Prof. B.R. Grobler
2Khatle, Anthony Gladwin 2Manota, Piet 1Baloyi, Mafemane Jerry 1Beeka, Amratlal 1Bipath, Keshni 1Bisschoff, Sarita 1Busakwe, Zolile 1Chauke, Robert 1Davids, Jogra 1Dlamini, Amon Sipho 1Ebrahim, Nasser 1Faleni, Tutu Lawrence 1Gambu, Jabulani Andries Amos 1Govender, Ganasen Marimuthu 1Hlalele, Lehlohonolo Richard 1Kekana, Maria Catherine 1Magubane, Wilson Mphambeni 1Mathe, Khethiwe Sibongiseni Jabulisile 1Mchunu, Mandlenkosi Emmanuel 1Moagi, Harry Molefe
14School management and organization 4Leadership 3Academic achievement 3Educational leadership 3School personnel management 2Competency based education 2Educational change 2High school teachers' attitudes 2Rating of teachers 2School principals 2Teacher participation in administration 2Teacher-principal relationships 2Teachers - Rating of - South Africa 2Teachers' attitudes 1Academic achievement - Research - South Africa. 1Bullying in schools 1Bullying in the workplace 1Communication in education 1Community and school - South Africa 1Curriculum planning
Collegial leadership in schools in the Alberton/Heidelberg district
- Ngobese, Sicelo Samuel
Authors: Ngobese, Sicelo Samuel
Subjects: School management and organization - South Africa - Gauteng , School personnel management , Educational leadership - South Africa - Gauteng
Identifier: uj:10257 , http://hdl.handle.net/10210/7628
Description: M.Ed. , Most Black schools are currently in a quagmire in terms of progress. With a laisez faire leadership seemingly being the order of the day. It is therefore, barely conceivable that this situation can improve in the short to medium term. The poor results in the Senior Certificate examinations nationally are possibly a manifestation of the absence of collegial management and leadership in the schools. True, the education system is undergoing radical changes. Are these changes bearing positive fruit? If the Senior Certificate results in Black schools are anything to go by, the answer is no. It is against this background that one realises that something must be amiss in the management and leadership in these schools. Could it not be time that principals of schools come of age and realise that they as individuals per se cannot salvage this situation? It is therefore imperative that they consider adopting a co-operative management and leadership style. This practice would engender a sense of collective responsibility and accountability.
- Hlalele, Lehlohonolo Richard
Authors: Hlalele, Lehlohonolo Richard
Subjects: Curriculum planning , Education and state , Teacher partcipation in administration , Teachers' attitudes
Identifier: uj:1994 , http://hdl.handle.net/10210/4349
- Naidoo, Shamala
Authors: Naidoo, Shamala
Subjects: School management and organization , Teacher participation in administration , Management employee participation
Identifier: uj:6856 , http://hdl.handle.net/10210/3289
Description: M.Ed. , Educational organisations on the international front are being bombarded by a proliferation of in-vogue terminology such as participative management, collaboration, shared vision and decentralisation that are associated with the collegial management model. However, an in-depth critical analysis of international educational systems reveal that these new-age concepts associated with collegiality are more theoretical in nature and seldom translated into practice in schools (Sergiovanni and Starratt, 1988). There are still deep seated bureaucratic principles embedded in the management fibre of schools and this gives rise to a false type of working together namely “contrived collegiality”, in an effort to comply with the existing demands perpetuated by legislature and policy. According to Hargreaves (1994: 192) contrived collegiality, as opposed to genuine collegiality, arises through administrative control, and is imposed on the teachers regardless of their desires.
