus group interview. The qualitative data was later used to inform the design of
the second phase of the study (quantitative). In the second phase, fifty-four teachers
completed Likert-scale questionnaires which were analysed using IBM SPSS.19 and
Microsoft Excel to compare with the qualitative data.
This study revealed that schools have common understandings of quality and quality
education albeit defined differently. The study also revealed that external professional
support is inadequate to support teachers in continuous professional development
activities. Furthermore, the study showed that the available recourses are seldom
utilised to enhance quality education in schools. Finally, the study revealed that the
use of one type of teacher self-evaluation (TSE) deprives innovative teachers from
initiating and exploring other viable self-assessment strategies. Therefore, this study
propagates the use of alternative self-assessment strategies that can contribute
towards the enhancement of quality education in schools in the Zambezi region of
Namibia.Educational Leadership and Management
D. Ed.
50
Van, der Merwe Michael Hendrik. "The effective use of instruction time at secondary schools : a case study in the Northern Free State." Diss., 2018. http://hdl.handle.net/10500/25248.
Full textAbstract:
The research study has focussed on the optimal use of instruction time to arrange for improved learner performance. A qualitative investigation was conducted using individual interviewing with six school principals and focus group interviewing with fifteen Heads of Department of six selected secondary schools. The findings revealed that the establishment of a sound culture of teaching and learning in which instruction time is used optimally is the joint responsibility of the school principal and staff in collaboration with learners and parents. Instruction time is lost owing to timewasters such as teachers who are unprepared for lessons, teacher and learner absenteeism and teacher and learner tardiness. Intervention strategies to counter the negative influence of timewasters on available instruction time relate to prior planning and preparation for lessons, managing teacher and learner absenteeism and the scheduling of extra classes. The study contributes to the discourse on effective teaching and learning for acceptable learner performance.Educational Leadership and Management
M. Ed. (Education Management)