1,720,997 research outputs found
An exploration of staff development team's promotion of quality education within the context of integrated quality management system.
No full textThesis (M.Ed.) - University of KwaZulu-Natal, Edgewood, 2012.The purpose of this study was to explore the Staff Development Team’s (SDT)
promotion of quality education within the context of Integrated Quality Management
System. The study explored aspects that the SDT does to promote quality education,
processes by which the SDT engages itself in to promote quality education and the
reasons why the SDT promotes quality education. Provision of quality education in
South Africa passed different stages that eventually culminated in Integrated Quality
Management System being gazetted in 2003. With this instrument in place, the
Department of Education (DoE) hoped schools, in particular and the Education
Department in general, would perform well. Mixed responses from the respondents
reflected that there are numerous factors that hamper the implementation of IQMS.
These factors range from inadequate training of teachers for IQMS, scanty meetings in
which discussions about IQMS are held, lack of involvement of all teachers in the
school on issues related to IQMS, implementation of many quality education
improvement strategies by the DoE within a short period of time and fear by teachers
of being evaluated.
The main findings showed that there is a dire need for teachers to be retrained on
IQMS and frequent holding of IQMS related meetings. The main findings also revealed
that the monetary component of IQMS, namely, pay progression, is a cause for concern
in that it compels teachers to be dishonest in evaluating one another. This suggests that
if IQMS is to be successful, the pay progression component should be divorced from it
(IQMS). The study recommends that there should be regular meeting for IQMS at
school so as to bring every teacher on board about IQMS. The study further
recommends that although it is good to learn from other countries, but the context
should be taken into consideration if a new strategy has been copied from other
countries because what is good for one country may not be good for another country.
Finally, the study recommends that while counter opinions always exist when a new
initiative is being implemented, steadfastness should be upheld and adherence to the
policy will ensure the realisation of its (policy) intended aim
School decline and choice in Zimbabwe: the case of two schools in Chipinge District.
No full textM. Ed. University of KwaZulu-Natal, Durban 2014.This qualitative study explored school decline, choice and learner migration in Zimbabwe. School decline has an impact on the way that parents and learners choose schools as well as whether they will move out of one school into another (Reay, 1996). A case study was conducted in two schools in the Chipinge district. The participants included the school management team members and parents of both schools. This study was located in the interpretive paradigm. Documents review, observations and semi-structured interviews constitute the research instruments for date generation. This study was framed by Weitzel and Jonsson’s (1989) and Kanter’s (2004) models of organisational decline. Local, continental and international scholastic works, on the research topic, were interrogated to seek insights into the progress so far made and determine the agenda to the explored phenomena of school decline, choice and learner migration.
The analysis and discussion of the generated data showed that school decline in Zimbabwe was caused by a myriad of factors such as the following: the poor Zimbabwean economy; migration of teachers to other countries; lack of capital\resources in schools and poor leadership and management in schools. Also noted was the link amongst the three phenomena under study. A school in decline will lose the preferential choice of both parents and learners leading to learner migration to better performing schools. The following were the recommendations of the study based on the findings and conclusions: the government should increase funds to the educational sector, improve salaries and working conditions of teachers. Students and the community should be educated on the importance of education. For schools to retain students and teachers and become the first choice of both parents and learners they need to widen their school curriculum in terms of the subjects offered and sporting activities; develop their infrastructure and also keep up with technological developments by introducing computers and internet in schools.
Implications for further study were to do a comparative study of the three phenomena across districts and provinces including an increased sample size, sample population and time framework (years) to a come to a conclusive agreement of the relationship and the understanding of the phenomena
School principals' instructional leadership practices : a case study of two schools in the Pinetown District.
No full textM. Ed. University of KwaZulu-Natal, Durban 2015.This research project explored the instructional leadership practices of school principals and was conducted as a case study in one education district of Pinetown, KwaZulu-Natal. The study included two school principals and eight post level one teachers at a primary and secondary school. It is within the context of the public school system in the Pinetown district that this research explored and investigated what school principals do to enact their roles of supporting instructional leadership practices in schools, including their overall experiences.
This qualitative study was located within an interpretive research paradigm. Instructional leadership theory was adopted for the study. International, national and continental literature was reviewed to seek greater insight into the research topic. In-depth semi-structured interviews and documents reviews constituted data generation instruments. Data generated was analysed employing thematic analyses that identified codes, categories and themes.