Management strategies for the identification of downward bullying in the workplace
- Vermeulen, Johanna Petronella
Authors: Vermeulen, Johanna Petronella
Subjects: Bullying in the workplace , Bullying in schools , School manegement and organisation
Identifier: uj:3169 , http://hdl.handle.net/10210/6585
Description: M.Ed. , The staffroom which was once a retreat for a cup of tea, coffee, a breather and a catch-up of educational talk has become an empty room of silent voices that echo; a place characterised by unresolved grievances, unmanageable workloads, ignored opinions, feelings of being excluded, vital information that was withheld, excessive monitoring, repeated reminders of errors, hostile reaction on approach, persistent criticism, humiliation or ridiculing and impossible deadlines for completion of tasks. The voices of educators have become silent and complacent; actions are defined by what is expected and prescribed by the government. Bullying in the workplace has largely been regarded as insignificant. This complex and universal phenomenon, however, is firmly rooted in South African schools. Changes in an organisation as well as political influences have severe consequences on educators, as educators are more exposed to diversity, cultural differences, increased workloads, harassment, and humiliation, unmanageable workloads in order to meet targets, intimidation, hostility and degradation. Exposure to bullying in the staffroom and personal experiences as being a victim of bullying motivated this researcher to improve her qualifications and to conduct research in downward bullying. The research, based upon educator perceptions, attempts to investigate whether downward bullying is taking place, when it is taking place, as well as how often it is perceived to occur within primary schools in Gauteng. To facilitate this investigation, the following objectives were set; to investigate the nature of downward bullying, to probe the perceptions of educators as to the frequency of downward bullying and to devise strategies to enable educators to recognise and cope with downward bullying. Completing this research, a set of management strategies for the identification and reduction of downward bullying were suggested. Indistinguishable from compliance, control, governmentality and managerialism, downward bullying, if not addressed, is a concern for the education system in South Africa. The dynamics presented within this research will shed light on the "dark side" of legitimate power, exposing the gravitational nature of bullying as an escalating workplace phenomenon.
- Ebrahim, Nasser
Authors: Ebrahim, Nasser
Subjects: Effective teaching , Educational tests and measurements , School management and organization , Muslim education (Secondary)
Identifier: uj:1826 , http://hdl.handle.net/10210/4187
- Kekana, Maria Catherine
Authors: Kekana, Maria Catherine
Subjects: Teacher participation in administration , Educational leadership , Academic achievement
Identifier: http://ujcontent.uj.ac.za8080/10210/385724 , uj:2037 , http://hdl.handle.net/10210/4388
- Reddy, Nagapushinum Marimuthu
Authors: Reddy, Nagapushinum Marimuthu
Subjects: South Africa , school evaluation , rating of teachers
Identifier: http://ujcontent.uj.ac.za8080/10210/385289 , uj:8094 , http://hdl.handle.net/10210/2022
Description: M.Ed. , Die literatuurondersoek het aangedui dat daar ‘n groot dispariteit is in die toewysing van befondsingshulpbronne en steun wat aan skole toegeken word wat daartoe gelei het dat daar verskillende tipes en kwaliteit van onderwys aan leerders in Suid-Afrika aangebied is. Die evalueringsprosesse van die verlede, nie slegs in Suid-Afrika nie maar ook in Australië, die Verenigde Koninkryk en die Verenigde State van Amerika het hiërargiese verhoudings beklemtoon en die evaluering van opvoeders was na bewering ‘n werktuig van hiërargiese en sosiale beheer. Die meerderheid van opvoeders in Suid-Afrika was agterdogtig oor die inspeksiestelsel van die verlede en hulle het weerstand gebied deur die mobilisering van vakunie-ondersteuning, met