The role of the principal as school leader in maintaining academic standards in the schooling of at-risk learners: a case study at a school in the northern areas of Port Elizabeth
- Authors: Draai, Karen Ann
- Date: 2011
- Subjects: School management and organization -- South Africa -- Port Elizabeth School principals -- South Africa -- Port Elizabeth Educational leadership -- South Africa -- Port Elizabeth School discipline -- South Africa -- Port Elizabeth Children with social disabilities -- South Africa -- Port Elizabeth Academic achievement -- South Africa -- Port Elizabeth
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1955 , http://hdl.handle.net/10962/d1008278
- Description: Many disadvantaged schools in South Africa are characterised by poor performance, which is often linked to the legacy of the apartheid regime. Yet, some disadvantaged schools are surviving and even producing excellent results. Many successful businessmen, politicians and academics can attest to the success of these schools, being a product of such schools. Leadership, which has received a lot of attention in recent years, are often the cause of schools failing to produce the expected results. Previous studies have shown that leadership is the key to academic excellence and that to lead disadvantaged schools to success requires strong leaders with moral purpose, who possess qualities of transformational leaders, but also leaders who can focus on instructional leadership practices. This study focuses on the role of leadership in maintaining academic standards at a school in the northern areas of Port Elizabeth. The school has a proud tradition of good academic performances and has even been labelled as a 'model C school in the northern areas'. It has been found that teachers are committed and hardworking and the principal is perceived as having expecting high expectations for the children of the area. He believes as an educator one should never give up on the children. The study found that the principal is a strong leader who shows characteristics of a transformational leader and has the drive of an instructional leader to lead the school and to maintain academic standards. He is a well-respected leader who leads with moral purpose and who has the desire to uplift the community. The study has the potential to provide guidance and encouragement to school principals, and to inform the Department of Education's leadership training programmes.
- Full Text:
- Date Issued: 2011
- Authors: Draai, Karen Ann
- Date: 2011
- Subjects: School management and organization -- South Africa -- Port Elizabeth School principals -- South Africa -- Port Elizabeth Educational leadership -- South Africa -- Port Elizabeth School discipline -- South Africa -- Port Elizabeth Children with social disabilities -- South Africa -- Port Elizabeth Academic achievement -- South Africa -- Port Elizabeth
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1955 , http://hdl.handle.net/10962/d1008278
- Description: Many disadvantaged schools in South Africa are characterised by poor performance, which is often linked to the legacy of the apartheid regime. Yet, some disadvantaged schools are surviving and even producing excellent results. Many successful businessmen, politicians and academics can attest to the success of these schools, being a product of such schools. Leadership, which has received a lot of attention in recent years, are often the cause of schools failing to produce the expected results. Previous studies have shown that leadership is the key to academic excellence and that to lead disadvantaged schools to success requires strong leaders with moral purpose, who possess qualities of transformational leaders, but also leaders who can focus on instructional leadership practices. This study focuses on the role of leadership in maintaining academic standards at a school in the northern areas of Port Elizabeth. The school has a proud tradition of good academic performances and has even been labelled as a 'model C school in the northern areas'. It has been found that teachers are committed and hardworking and the principal is perceived as having expecting high expectations for the children of the area. He believes as an educator one should never give up on the children. The study found that the principal is a strong leader who shows characteristics of a transformational leader and has the drive of an instructional leader to lead the school and to maintain academic standards. He is a well-respected leader who leads with moral purpose and who has the desire to uplift the community. The study has the potential to provide guidance and encouragement to school principals, and to inform the Department of Education's leadership training programmes.
- Full Text:
- Date Issued: 2011
How can school gardens be used for teaching environmental activities in the technology learning area at senior phase?
