1,720,955 research outputs found
The implementation of participative management in Primary Schools in Tshwane - West District
Full text linkM.Ed (Education Management), North-West University, Mafikeng Campus, 2014Real educational transformation require of schools to shift away from traditional,
bureaucratic management practices in order to cope with the demands of a democratic,
client-driven market economy. Undoubtedly, non-participation and non-involvement of
teachers and parents in decision-making processes are an issue of great concern,
because it discourages their initiative and genuine commitment to their work.
Consequently, schools become dysfunctional due to lack of role players involvement
and consultation.
The aims of this research were to investigate and to establish:
• what participative management entails;
• how participative management is implemented in primary schools in Tshwane-West
District; and
• what strategies can be constructed towards more effective implementation of
participative management in primary schools in Tshwane-West District.
The quantitative approach as an empirical investigation was applied in order to achieve
the above-stated aims. The target population comprised of all primary school principals
(N=98) in Tshwane-West District. The selected respondents provided the needed
information.
The empirical research was conducted by means of a structured questionnaire. The self
constructed questionnaires utilised question items that revealed whether participative
management was implemented in primary schools in Tshwane West District.
The legal legislative frameworks were also entered into in this study. These legislative
documents comprised of the Constitution of the Republic of South Africa, No.108 of
1996, the National Education Policy Act No.27 of 1996, the South African Schools Act
No.84 of 1996, the Employment of Educators Act No.76 of 1998, the Basic Conditions
of Employment Act No. 75 of 1997 and the Gauteng Department of Education School
Governance Manual.
The findings showed that participative management as a prominent feature was
implemented within the primary schools in Tshwane-West District. Nevertheless, it has
also emerged that participative management remains a problematic notion for many
schools with challenges that impede effective implementation thereof.Master
Examining accountability and decision-making as catalysts of pedagogy by primary school principals in Tshwane West Primary: The impact of Covid-19
Full text linkThe thrust of this study seeks to investigate how principals in Tshwane West District primary schools use accountability and decision-making to drive pedagogy, particularly in the post-Covid-19-19 era. The key question explored is: "How do principals employ these leadership practices to enhance teaching and learning outcomes amid pandemic-related challenges?" A mixed-methods approach was used, incorporating a literature review and an empirical survey. The literature review examined instructional leadership, accountability frameworks, participative decision-making, and the pandemic’s impact on education. The empirical survey involved 98 principals, with 83 responses (84.7% response rate), who rated the importance of accountability and decision-making in instructional leadership using a four-point Likert scale. Findings show that principals view accountability and participative decision-making as essential, particularly in addressing Covid-19-19 disruptions. Key themes include the need for enhanced digital literacy, accountability in curriculum continuity, and collaborative decision-making for health and safety protocols. Despite the pandemic, fostering a positive school culture, promoting teacher collaboration, and improving student performance remained priorities. The study highlights the need for professional development to strengthen school leaders’ competencies in crisis management, digital transformation, and transparent decision-making. These findings emphasize the value of inclusive leadership in sustaining instructional excellence during crises
Going Beyond Counting First Authors in Author Co-citation Analysis
Full text linkThe present study examines one of the fundamental aspects of author co-citation analysis (ACA) - the way co-citation
counts are defined. Co-citation counting provides the data on which all subsequent statistical analyses and mappings
are based, and we compare ACA results based on two different types of co-citation counting - the traditional type that
only counts the first one among a cited work's authors on the one hand and a non-traditional type that takes into
account the first 5 authors of a cited work on the other hand. Results indicate that the picture produced through this non-traditional author co-citation counting contains more coherent author groups and is therefore considerably clearer. However, this picture represents fewer specialties in the research field being studied than that produced through the traditional first-author co-citation counting when the same number of top-ranked authors is selected and analyzed. Reasons for these effects are discussed
Variations on the Author
Full text link“Variations on the Author” discusses two of Eduardo Coutinho’s recent films (Um Dia na Vida, from 2010, and Últimas Conversas, posthumously released in 2015) and their contribution to the general question of documentary authorship. The director’s filmography is characterized by a consistent yet self-effacing form of authorial self-inscription: Coutinho often features as an interviewer that rather than express opinions propels discourses; an interviewer that is good at listening. This mode of self-inscription characterizes him as an author who is not expressive but who is nonetheless markedly present on the screen. In Um Dia na Vida, however, Coutinho is completely absent form the image, while Últimas Conversas, on the contrary, includes a confessional prologue that moves the director from the margins to the center of his films. This article examines the ways in which these works stand out in the filmography of a director who offers new insights into the notion of cinematic authorship
Appropriate Similarity Measures for Author Cocitation Analysis
Full text linkWe provide a number of new insights into the methodological discussion about author cocitation analysis. We first argue that the use of the Pearson correlation for measuring the similarity between authors’ cocitation profiles is not very satisfactory. We then discuss what kind of similarity measures may be used as an alternative to the Pearson correlation. We consider three similarity measures in particular. One is the well-known cosine. The other two similarity measures have not been used before in the bibliometric literature. Finally, we show by means of an example that our findings have a high practical relevance.information science;Pearson correlation;cosine;similarity measure;author cocitation analysis
Dispelling the Myths Behind First-author Citation Counts
Full text linkWe conducted a full-scale evaluative citation analysis study of scholars in the XML research field to explore just how different from each other author rankings resulting from different citation counting methods actually are, and to demonstrate the capability of emerging data and tools on the Web in supporting more realistic citation counting methods. Our results contest some common arguments for the continued
use of first-author citation counts in the evaluation of scholars, such as high correlations between author rankings by first-author citation counts and other citation
counting methods, and high costs of using more realistic citation counting methods that are not well-supported by the ISI databases. It is argued that increasingly available digital full text research papers make it possible for citation analysis studies to go beyond what the ISI databases have directly supported and to employ more
sophisticated methods
Examining Principals’ Practices of Participative Management in Primary School Governance: A Case Study of The Tshwane-West District
No full textThis article aimed to investigate how much participatory management techniques aid in enhancing primary school governance. The main question of this article is, “To what degree do principals practice participative management in primary schools’ governance in the Tshwane-West District?’’ In this article, the quantitative methodology was applied. Information on the post-positivistic and interpretivist viewpoints was gathered via a questionnaire. The information in the questionnaire was strengthened by thoughtfully applying the knowledge gleaned from the literature review. A pilot study was conducted to validate the questionnaire. The triangulation of data from sources like literature reviews and questionnaires was the main method of reliability used in this study. All primary school principals (n=98) in the District of Tshwane-West area of the Gauteng Province of the Republic of South Africa made up the research population. The data were defined using the quantitative approach, which comprised explanatory techniques, inferential statistics like factor analysis and Cronbach's alpha coefficient, and descriptive statistics like frequencies and mean scores
koamabayili/VECTRON-author-checklist: VECTRON author checklist
No full textWe have done our best to complete the author checklist relating to the use of animals in the hut study. Note that the objective for the hut study was to evaluate the IRS treatment applications for residual efficacy against Anopheles mosquitoes, including the local An. coluzzii mosquito population. Cows were only used to attract mosquitoes into the huts and no tests were carried out directly on the cows. The author checklist is intended for use with studies where experiments are carried out on animals, which is why we have had such difficulty in completing this for the hut study, as many of the questions do not relate to how the cows were used
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