die resultaat dat hulle die inspekteurs en die lede van die skoolbestuur verbied het om hulle klaskamers te betree. Die verwerping van die apartheidsonderwysstelsel het daartoe gelei dat swart skole aan die stryd vir demokrasie meegedoen het. Die klimaks was die 1976 Soweto-onluste, wat uiteindelik daartoe gelei het dat die onderrig- en leerkultuur in baie van die swart skole ‘n mislukking was (Smith & Ngoma-Maema, 2001:10). Met die geboorte van demokrasie in Suid-Afrika, het die land radikale veranderinge in alle aspekte, insluitend die onderwys ondergaan. Dit het dus noodsaaklik geword dat die demokratiese regering en die departement van onderwys die kwaliteit van die onderwys moes verbeter, veral na die swak matrikulasieresultate van 1995 tot 2000. ‘n Veldtog is geloods om skole aan te moedig om ‘n onderrig- en leerkultuur (OLK) te skep. Dit is in hierdie konteks dat Geheelskool Evaluering (GSE) tot stand gekom het om die nege voorafgedefinieerde areas van die skool te evalueer. Hierdie navorsing handel oor een van die areas van Geheelskool Evaluering, en spesifiek ‘kwaliteit onderwys’. Die Geheelskool Evalueringsbeleid skryf die opvoederbevoegdhede vir kwaliteit onderwys voor. ‘n Vraelys is opgestel om vas te stel wat die persepsies van opvoeders is in verband met die belangrikheid van die vaardighede vir kwaliteit onderwys. Die vraelys het bestaan uit 75 items in verband met essensiële opvoedervaardighede. ‘n Gestratifiseerde gerieflikheidsteekproef wat uit 600 deelnemers bestaan het is in hierdie studie gebruik. Die vraelyste is na opvoeders in Mpumalanga en KwaZulu-Natal versprei. Die voltooide vraelyste is versamel en na die Statistiese Konsultasiediens van die Randse Afrikaanse Universiteit gestuur sodat statistiese toetse gedoen kon word. Die statistiese toetse het een (1) tweede orde-faktor aangedui, naamlik ‘die belangrikheid van opvoedervaardigheid vir kwaliteit onderwys', met ‘n Alpha Cronbach betroubaarheidskoëffisiënt van 0,982 wat as baie betroubaar beskou word aangesien dit groter is as 0,7. Twee of meer onafhanklike groepe is vergelyk en dit is bevind dat al die onafhanklike groepe van mening was dat opvoedervaardigheid tot ‘n wisselende graad belangrik vir kwaliteit onderwys is. Die bevindinge dui aan dat die volgende onafhanklike groepe sterker as ander van mening was dat opvoedervaardigheid uiters belangrik vir kwaliteit onderwys is, naamlik: die Christene as Godsdiensgroep, die Afrikaanse moedertaalgroep, die uitstekende leerder-bywoningsgroep, die uitstekende opvoeder-bywoningsgroep en die uitstekende skoolbeeldgroep. Dit blyk dat uitstekende bywoning deur leerders en opvoeders en die positiewe beeld van die skool verband hou met ‘n gesonde skoolklimaat waar daar goeie dissipline is. Die bevindinge dui ook aan dat daar meriete is in die assessering van essensiële opvoedervaardighede en dit regverdig die titel Die volgende gevolgtrekkings is na aanleiding van hierdie navorsing gemaak: • Geheelskool Evaluering (GSE) is ‘n sistematiese benadering tot totale skoolverbetering wat elke aspek van ‘n skool inkorporeer om die kwaliteit van opvoeding te verbeter. Daar is bevind dat die nege (9) areas • wat deur die GSE bepaal is inderdaad relevant is vir die evaluering van skole in Suid-Afrika; • die beste manier om opvoedervaardigheid te konseptualiseer is deur ‘n integrasie van die kenmerke van individue (kennis, vaardighede, neigings en waardes) met die eise van die take en aktiwiteite (Gonczi, 2002:4); • die beste manier om opvoedervaardigheid te assesseer is deur die holistiese geïntegreerde metode te gebruik waardeur vaardigheid van die opvoeder se prestasie afgelei kan word. Hierdie metode bestaan uit die kombinering van kennis, begrip, vaardighede, houdings/waardes, etiek en probleemoplossing; en • opvoeders wat aan hierdie navorsing deelgeneem het was van mening dat die vaardighede wat deur die GSE geïdentifiseer is, inderdaad belangrik is vir kwaliteit onderwys. Die algemene en spesifieke doelwitte van hierdie navorsingsprojek is bereik en onderwerpe vir verdere navorsing is voorgestel.