- Authors: Mazingisa, Bongani Eric
- Date: 2009
- Subjects: Environmental education -- Study and teaching -- South Africa -- Eastern Cape Environmental education -- Activity programs -- South Africa -- Eastern Cape Gardening -- Study and teaching -- South Africa -- Eastern Cape Technology -- Study and teaching -- South Africa -- Eastern Cape School gardens -- South Africa -- Case studies
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1558 , http://hdl.handle.net/10962/d1003440
- Description: This study was conducted as a case study at the rural Ethridge Junior Secondary School which is located in the Eastern Cape Province of South Africa. The aim of the study was to investigate how school gardens could be used to teach environmental activities in the Technology Learning Area at senior phase. The study examined how environmental activities in the school garden can be used to develop technological concepts and knowledge and for developing technological problem-solving abilities. Furthermore, it examined the relationship between technology, society and environment, and how structural and socio-cultural factors influence the use of environmental activities in the school garden. The overall approach was a case study. The data was generated using qualitative methods such as interviews, observation, workshops and document analysis of learners’ work. Of all the research tools used, the interviews and observations were the most fascinating and informative methods. The study focused on various activities undertaken by Grade 8 learners in their Technology Learning Area. These activities were compost making, planting and irrigating. The study showed how learners from poor rural homes can use available resources and suitable technology processes to plant vegetables. In terms of resources, virtually all resources used in the study were free, sourced locally and/or borrowed. This indicated that even in poor, rural areas materials are available to make structures and complete activities. In terms of available suitable technology, learners in the study explored the use of old car tyres for planting containers that can be easily transported. They also, using easily available resources such as tin cans, explored how to design and construct an effective, low-water consumption, low cost irrigation devise. The study explored the achievement of Learning Outcomes (LO) using the school garden. This study uses the school garden as a teaching aid to achieve the three main LO’s in the Technology Learning Area (LA). This study has also indicated that LO’s are sometimes intertwined, that is to say that more than one can be achieved at the same time. The three activities (compost making, planting and irrigation) were used to attain the required LO’s. The study indicates that LO 1 (related to applying technological processes and skills ethically and responsibly) can easily be achieved by designing a compost box and a compost heap, making them and evaluating the process. LO 2 (related to understanding and applying relevant technological knowledge) could easily be achieved in the irrigation activity, and LO 3 (related to demonstrating interrelations between science, technology, society and environment) could easily be attained in both compost making and planting. The study also showed that curriculum activities, such as those used in this study, are influenced by socio-cultural and structural factors that influence the curriculum contextualizing process. The main findings of the study are captured in five analytical statements. These form the basis for a set of recommendations to inform the use of school gardens as a resource for technology teaching in Ethridge Junior Secondary School, and possibly for other rural schools.
- Full Text:
- Date Issued: 2009
- Authors: Mazingisa, Bongani Eric
- Date: 2009
- Subjects: Environmental education -- Study and teaching -- South Africa -- Eastern Cape Environmental education -- Activity programs -- South Africa -- Eastern Cape Gardening -- Study and teaching -- South Africa -- Eastern Cape Technology -- Study and teaching -- South Africa -- Eastern Cape School gardens -- South Africa -- Case studies
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1558 , http://hdl.handle.net/10962/d1003440
- Description: This study was conducted as a case study at the rural Ethridge Junior Secondary School which is located in the Eastern Cape Province of South Africa. The aim of the study was to investigate how school gardens could be used to teach environmental activities in the Technology Learning Area at senior phase. The study examined how environmental activities in the school garden can be used to develop technological concepts and knowledge and for developing technological problem-solving abilities. Furthermore, it examined the relationship between technology, society and environment, and how structural and socio-cultural factors influence the use of environmental activities in the school garden. The overall approach was a case study. The data was generated using qualitative methods such as interviews, observation, workshops and document analysis of learners’ work. Of all the research tools used, the interviews and observations were the most fascinating and informative methods. The study focused on various activities undertaken by Grade 8 learners in their Technology Learning Area. These activities were compost making, planting and irrigating. The study showed how learners from poor rural homes can use available resources and suitable technology processes to plant vegetables. In terms of resources, virtually all resources used in the study were free, sourced locally and/or borrowed. This indicated that even in poor, rural areas materials are available to make structures and complete activities. In terms of available suitable technology, learners in the study explored the use of old car tyres for planting containers that can be easily transported. They also, using easily available resources such as tin cans, explored how to design and construct an effective, low-water consumption, low cost irrigation devise. The study explored the achievement of Learning Outcomes (LO) using the school garden. This study uses the school garden as a teaching aid to achieve the three main LO’s in the Technology Learning Area (LA). This study has also indicated that LO’s are sometimes intertwined, that is to say that more than one can be achieved at the same time. The three activities (compost making, planting and irrigation) were used to attain the required LO’s. The study indicates that LO 1 (related to applying technological processes and skills ethically and responsibly) can easily be achieved by designing a compost box and a compost heap, making them and evaluating the process. LO 2 (related to understanding and applying relevant technological knowledge) could easily be achieved in the irrigation activity, and LO 3 (related to demonstrating interrelations between science, technology, society and environment) could easily be attained in both compost making and planting. The study also showed that curriculum activities, such as those used in this study, are influenced by socio-cultural and structural factors that influence the curriculum contextualizing process. The main findings of the study are captured in five analytical statements. These form the basis for a set of recommendations to inform the use of school gardens as a resource for technology teaching in Ethridge Junior Secondary School, and possibly for other rural schools.