The conclusions arrived at indicate a general conclusion that the school principals’ unique approaches and differing individual circumstances impact upon and influence their responsibilities of supporting teaching and learning practices in schools. These circumstances include resource availability, monetary circumstances, exposure to professional development, induction programme and the support of management which impact on the effectiveness of the school principal as an instructional leader. Effective instructional leadership can be a catalyst for improved academic performance of schools. The study revealed that the school principals needed to have a clear understanding of what their instructional leadership roles entail in order to enact this role. The conclusions arrived at and the recommendations made indicate that school principals undergo training and professional development workshops in order to gain the pedagogical knowledge and skills necessary to lead as an instructional leader. Other factors impeding the instructional tasks of the school principals were also identified in the research viz. that the subject advisors were not carrying out their duties in supporting school principals’ or the impact of educational policies within the context of schools. In the light of the foregoing recommendations were made that aimed at improving the craft of the school principals as instructional leaders
An exploration of instructional leadership practices of school principals : a case study of four schools in Durban.
No full textM. Ed. University of KwaZulu-Natal, Durban 2013.This study entailed an exploration of instructional leadership practices of school principals. A case study was conducted at four schools in Durban. The research participants included four school principals, two from primary and two from secondary schools. My purpose was to explore the role of school principals in supporting teaching and learning at their schools. The study was conducted from an interpretive perspective. Three theories informed this investigation, namely instructional leadership theory, transformational leadership theory and distributed leadership theory. The data analysis procedure entailed a transcription of all four interviews that were thematically analysed to produce significant findings which informed the conclusions.All four principals had similar things to share about their role as instructional leaders, such as creating a favourable teaching and learning atmosphere. Secondly, some of the things that principals actually do to support teaching and learning is to motivate educators and learners and organise fund raising. Thirdly, there a numerous challenges that school principals are faced with irrespective of whether it is a primary or secondary school. Fourthly, principals take responsibility for overcoming challenges by reviewing the school’s code of conduct and making amendments to curb discipline related problems and implementing professional development of their staff. All four principals displayed a good understanding of their role as instructional leaders. We can conclude that the school principals who were interviewed make a concerted effort to ensure the maximum development of their staff. They view team collaboration and delegation of tasks as important to the smooth functioning of the organisation and try their best to ensure that this takes place at their schools. Principals also voiced concerns over SGB members that often overstepped their mark in certain instances. Recommendations informed by the conclusions demonstrated that school principals, unions, and the Department of Education need to do more to enhance the delivery of quality education in schools
The role of school management teams in developing effective teamwork: a case study of two primary schools in the Umlazi District.
Full text linkMasters Degree. University of KwaZulu-Natal, Durban.The purpose of this study was to explore and document the experiences and the perceptions of School Management Teams (SM Ts) about their role in the development of effective teamwork in two primary schools in Umlazi district. It is hoped that the study will contribute to deepening the understanding of how SMTs experience teamwork development. The research design was qualitative utilising a case study approach. The data was generated through the use of semi-structured interviews of school principals and the deputy principals, focus group interviews comprising of the Heads of Departments (HODs), and documents review. The data gathered was received, coded and organised into themes, categories and sub-categories. This study adopted the Tuckman's theory of development and the Woodcock's sequence development which underline that SMT members must know and understand these stages before they attempt teamwork development initiatives. Furthermore, shared decision through teamwork and collaboration is vital, as is the condition that the School Management Team uses so that effective teaching and learning takes place. The findings indicated that School Management Team members have a clear understanding of teamwork approach. Collaboration and teamwork practices predominates other approaches and appears to promote effective school improvement and teaching and learning in their schools. This motivates SMT and the teachers to initiate programmes that aim to develop teachers and improve their teaching and in tum this impacts positively on teachers' attitudes towards their work. Furthermore, the study found that the barriers to team-working are as a result of inadequate training of SMT members in teamwork approach. The study recommends that sufficient workshops and training including internal teacher development with regard to teamwork are necessary for successful school effectiveness.Focus group interview schedule is on page 98
The role of subject advisors in strengthening teacher instructional leadership practices : a case study of one education district office in KwaZulu-Natal.
No full textM. Ed. University of KwaZulu-Natal, Durban 2014.The purpose of the study was to explore the role of the subject advisors in strengthening teacher instructional leadership practices in schools. A case study was conducted in one education district office where the focal point was on the Districts’ General Education and Training Band subject advisors. The intention of the study was to get the real experiences and challenges encountered by the subject advisors when they perform their professional functions through the interaction that occurs. South African education context today requires the education personnel to clearly understand their roles and responsibilities and that there is that important link between the district office and the schools, so that teachers can be more effective when they perform their tasks. Therefore, the study also wanted to explore whether there is that paradigm shift in subject advisors’ mindset when they pursue departmental programmes and checking whether curriculum policies are being implemented or not. Through this study, I was able to note and learn the strategies that the subject advisors utilise when they focus on their scope of work and on how they deal with their challenges in order to ensure that there is progress in their respective schools.