Shared decision-making in the management of secondary schools
- Phadi, Sibongile Mirriam
Authors: Phadi, Sibongile Mirriam
Subjects: Community and school - South Africa , School management and organization - Social aspects - South Africa , Education, Secondary - South Africa - Management
Identifier: uj:3201 , http://hdl.handle.net/10210/6614
Description: M.Ed. , The aims of this research study are to investigate: the extent to which the principal, teachers, parents and students can be involved in shared decision-making in respect of policy making. to what extent the involvement of stakeholders in shared decision-making is important to them. the opinions of stakeholders in respect of their participation in decision-making which effects them.
School governance in the Limpopo Province
- Sadiki, Ntavhanyeni Ben.
Authors: Sadiki, Ntavhanyeni Ben.
Subjects: School boards -South Africa - Limpopo. , School management and organization - South Africa - Limpopo.
Identifier: uj:9327 , http://hdl.handle.net/10210/5768
Description: D.Ed. , Limpopo Province, in line with other provinces in South Africa, adopted democratic school governance in public secondary schools. Since the inception of this system in 1997 hopes ran high that eventually the culture of teaching and learning in secondary schools will be improved and subsequently schools will be transformed. Contrarily, there has been a mismatch in terms of the provincial education objectives with what is currently happening in secondary schools in the province. Conditions of school governance in secondary schools as regards the physical, social, moral, economic, and academic problems are deplorable albeit democratic school governing bodies are in place. The 1998: 35.2%; the 1999: 37.5%; the 2000: 51.5%; and the 2001: 59.5% matriculation pass rates could partially be attributed to ineffective school governance. Consequently, communities are concerned about SGB's who are not accomplishing their role and functions as mandated by the SASA of 1996. The focus of this research is on democratic school governance in the Vuwani district in the Limpopo Province. The objective of this research was to probe perceptions of the different members of the SGB's regarding diverse aspects of school governance as mandated by the SASA of 1996.
The management of the restructuring of technical colleges into further education and training institutions in Gauteng
- Manota, Piet
Authors: Manota, Piet
Subjects: Universities and colleges - South Africa - Gauteng , Universities and colleges - South Africa - Gauteng - Management , Educational change - South Africa - Gauteng
Identifier: uj:9767 , http://hdl.handle.net/10210/7174
Description: D.Ed. , Die herstrukturering van Tegniese Kolleges tot Verdere Onderwys- en Opleidinginstellings in Gauteng, en in Suid-Afrika as 'n geheel, moet gesien word teen die agtergrond van transformasionele veranderings wat in die hele land plaasvind. Sedert 1994 het die hele land 'n transformasieproses ondergaan nadat 'n nuwe demokratiese regering oorgeneem het en verander het van 'n apartheidstelsel tot 'n verenigde demokratiese samelewing. Onderwys is ook nie onaangeraak gelaat deur die transformasieproses nie. Die hele onderwysstelsel, wat hoer onderwys, algemene onderwys en verdere onderwys insluit, is hierdeur geraak. Die fokus van hierdie navorsing is the Verdere Onderwys- en Opleidingsektor wat Tegniese Kolleges insluit. Met ander woorde, Tegniese Kolleges is net deel van die wyer Verdere Onderwys- en Opleidingsektor. Ander voorsieners van Verdere Onderwys- en Opleiding (VOO) sluit hoerskole wat Grade 10 to 12 aanbied, private voorsieners en indiensopleiers in. Seksie 29 (1) (b) van die Grondwet van die Republiek van Suid-Afrika (SA, 1996) maak voorsiening daarvoor dat almal die reg tot verdere onderwys het wat die staat, waar redelik moontlik, meer en meer sal voorsien en toeganklik sal maak. In 1998 is die VOO Wet No. 98 (SA, 1998) aanvaar wat as die wetlike basis vir die transformasie van die VOO-sektor dien. Hierdie Wet bemagtig onder andere Lede van die Uitvoerende Rade in elk van die nege provinsies van Suid-Afrika om hulle VOO landskappe te herstruktureer. As deel van hierdie proses kon hulle Tegniese Kolleges tot Verdere Onderwys- en Opleidingsinstellings verklaar, laat saamsmelt of sommiges self sluit. Die 33 Tegniese Kolleges in Gauteng is verklaar tot Verdere Onderwys- en Opleidingsinstellings en later het 32 van hierdie kolleges saamgesmelt tot 8 groter kolleges. Om suksesvol te wees het die hele herstruktureringsproses behoorlike bestuur vereis. Die proses is op verskeie vlakke bestuur, naamlik op nasionale, provinsiale en instellingsvlak. Hierdie navorsing ondersoek die bestuur van hierdie herstruktureringsproses.