- Full Text:
- Date Issued: 2009
A phenomenological investigation of a female leader's perceptions and experience of discrimination in the work place
- Authors: Mabovula, Nonceba
- Date: 2003
- Subjects: Sex discrimination against women , Sex discrimination in employment , Women -- Employment , Sexual division of labor , Women -- Economic conditions , Sex role in the work environment , Leadership in women
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1699 , http://hdl.handle.net/10962/d1003582 , Sex discrimination against women , Sex discrimination in employment , Women -- Employment , Sexual division of labor , Women -- Economic conditions , Sex role in the work environment , Leadership in women
- Description: Women are now making their mark in virtually every economic sector including traditionally male strongholds of engineering, heavy transport, construction and manufacturing. Probably the most spectacular progress by women has been in the public sector. Many women now have voting rights, follow careers which demand that they work outside of the home, enjoy professional status equal to their male compatriots, occupy top leadership positions in their societies and, furthermore, fulfil their traditional roles of wife and mother. The present study is an attempt to explore a female eader’s perceptions and experience of discrimination in her place of work. The problem has been that although there have been significant changes in women’s increased representation in recent years, it is believed that women who succeed in obtaining top management posts still have to deal with unfair barriers. These need to be more carefully explored and understood. In this study I focus on one female leader’s perceptions and experiences of leadership in an institution of higher learning. The advantages and disadvantages of such a small case study are discussed later. A phenomenological approach was used for obtaining information pertaining to the phenomenon “female leadership”, because phenomenology does offer ways of understanding not offered by other research methodologies. It enables the researcher to enter the lived world of the researched, and understand events and perceptions from a fresh point of view. A semi-structured interview was used to allow the respondent freedom to elaborate on responses in whatever manner she wished. The results obtained indicate that women are in a life-world in which, apart from the general experiences shared with their male counterparts, they are also exposed to many other forms of discrimination. Some of these are subtle, and result from years of socialisation into perceived gender role expectations. I hope that what I have discovered may help to contribute to the small but growing body of literature that seeks to understand women leaders’ experiences, and perhaps in time play a role in enhancing their relative position in education and society at large.
- Full Text:
- Date Issued: 2003
- Authors: Mabovula, Nonceba
- Date: 2003
- Subjects: Sex discrimination against women , Sex discrimination in employment , Women -- Employment , Sexual division of labor , Women -- Economic conditions , Sex role in the work environment , Leadership in women
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1699 , http://hdl.handle.net/10962/d1003582 , Sex discrimination against women , Sex discrimination in employment , Women -- Employment , Sexual division of labor , Women -- Economic conditions , Sex role in the work environment , Leadership in women
- Description: Women are now making their mark in virtually every economic sector including traditionally male strongholds of engineering, heavy transport, construction and manufacturing. Probably the most spectacular progress by women has been in the public sector. Many women now have voting rights, follow careers which demand that they work outside of the home, enjoy professional status equal to their male compatriots, occupy top leadership positions in their societies and, furthermore, fulfil their traditional roles of wife and mother. The present study is an attempt to explore a female eader’s perceptions and experience of discrimination in her place of work. The problem has been that although there have been significant changes in women’s increased representation in recent years, it is believed that women who succeed in obtaining top management posts still have to deal with unfair barriers. These need to be more carefully explored and understood. In this study I focus on one female leader’s perceptions and experiences of leadership in an institution of higher learning. The advantages and disadvantages of such a small case study are discussed later. A phenomenological approach was used for obtaining information pertaining to the phenomenon “female leadership”, because phenomenology does offer ways of understanding not offered by other research methodologies. It enables the researcher to enter the lived world of the researched, and understand events and perceptions from a fresh point of view. A semi-structured interview was used to allow the respondent freedom to elaborate on responses in whatever manner she wished. The results obtained indicate that women are in a life-world in which, apart from the general experiences shared with their male counterparts, they are also exposed to many other forms of discrimination. Some of these are subtle, and result from years of socialisation into perceived gender role expectations. I hope that what I have discovered may help to contribute to the small but growing body of literature that seeks to understand women leaders’ experiences, and perhaps in time play a role in enhancing their relative position in education and society at large.