The study was located within the qualitative case study. Furthermore, the study fitted in the interpretive paradigm because the subject advisors will construct different shared meanings with the researcher with a view to enhancing teaching and learning. The data generation methods that I used were interviews and documents reviews which enabled me to interpret and understand the subject advisors’ perspectives. I also reviewed relevant international, continental and local literatures in order to balance my arguments about the study. The theories that underpinned this study were instructional leadership theory and distributive leadership theory. The conclusions of the study were that the subject advisors’ were influential and played a prominent role in assisting teachers to properly deliver the curriculum. Based on the study findings I made some recommendations informed by the conclusions of the study. Some of those recommendations were that the subject advisors need to be continuously capacitated so that they can be able to meet those curriculum challenges, and that the DBE needs to speed up the curriculum delivery by ensuring the they fill up the vacancies, supply the subject advisors with the necessary resources so that they can perform their tasks with ease. The study also found that the teachers’ understanding of the subject advisors’ role helps to enhance teachers’ productivity
Management challenges experienced by women principals in three rural secondary schools in Ndwedwe circuit in the Ilembe district.
No full textM. Ed. University of KwaZulu-Natal, Durban 2013.This study investigated the management challenges experienced by women principals in
Ndwedwe Circuit in the Ilembe District. The rationale of the study was to explore women
principals’ experiences and strategies in a male dominated environment and their perceptions
on gender equity issues in educational management. This qualitative study was set in
interpretive paradigm.
The research tools comprised of semi-structured interviews, documents review and
observations. The two theories which underpinned this study are theories of inequality and
rurality theories. A review of international and local literature on issues of women in
management positions revealed that women in management experience challenges in the
work place.
The findings of this research were an eye-opener to me. Conclusions such as
underdevelopment of rural areas; illiteracy of some parent component members; scarce
public transport; women experience inequality; learners also one of the biggest challenge and
the Department of Education not fulfilling its obligation to capacitate women principals.
Some of the recommendations based on the findings are that rural areas must be developed.
The SGBs must continuously be work-shopped so that they can be capacitated and
empowered to contribute efficiently to the school. Gender education and community
involvement will also assist women managers in managing schools freely and confidently
because they will be judged as principals not as women.
The Department of Education officials must implement the programmes that are in place on
developing women managers so that they are compared to male counterparts because they
need to prove that they are capable to hold those positions
Dynamics of school violence and the role of school leadership in reducing it in two Umlazi Township schools.
No full textThesis (M.Ed.)-University of KwaZulu-Natal, Durban, 2013.This study examined the dynamics of school violence and the role of school leadership in
reducing it in two Umlazi township schools. A case study was conducted in two secondary
schools in Umlazi township. The aim of the study was to explore how school leaders (School
Governing bodies, School Management Teams, educators, learners and parents) help schools
to reduce violence. This qualitative study was set in the interpretivist paradigm. The research
tools compromised of semi-structured interviews, documents analysis and observations. The
two theories which underpinned this study were violent and non-violent theories. A review of
international and national literature around school violence revealed that some of the
challenges of learner-indiscipline encountered by South African schools were being
experienced world-wide. The findings of this research were a revelation to me that violence
in schools and in the community has escalated to such an extent that it has become an access
problem for some learners in many schools in South Africa (SAIRR, 2008). I had a privilege
of experiencing first-hand what secondary school educators, managers and parents
encountered and dealt with on a daily basis. It is evident that learner indiscipline is on the
increase; educator’s teaching time is being consumed in dealing with discipline issues;
educators are becoming frustrated and demoralised; the tribunal hearings are not regarded as
an effective structure by educators, learners and parental involvement is lacking as parents
seems to have abdicated the responsibility for their children’s behaviour and education to the
school management and educators. Further, the SGB play a limited role in the activities of the
school due to their incapacity and lack of empowerment.
Some of the recommendations based on the findings are that schools must involve all
stakeholders in the formation of the Code of Conduct policy. The contents and procedures
outlined in the policy must be communicated to all stakeholders and there must be
consistency in its application. Stakeholders must formulate innovative strategies to engage
parents to actively participate in the activities of the school. The Department of Education
must fulfil its obligation to capacitate parents and other stakeholders. An empowered SMT
and SGB will make a greater contribution to the elimination of school violence
Teacher experiences and practices of integrated quality management system at a primary school in KwaZulu-Natal.