The implementation of outcomes based education in township primary schools.
- Thusi, Lillian Bathabile
Authors: Thusi, Lillian Bathabile
Subjects: Competency based education , Primary education , In-service training of primary teachers , School management teams
Identifier: uj:8134 , http://hdl.handle.net/10210/2109
- Molapo, Molefe Robert
Authors: Molapo, Molefe Robert
Subjects: Teachers -- Rating of -- South Africa
Identifier: uj:3014 , http://hdl.handle.net/10210/6436
Description: M.Ed. , Educator evaluations of the past have given way to a new system of performance evaluation known as the Developmental Appraisal System (DAS). Considerable effort and time has gone into the structuring, piloting and introduction of the new system in order that educators could have a system, which did not only point out their weaknesses, but that their strong points could also be acknowledged and nurtured for the betterment of their professional practice. However, the aspect of context in the DAS manual has somehow been superficially presented and this aspect forms the basis of this research. The DAS manual simply states that some core criteria may be made optional on the basis of contextual factors prevailing at the institution. The manual does not explain in detail what that means and somehow leaves this to the panels to interpret explicitly and a great possibility exists that the panels might overlook this aspect to the detriment of the appraisee (person being appraised). On the other hand, another possibility exists that some educators might want to bring in their own interpretations of what context implies, which may create some misunderstandings right at the onset of such appraisal. It is thus important that the aspect of context be understood and treated with care during appraisal. School settings differ considerably where some schools are relatively disadvantaged in a number of respects such as, the environment not being educationally stimulating, socio-economic problems, political implications, etc. Others may be better off and thriving in more advantaged types of settings. Clearly, educators in the former-mentioned setting would be found to be making more sacrifices in their work to make up for the numerous deficiencies experienced, than the educators in the latter-mentioned type of setting. This then raises the issue of fairness, which this research highlights at the very beginning to try and put the issue of context and contextual factors in perspective. To be able to explore the concerns mentioned above, educators were consulted through the use of a structured questionnaire, to share their perceptions on the role of contextual factors in educator appraisal. Their responses together with the information from the literature review provided answers to the research questions.
The management of educator apathy in secondary schools
- Govender, Ganasen Marimuthu
Authors: Govender, Ganasen Marimuthu
Subjects: Educational psychology , School management and organization , High school teachers' attitudes
Identifier: uj:1786 , http://hdl.handle.net/10210/4150
Description: M.Ed. , The changing scenario in education in post apartheid South Africa with the enactment of the South African Schools Act No. 84 (RSA,l996), has heralded numerous changes, challenges and problems for the present day educator. The effective management of these changes and the implementation of renewal strategies pose enormous challenges to present day school management and staff.