- Full Text:
- Date Issued: 2003
The impact of US Peace Corps volunteers on the management and leadership of a school in Namibia: a case study
- Authors: Ipangelwa, Anna
- Date: 2003
- Subjects: Peace Corps (U.S.) Volunteer workers in Education -- Namibia Education -- Namibia Education and state -- Namibia Educational change -- Namibia School management and organization -- Namibia Educational leadership -- Namibia
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1561 , http://hdl.handle.net/10962/d1003443
- Description: Peace Corps Volunteer teachers have played a significant role in Namibia’s attempts to restructure education in line with its policy of education for all. While we have learned a great deal in recent years about how Peace Corps Volunteer Teachers have achieved their stated goals and objectives of teaching students and training serving teachers, we still know relatively little about the role they may have played in school management. The purpose of this study is to examine the impact of Peace Corps volunteers work on the management and leadership of the schools they serve. The study focuses on the work of two volunteers based in a combined school in the Ondangwa West educational region of Namibia. The study adopts a qualitative approach and seeks to establish whether there has been an impact by Peace Corps volunteer’s work on the management and leadership of this school by focusing on (a) activities performed by Peace Corps volunteers; (b) the experiences of both management and staff in working with Peace Corps volunteers; (c) whether the presence of Peace Corps volunteers that served at the school influence the management and leadership of the school; (d) how the duties and activities performed by these volunteers were perceived by the students, teachers and community. The interview questions that were used to collect data from seven respondents were based on the literature from Peace Corps and the Ministry of Basic Education, Culture and Sport as well as education management and leadership literature. The findings indicate that volunteers that served at this school performed management and leadership related activities with the students, teachers and community and that these activities are having an effect on the management and leadership of the school.
- Full Text:
- Date Issued: 2003
- Authors: Ipangelwa, Anna
- Date: 2003
- Subjects: Peace Corps (U.S.) Volunteer workers in Education -- Namibia Education -- Namibia Education and state -- Namibia Educational change -- Namibia School management and organization -- Namibia Educational leadership -- Namibia
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1561 , http://hdl.handle.net/10962/d1003443
- Description: Peace Corps Volunteer teachers have played a significant role in Namibia’s attempts to restructure education in line with its policy of education for all. While we have learned a great deal in recent years about how Peace Corps Volunteer Teachers have achieved their stated goals and objectives of teaching students and training serving teachers, we still know relatively little about the role they may have played in school management. The purpose of this study is to examine the impact of Peace Corps volunteers work on the management and leadership of the schools they serve. The study focuses on the work of two volunteers based in a combined school in the Ondangwa West educational region of Namibia. The study adopts a qualitative approach and seeks to establish whether there has been an impact by Peace Corps volunteer’s work on the management and leadership of this school by focusing on (a) activities performed by Peace Corps volunteers; (b) the experiences of both management and staff in working with Peace Corps volunteers; (c) whether the presence of Peace Corps volunteers that served at the school influence the management and leadership of the school; (d) how the duties and activities performed by these volunteers were perceived by the students, teachers and community. The interview questions that were used to collect data from seven respondents were based on the literature from Peace Corps and the Ministry of Basic Education, Culture and Sport as well as education management and leadership literature. The findings indicate that volunteers that served at this school performed management and leadership related activities with the students, teachers and community and that these activities are having an effect on the management and leadership of the school.
- Full Text:
- Date Issued: 2003
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