Analysis of leadership and management challenges facing school principals in Circuit no. 12 of the King William's Town District of the Eastern Cape Province
- Ngangelizwe, Nomakaya Orrienda
- Authors: Ngangelizwe, Nomakaya Orrienda
- Date: 2012
- Subjects: School management and organization -- South Africa -- Eastern Cape , School principals -- South Africa -- Eastern Cape , Education and state -- South Africa -- Eastern Cape , Educational leadership -- South Africa -- Eastern Cape , King William's Town (South Africa)
- Language: English
- Type: Thesis , Masters , MPA
- Identifier: vital:11653 , http://hdl.handle.net/10353/d1006981 , School management and organization -- South Africa -- Eastern Cape , School principals -- South Africa -- Eastern Cape , Education and state -- South Africa -- Eastern Cape , Educational leadership -- South Africa -- Eastern Cape , King William's Town (South Africa)
- Description: Within the South African context, because of political and social changes and the influence caused by these changes on educational structures, the new and high demands are required from school principals. Principals now find it necessary to make choices and take decisions .Unfortunately they are not equipped sufficiently to make careful decisions in meeting constitutional demands (Niehaus & Myburgh, 1999). According to Evans (1997:20) (as cited by Schoeman, 2006) the establishment of suitable institutions is sufficient in keeping a free and democratic society, world events (fascism in Japan, Italy, Germany,1920s-1930s;cold war in Europe, 1940s-1980s are there to remind us that even the best –designed institutions are not sufficient. A free and democratic society is dependent on knowledge, skills and virtues of its citizens (IDASA 1999:2). Brown and Duku, 2008 contend that when SASA was introduced, it was of the idea that it would create a new school governance landscape (Naidoo, 2005). Criticisms are blaming the SASA for the tensions that exist in school governance. SASA is viewed as steeply middle- class in identity and is accused of normalising parental participation in school governance in middle-class terms. Another criticism is on the assumption that parents should have the resources and time to spend on school activities (Dyer &Rose, 2005; Fakir, 2003; Sayed & Soudien, 2005). When criticisms against this Act were taken stock of in the context of socio-economic realities of many communities in rural locations in SA, it is difficult to disagree. The report of the Ministerial Review Committee cited socio-economic related difficulties as paralysing how parents participate in school governance in rural communities (Ministerial Review Study, 2004).
- Full Text:
- Authors: Ngangelizwe, Nomakaya Orrienda
- Date: 2012
- Subjects: School management and organization -- South Africa -- Eastern Cape , School principals -- South Africa -- Eastern Cape , Education and state -- South Africa -- Eastern Cape , Educational leadership -- South Africa -- Eastern Cape , King William's Town (South Africa)
- Language: English
- Type: Thesis , Masters , MPA
- Identifier: vital:11653 , http://hdl.handle.net/10353/d1006981 , School management and organization -- South Africa -- Eastern Cape , School principals -- South Africa -- Eastern Cape , Education and state -- South Africa -- Eastern Cape , Educational leadership -- South Africa -- Eastern Cape , King William's Town (South Africa)
- Description: Within the South African context, because of political and social changes and the influence caused by these changes on educational structures, the new and high demands are required from school principals. Principals now find it necessary to make choices and take decisions .Unfortunately they are not equipped sufficiently to make careful decisions in meeting constitutional demands (Niehaus & Myburgh, 1999). According to Evans (1997:20) (as cited by Schoeman, 2006) the establishment of suitable institutions is sufficient in keeping a free and democratic society, world events (fascism in Japan, Italy, Germany,1920s-1930s;cold war in Europe, 1940s-1980s are there to remind us that even the best –designed institutions are not sufficient. A free and democratic society is dependent on knowledge, skills and virtues of its citizens (IDASA 1999:2). Brown and Duku, 2008 contend that when SASA was introduced, it was of the idea that it would create a new school governance landscape (Naidoo, 2005). Criticisms are blaming the SASA for the tensions that exist in school governance. SASA is viewed as steeply middle- class in identity and is accused of normalising parental participation in school governance in middle-class terms. Another criticism is on the assumption that parents should have the resources and time to spend on school activities (Dyer &Rose, 2005; Fakir, 2003; Sayed & Soudien, 2005). When criticisms against this Act were taken stock of in the context of socio-economic realities of many communities in rural locations in SA, it is difficult to disagree. The report of the Ministerial Review Committee cited socio-economic related difficulties as paralysing how parents participate in school governance in rural communities (Ministerial Review Study, 2004).
