The role of school management teams in the implementation and maintenance of inclusive education
- Authors: Geduld, Deidre Chante
- Date: 2009
- Subjects: Inclusive education -- South Africa , Special education -- South Africa , School management teams -- South Africa , Mainstreaming in education -- South Africa
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:9470 , http://hdl.handle.net/10948/956 , Inclusive education -- South Africa , Special education -- South Africa , School management teams -- South Africa , Mainstreaming in education -- South Africa
- Description: Inclusion is about the organizational change within schools to improve the educational system for all learners. It means changes in the curriculum, changes in how teachers teach and how learners learn, as well as changes in how learners with and without special needs interact with and relate to one another. The quality of leadership makes a significant difference to educator participation in accommodating all learners. However, for this we as educators must ensure that we are fully capable of delivering this service irrespective how old we are or what our qualification levels are. It is my objective to understand the role the school management team plays in facilitating the process of changes, as change cannot be forced and the fear of change must be acknowledged and faced. The qualitative research paradigm and more specifically the participatory action research approach, which is, applied research that treats knowledge as a form of power and designates with the line between research and social action particularly assisted me in answering my research question. xiv used to describe school management team members’ understanding and experiences pertaining to inclusive education and why they are procrastinating. After data analysis of the first step was concluded, the research established that the participant educators were not in favour of inclusive education and for that reason perceived it negatively. Educators are not enthusiastic about inclusivity. Step 2 was the action plan of my research study on which the school management team members decided collective as a method to restructure their thinking towards an implementation programme for inclusive education for their school. The researcher also reflected on the limitations inherent to this study and presented guidelines and recommendations for implementing and maintaining inclusive education.
- Full Text:
- Date Issued: 2009
- Authors: Geduld, Deidre Chante
- Date: 2009
- Subjects: Inclusive education -- South Africa , Special education -- South Africa , School management teams -- South Africa , Mainstreaming in education -- South Africa
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:9470 , http://hdl.handle.net/10948/956 , Inclusive education -- South Africa , Special education -- South Africa , School management teams -- South Africa , Mainstreaming in education -- South Africa
- Description: Inclusion is about the organizational change within schools to improve the educational system for all learners. It means changes in the curriculum, changes in how teachers teach and how learners learn, as well as changes in how learners with and without special needs interact with and relate to one another. The quality of leadership makes a significant difference to educator participation in accommodating all learners. However, for this we as educators must ensure that we are fully capable of delivering this service irrespective how old we are or what our qualification levels are. It is my objective to understand the role the school management team plays in facilitating the process of changes, as change cannot be forced and the fear of change must be acknowledged and faced. The qualitative research paradigm and more specifically the participatory action research approach, which is, applied research that treats knowledge as a form of power and designates with the line between research and social action particularly assisted me in answering my research question. xiv used to describe school management team members’ understanding and experiences pertaining to inclusive education and why they are procrastinating. After data analysis of the first step was concluded, the research established that the participant educators were not in favour of inclusive education and for that reason perceived it negatively. Educators are not enthusiastic about inclusivity. Step 2 was the action plan of my research study on which the school management team members decided collective as a method to restructure their thinking towards an implementation programme for inclusive education for their school. The researcher also reflected on the limitations inherent to this study and presented guidelines and recommendations for implementing and maintaining inclusive education.
- Full Text:
- Date Issued: 2009
Improving the levels of cooperation between members of the school management teams
- Authors: Klaas, Andile Jeffrey
- Date: 2007
- Subjects: School management teams -- South Africa
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:9539 , http://hdl.handle.net/10948/681 , School management teams -- South Africa
- Description: Schools are directly placed under the care of the school governing bodies and school management teams that manage their day-to-day activities. These school management teams are expected to transform their schools into functioning and effective schools. The sad reality though, is that they are confronted with a huge task of improving cooperation between themselves in order to realise their dream of achieving their shared organizational goals. This interpretive study explores members of the management staff’s subjective experiences and their social world, to provide meaning and understanding of the levels of cooperation among them, and how this can be improved. The main outcomes of the study include: o Promoting conditions that are favourable to the establishment of collaborative practices between members of the management teams. o Fostering cooperation to ensure the development of sustainable capacity and increased energy to solve problems and transform their schools.
- Full Text:
- Date Issued: 2007
- Authors: Klaas, Andile Jeffrey
- Date: 2007
- Subjects: School management teams -- South Africa
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:9539 , http://hdl.handle.net/10948/681 , School management teams -- South Africa
- Description: Schools are directly placed under the care of the school governing bodies and school management teams that manage their day-to-day activities. These school management teams are expected to transform their schools into functioning and effective schools. The sad reality though, is that they are confronted with a huge task of improving cooperation between themselves in order to realise their dream of achieving their shared organizational goals. This interpretive study explores members of the management staff’s subjective experiences and their social world, to provide meaning and understanding of the levels of cooperation among them, and how this can be improved. The main outcomes of the study include: o Promoting conditions that are favourable to the establishment of collaborative practices between members of the management teams. o Fostering cooperation to ensure the development of sustainable capacity and increased energy to solve problems and transform their schools.
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- Date Issued: 2007
The role of school management teams in school improvement
- Authors: Sister, Loliwe Fezeka
- Date: 2004
- Subjects: School management teams -- South Africa , School improvement programs -- South Africa
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:9489 , http://hdl.handle.net/10948/372 , School management teams -- South Africa , School improvement programs -- South Africa
- Description: This study is aimed at investigating the role of the School Management Team (SMT) in school improvement. The investigation was carried out using the qualitative approach and the study is underpinned by the interpretive paradigm. The declining performance of some schools academically as reflected by the end of year results, as well as the confusion that engulfed me on assuming duty on my appointment as a head of department of Science and, therefore, becoming part of the SMT in my school, encouraged me to investigate the role of the SMT in school improvement. The study covers, among others, the following areas: § Functions performed by the SMT members. § Challenges faced by the SMT members in their management practice. § Ways of addressing these challenges. Methods of data collection used in this study were interviews, questionnaires, own observations as well as the analysis of documents. The main recommendations emanating from the study are that SMT members should be better equipped for their roles through workshops and in-service training and that the respective roles of SMT and School Governing Body (SGB) members should be better demarcated by the Department of Education.
- Full Text:
- Date Issued: 2004
- Authors: Sister, Loliwe Fezeka
- Date: 2004
- Subjects: School management teams -- South Africa , School improvement programs -- South Africa
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:9489 , http://hdl.handle.net/10948/372 , School management teams -- South Africa , School improvement programs -- South Africa
- Description: This study is aimed at investigating the role of the School Management Team (SMT) in school improvement. The investigation was carried out using the qualitative approach and the study is underpinned by the interpretive paradigm. The declining performance of some schools academically as reflected by the end of year results, as well as the confusion that engulfed me on assuming duty on my appointment as a head of department of Science and, therefore, becoming part of the SMT in my school, encouraged me to investigate the role of the SMT in school improvement. The study covers, among others, the following areas: § Functions performed by the SMT members. § Challenges faced by the SMT members in their management practice. § Ways of addressing these challenges. Methods of data collection used in this study were interviews, questionnaires, own observations as well as the analysis of documents. The main recommendations emanating from the study are that SMT members should be better equipped for their roles through workshops and in-service training and that the respective roles of SMT and School Governing Body (SGB) members should be better demarcated by the Department of Education.
- Full Text:
- Date Issued: 2004
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