No full textThesis (M.Ed.)-University of KwaZulu-Natal, Edgewood, 2010.This small-scale study sought to investigate “Teacher experiences and practices of Integrated Quality Management System (IQMS) at a primary school in KwaZulu-Natal”.
This qualitative study gathered data through the case study approach guided by the following key questions:
1. What are the teachers’ understanding of how IQMS evaluation process works?
2. What are the teachers’ perceptions of the shortcomings of the IQMS?
3. How do teachers perceive the support that they may have received or not received as a result of IQMS interventions?
The study entailed interviewing the principal of a school, deputy principal, three heads of department and four level one educators; providing and administering questionnaires to ten level one educators; and doing documents analysis. The findings of the study revealed that the teachers understand the purpose of the IQMS policy but this policy is challenged when coming to its implementation. It emerged from the findings that one factor contributing to the unfairness of the system, was the tendency to give high scores on educator’s performance when the performance is not up to the standard. Level one educators argue that the system allows educators to appoint their friends to act as DSG members, and that in their minds, this presents some flaws which undermine good intentions of the policy. It was also fond that the National Department of Education made assumption that the educators have skills to evaluate themselves and that all educators are honest and trustworthy people and this in their view, contributes to ineffective implementation of the IQMS policy. The teachers feel that they needed training on self-
iv
evaluation prior to the implementation of this policy. The issue of the lack of physical resources in schools was also raised. These physical resources need to be used in the classroom during the teacher evaluation in class and during the professional development of educators in order to assist them to grasp the new concepts easily. It also emerged from the findings that the Teacher Unions who represented the educators during the initial stages of the introduction of the IQMS policy, did not express all the teachers’ concerns regarding the policy and as a result the educators still do not have the ownership of the policy.
In the light of what has been said above, I recommended that the National Department of Education must review this policy and change some of its aspects where the teachers have concerns, for example, an expert in the subject/learning area in which the teacher is evaluated, must be appointed and serve in the DSG instead of a friend appointed by the teacher. This will eliminate the awarding of undeservedly high marks and dishonesty. The expert may be appointed within the school or from a neighbouring school or district office. I further recommended that the educators need to be trained in a workshop on how to do self-evaluation or self-reflection in preparation for their appraisal. These are the important skills that the teachers need to acquire so that they will be honest to themselves and effectively determine their real strengths and areas of development. Another recommendation is that the Department of Education must equip all the schools with support materials to facilitate learning at all levels. The professional growth of educators must be supported by the physical resources or learning materials. On the whole the IQMS policy needs to be reviewed and revised by the National Department of Education
Subject advisors as instructional leaders : a case study of six subject advisors in Ilembe District.
No full textM. Ed. University of KwaZulu-Natal, Durban 2015.The aim of this study was to investigate the subject advisors’ instructional leadership practices in schools. It sought to establish whether instructional leadership is given a central role it deserves, both inside and outside the classroom or is being overshadowed by other leadership theories and practices. The pre-democratic era was characterised by four different education departments, namely, House of Delegates (for Indians), House of Representatives (for Coloureds), House of Assembly (for Whites) and KwaZulu Department of Education and Culture (for Blacks). In the past, there were no subject advisors that supported teaching and learning in some South African schools, especially the KwaZulu Department of Education and Culture. The instructional leadership was a sole responsibility of the school principal. Further, the school principal worked as principal, deputy principal, School Head of Department and a classroom-based educator. That is one of the reasons why they paid too much attention to teaching and office administration at the expense of instructional leadership which was supposed to be the heartbeat of any teaching and learning organisation. Even though, teaching and learning remained the core-business of the school but in the contrary, the management part of it suffered greatly. Leadership was not distributed but it revolved around one person who was projected as a glorified leadership figure and perceived to be a source of all wisdom. The participants raised various concerns about the status of instructional leadership in this education district’s schools.
One education district was purposively selected as a research site on the basis of proximity and the consistent unsatisfactory learner performance. A total number of six subject advisors participated in this research study after having satisfied all research ethical requirements. A qualitative research design was utilised to guide this study. The research is located in an interpretivist paradigm because of the nature of the participants and the phenomenon under investigation. It utilised semi-structured interviews and documents review as data generation methods. The findings revealed that subject advisors’ instructional leadership was hindered by a number of factors such as lack of resources, School Heads of Department’s lack of curriculum management capacity, teacher unions’ power struggles and non-availability of well structured training programmes informed by subject advisors’ professional and academic
needs. Lastly, various conclusions based on Chapter Four and recommendations were presented in Chapter Five
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