Management of the school as an aspect of leadership : implication for whole school development
- Magubane, Wilson Mphambeni
Authors: Magubane, Wilson Mphambeni
Subjects: School management and organization , Leadership , Educational planning
Identifier: uj:9871 , http://hdl.handle.net/10210/7271
Description: M.Ed. , The history of inequality, fragmentation, illiteracy, neglect and inefficiency in the education system in this country has left us largely with a demise of a culture of teaching and learning. There is therefore an urgent need to transform schools into effective learning organisations. Learners leaving school often do so with a sense of failure and a lack of self-esteem and without sufficient knowledge, understanding and competence to either pursue successful careers or lead fulfilling lives. Some of the blame lies with the learners themselves. The learner leadership often indulges in support of educator politics at the expense of quality curriculum delivery in the classroom. However, a large portion of the blame lies with the poor performance of the educators. They take on numerous roles at school but often lack the capacity to fulfil these roles effectively. As a result, a structured questionnaire was used to probe the relevant perceptions and opinions of educators in seven provinces, after certain assumptions were made and concepts were clarified in chapter one. Chapter two critically revisited the views of collegiality in relation to management of the school in whole school development. The aim of this chapter was also to undertake a literature review of the most recent publications on the school management team and the need for school governance and community involvement in the school governing bodies (SGB's) for whole school development. Chapter three provided a description of the empirical investigation, discussing questions pertaining to the management of the school as an aspect of leadership in whole school development. Most respondents strongly agreed that management of the school needs to be owned by the school and that this should include expertise outside the school. In this chapter, an attempt was also made to outline the methodology the researcher used to collect data. Chapter four provided an analysis and interpretation of the empirical data. Two successive factor analytic procedures reduced the 89 items of the structured questionnaire to three factors namely, accountable collaborative management, school resource management and marketing management. It was shown that some of the various independent groups differed from one another in certain respects. Hypotheses were set and multivariate and univariate statistical tests were used to analyse and interpret the data. The respondents varied in their responses from partially disagreeing to agreeing that effective school management was composed of these three factors. The measuring instrument was shown to be reliable and had content and construct validity and thus could be used to determine the various aspects of school management as determined by factor analysis. In chapter five, a summary of the research is given. Important findings are discussed and recommendations arising from the research are given. The conclusion indicates how the research could be used to possibly solve certain aspects of the problem of transforming school management in South Africa.
Educator development as an aspect of whole school evaluation
- Mathe, Khethiwe Sibongiseni Jabulisile
Authors: Mathe, Khethiwe Sibongiseni Jabulisile
Subjects: Schools -- Evaluation , Teachers -- Training of -- South Africa , School management and organization -- South Africa
Identifier: uj:10118 , http://hdl.handle.net/10210/7500
Description: M.Ed. , In chapter one the motivation of the study, the problem statement, aim of the research concept clarification and research methodology was provided. In chapter two the focus was on a literature review, getting other researchers views, theories and their findings on educator development. The literature study discussed the following aspects: whole school evaluation; educator development; essential aspects of educator development; educator development design; strategies; significance of educator development; and implications for school management. Nine areas for evaluation were mentioned and the one associated with this research, namely educator development was discussed in detail. The design of the research study was explained in chapter three. A brief discussion and a motivation of ten questions chosen by this researcher was given. Most of the questions resulted in high mean scores, which indicate that most of the respondents chose options and 6 on the equal interval scale. This is a reflection of the significance that respondents attach to these aspects as they mostly agreed to strongly agreed with most of the items. The analysis and interpretation of the empirical data was discussed in chapter four. The reliability ad validity of the structures questionnaire was provided. There were seven first order factors and two-second order factors. These factors were named "essential educator competencies" and "effective management skills" respectively. Appropriate hypotheses were stated together with the appropriate statistical tests. Finally, factor mean scores of the various independent groups were compared with one another and briefly discussion.
Subjects: Leadership , School principals - South Africa - Soweto , Secondary education - South Africa - Soweto
Identifier: uj:3115 , http://hdl.handle.net/10210/6536
Description: M.Ed. , Good leadership is very crucial to the success of any organisation. Organisations usually rely heavily on the abilities of their leaders to perform certain key functions to ensure the orderly management and success of their organisations. For any organisation to function effectively proper planning must first occur. Organisations need to define clearly what their vision, mission and objectives are, they need to put in place organisational structures and systems, they need to put in place infrastructural and human resources and they also need to clearly define operational structures. All these functions together with many others, are part of a leader's responsibility in any organisation. When it comes to the actual operations a leader should make sure that proper monitoring mechanisms are in place and the right climate for work has been created. To do all these tasks effectively, leaders need to possess certain skills. Amongst these are, organisational skills, communication skills, conflict management and resolution skills and interpersonal skills. According to Sergiovanni and Starratt (1988:40), schools are organisations, and what people do within them is described as organisational behaviour. To organise, according to Sergiovanni and Starratt (ibid.), is to arrange things into some kind of a coherent whole. They argue that first there has to be a reason for organising. Different organisations are established for different reasons. Some organisations are established for commercial reasons, some for managing sporting programmes, some for managing social activities and so on. Schools are established to educate through instruction or teaching. Every organisation has to fulfill certain requirements. Organisations need to develop explicit management structures and procedures that give a convincing account that the proper means-ends chains are in place to accomplish purposes.
