- Title
- School managers as catalysts of innovative culture and academic performance: A case of selected schools in the Cofimvaba District in the Eastern Cape Province
- Creator
- Langa, Vuyani Goodman
- Subject
- School management and organization
- Subject
- Organizational change
- Subject
- Management
- Date
- 2020-02
- Type
- Doctoral theses
- Type
- text
- Identifier
- http://hdl.handle.net/10353/20318
- Identifier
- vital:45650
- Description
- School managers have always been on the forefront of the administration of education system since they are the active agents who lead their schools towards wider goals of improving access and quality of education. The contemporary world has had a great deal of surmounting pressure from globalisation and other forces of a universalised society. These influences have become more and more pronounced with the inevitable influences of digitalisation and in the fourth industrial revolution. Information and Communication Technologies have transformed how things are done even within the settings of schools. Attempting to ignore this bold revolution for the so-called ‘tried and tested’ conventional methods of school management, assessment, learning, teaching and monitoring does not only leave a school or education system behind but inhibits leaners and stakeholders from enjoying the many benefits of innovation, creativity and flexibility. This study explores the role of school managers in creating and maintaining an innovative culture and academic performance in selected public schools of the Cofimvaba Education District which has become synonymous with declining pass rates post-1994. A qualitative research approach was used where existing literature collected, collated and thematically analysed. The findings of the study indicated that the school principals are not empowered or willing enough to catalyse the creation and sustaining of innovative cultures in schools. There was also a political willingness of the leaders of the education sector in the Cofimvaba Education District is deficient, the absence of sanctions for failure to innovate is a challenge to innovation. Other findings include evidence policy gaps on what is innovation and who must do what in schools which affects the efficacy of school managers. The study also established that the bureaucratisation of the education sector has done nothing by crippled school managers’ ability to innovate by school managers. The study recommends strategies on how school managers can become that active catalyst that they should be, to drive innovation include in-service training and setting minimum benchmarks for school managers eligibility. Also, policy interventions such as 4th industrial revolution aligned innovation regulations, exchange of ideas with countries which successful school innovation formulating a sanction model of non-performers, towards improving access and quality of education in the Cofimvaba Education District.
- Description
- Thesis (PhD) -- Faculty of Management and Commerce, 2020
- Format
- computer
- Format
- online resource
- Format
- application/pdf
- Format
- 1 online resource (237 pages)
- Format
- Publisher
- University of Fort Hare
- Publisher
- Faculty of Management and Commerce
- Language
- English
- Rights
- University of Fort Hare
- Rights
- All Rights Reserved
- Rights
- Open Access
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UFH Department of Public Administration
| Thumbnail | File | Description | Size | Format | |||
|---|---|---|---|---|---|---|---|
| View Details | SOURCE1 | Langa_201205236_PublicAdministration.pdf | 2 MB | Adobe Acrobat PDF | View Details |