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Teachers’ perceptions of the mentoring of novice teachers in the King William’s Town District
- Authors: Dlani, Siyongwana Archibald
- Date: 2012
- Subjects: Teachers -- Training of -- South Africa -- Eastern Cape , Teachers -- In-service training -- South Africa -- Eastern Cape , Mentoring in education -- South Africa -- Eastern Cape , School management and organization -- South Africa -- Eastern Cape , Schools -- South Africa -- Eastern Cape , King William's Town (South Africa)
- Language: English
- Type: Thesis , Masters , M Ed
- Identifier: vital:16184 , http://hdl.handle.net/10353/d1006244 , Teachers -- Training of -- South Africa -- Eastern Cape , Teachers -- In-service training -- South Africa -- Eastern Cape , Mentoring in education -- South Africa -- Eastern Cape , School management and organization -- South Africa -- Eastern Cape , Schools -- South Africa -- Eastern Cape , King William's Town (South Africa)
- Description: The aim of the study was to investigate the teachers‟ perceptions of thementoring of novice teachers in the King William‟s Town District. Inorder to understand how the teachers viewed novice teacher mentoringthe study adopted a qualitative approach. Interviews anddocumentsanalysis were used as data collection instruments. The purpose of the study was to investigate the teachers‟ perceptions on mentoring of novice teachers in schools. The respondents provided their explanationsof mentoring and also said what they think is the importance of mentoring. The teachers also had to give their mentoring experiences at school and District levels. Two schools in the King William‟s Town District were purposivelyselected to form the context of the study. The respondents were 6 educators, three from a primary school and three from a high school. Principals of the two selected schools were also included asrespondents in the study. The results of the study revealed that mentoring was taking place informally in the schools through sharing ofthe teaching challenges. Mentoring was also taking place through theteachers mentoring each other as Subject and Phase teachers supervised by Heads of Department. Most teachers understoodmentoring as giving guidance and help.
- Full Text:
- Authors: Dlani, Siyongwana Archibald
- Date: 2012
- Subjects: Teachers -- Training of -- South Africa -- Eastern Cape , Teachers -- In-service training -- South Africa -- Eastern Cape , Mentoring in education -- South Africa -- Eastern Cape , School management and organization -- South Africa -- Eastern Cape , Schools -- South Africa -- Eastern Cape , King William's Town (South Africa)
- Language: English
- Type: Thesis , Masters , M Ed
- Identifier: vital:16184 , http://hdl.handle.net/10353/d1006244 , Teachers -- Training of -- South Africa -- Eastern Cape , Teachers -- In-service training -- South Africa -- Eastern Cape , Mentoring in education -- South Africa -- Eastern Cape , School management and organization -- South Africa -- Eastern Cape , Schools -- South Africa -- Eastern Cape , King William's Town (South Africa)
- Description: The aim of the study was to investigate the teachers‟ perceptions of thementoring of novice teachers in the King William‟s Town District. Inorder to understand how the teachers viewed novice teacher mentoringthe study adopted a qualitative approach. Interviews anddocumentsanalysis were used as data collection instruments. The purpose of the study was to investigate the teachers‟ perceptions on mentoring of novice teachers in schools. The respondents provided their explanationsof mentoring and also said what they think is the importance of mentoring. The teachers also had to give their mentoring experiences at school and District levels. Two schools in the King William‟s Town District were purposivelyselected to form the context of the study. The respondents were 6 educators, three from a primary school and three from a high school. Principals of the two selected schools were also included asrespondents in the study. The results of the study revealed that mentoring was taking place informally in the schools through sharing ofthe teaching challenges. Mentoring was also taking place through theteachers mentoring each other as Subject and Phase teachers supervised by Heads of Department. Most teachers understoodmentoring as giving guidance and help.
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