Peer appraisal of educators as an aspect of school management : implication for whole school development
- Busakwe, Zolile
Authors: Busakwe, Zolile
Subjects: Peer review , Teachers' rating , School management and organization
Identifier: uj:7276 , http://hdl.handle.net/10210/3950
Description: M.Ed. , Over the years, and even now, the Department of Education is busy trying to find a better method of managing and empowering educators with the aim of attaining whole school development. The South African Democratic Teachers Union (SADTU) as early as 1992 proposed an educator developmental appraisal system. Workshops are currently conducted to facilitate the implementation of DAS (developmental appraisal system) at schools. This study concentrates on peer appraisal of educators as an aspect of educator management and its contribution to whole school development. The literature indicated that educators are dissatisfied with the traditional appraisal instruments and the old inspection system. Hence it was abolished on the basis that it was not transparent, not developmental and not democratic (SADTU, 1999(a):61). Information obtained from different books clearly states that peer appraisal is a process that directly involves all the educators in a school. It stresses the mutual understanding, transparency and capacity building among the educators. This research used a structured questionnaire to collect data on the opmwns of the respondents in seven of the nine provinces in South Africa. The questionnaire contained 79 items and seven of these items were relevant to peer appraisal. The structured questionnaires were distributed to a convenient stratified sample of educators in seven of the nine provinces. Based on the information from the questionnaire, each item relevant to this particular research was analysed and discussed. After the factor analysis, the significance of the difference between the factor mean scores of various groups for each of the factors that make up whole school development were analysed and explained. The data obtained indicates that peer appraisal of educators has a positive impact on the professional development of educators. An atmosphere of collegial relationships among staff is a pre-requisite for whole school development. It appears as if the learning and teaching process can be improved through the implementation of peer appraisal m schools.
Educator appraisal as an aspect of educator management : implication for whole school development
- Chauke, Robert
Authors: Chauke, Robert
Subjects: Teachers' attitudes , School management and organization , School personnel management
Identifier: uj:1709 , http://hdl.handle.net/10210/4052
Motivation and incentives as an aspect of educator management : implication for the whole school development
- Mokhele, Moeketsi Simon Lucky
Authors: Mokhele, Moeketsi Simon Lucky
Subjects: Motivation (Psychology) , Incentive (Psychology) , School personnel management , Teachers -- Attitudes , School management and organization
Identifier: uj:3021 , http://hdl.handle.net/10210/6443
Description: M.Ed. , The administrative and instructional leader of the school is the principal. The principal's role as administrative leader is not only limited to the routine clerical and administrative tasks. His or her task goes beyond that as it encompasses the coordination of tasks performed by the educators attached to the school. As the leader — manager, the principal faces a mammoth task of influencing both educators and learners to be willing and enthusiastic in the attainment of the organizational and group goals (Schofield, 1988: 1). For principals to succeed in their task of influencing educators, such principals need to possess the skills of doing so. One skill that is needed to make educators more willing to perform their duty, is motivation. In the field of human resources for instance, research indicates that motivation is a key factor in increasing productivity and that most managers believe that "the more motivated the workers are, the more they enjoy their work and they work harder and better" (Puth, 1994: 81). Such willingness combined with commitment from the educators will enable the school as a whole to achieve its objectives.