Department of Educationhttp://hdl.handle.net/20.500.11837/2262024-03-28T19:55:37Z2024-03-28T19:55:37ZThe Operating Practices of School Management Teams: A Study of Three Schools in East London, South AfricaAdams, Clyde,G.Ghttp://hdl.handle.net/20.500.11837/19832024-03-11T12:27:43Z2007-01-01T00:00:00ZThe Operating Practices of School Management Teams: A Study of Three Schools in East London, South Africa
Adams, Clyde,G.G
Globally, School Management Teams (SMTs) are now well-embedded in schools. These teams were borne out of a variety of factors. Firstly, there was a growing demand on principals to move away from an authoritarian type of leadership to a more participative and collaborative type of management style. Secondly, the trends towards devolution of power or school-based management meant that new strategies towards educational management were needed. Experience, supported by the literature, reveals that although SMTs are expected to be key contributors to leadership in schools, their working practices and relationship of members in the management team are not well known. This study therefore focused on the operating practices of SMTs. Three primary schools were studied. The research process was anchored on the interpretive paradigm. This led to the crafting of research methods, which would assist in an understanding of what was happening in the everyday practices of SMTs in the schools concerned. These included
questionnaires, interviews and document analysis. The findings show firstly, that all three schools had working SMTs. Secondly; they embrace the team concept in an effort to improve their overall effectiveness. Thirdly, because they were actively involved in
crafting their schools vision and mission statements they are committed to a common goal. Fourthly, it appears that their decision-making processes are based on consensus rather than voting. Lastly, as a result of varied factors, there were differences in responses on SMTs knowledge and application of government educational policies.
Masters
2007-01-01T00:00:00ZThe Relationship between Mathematics Anxiety, Attitudes and Performance of "0"-Level Mathematics Students in the Midlands Province (Zimbabwe).Silvanos, Chirumehttp://hdl.handle.net/20.500.11837/19822024-03-11T11:59:43Z1998-11-20T00:00:00ZThe Relationship between Mathematics Anxiety, Attitudes and Performance of "0"-Level Mathematics Students in the Midlands Province (Zimbabwe).
Silvanos, Chirume
The purpose of this study— was to investigate the effects of mathematics anxiety and attitudes on "O"-Ievel students’ mathematics achievement, and to tap the "O" Ievel mathematics teachers‘ and students’ views and suggestions about what steps to take to improve performance in mathematics. The sample consisted of 17 teachers and 340 students in the Midlands province of Zimbabwe. The students wrote a mathematics achievement test and filled in an anxiety- and attitude-measuring questionnaire whilst the teachers filled in an attitude toward-mathematics questionnaire. Open-ended questions were also included to supplement the quantitative data. Correlational and regression analyses were done using the computer package SPSS. lt was found that Student Attitude (StdAtt) and Student Anxiety (StdAnx) had statistically significant correlations with Student Achievement (StdAch)‚ respectively positive and negative (r>O.5 numerically). Teacher Attitude (TrAtt) had a small but significant positive correlation with Student Achievement (StdAch)‚ These results were consistent with previous research findings cited in the Literature Review but they did not fully match the Yerkes-Dodson Iaw as had been hypothesized. Suggestions offered by the respondents in the open-ended A sections of the questionnaires, as well as their implications on curriculum development in mathematics are presented in this study.
Masters
1998-11-20T00:00:00ZCommunity Relations as Management Function of Principals of Secondary Schools in CiskeiAckowuah, John, Kwasihttp://hdl.handle.net/20.500.11837/19812024-03-11T11:37:36Z1992-01-01T00:00:00ZCommunity Relations as Management Function of Principals of Secondary Schools in Ciskei
Ackowuah, John, Kwasi
The aim of this study is to investigate the functions and responsibilities of a
secondary school principal with respect to community relations. The relevant literature regarding principal-community relations has been reviewed. The questionnaire and interview methods as well as observations and discussions were employed in this research. A pilot study was used in preparation for the questionnaire and interview items for the research project. Systematic sampling technique was utilized to select the samples of the respective populations for the questionnaires and the interviews. The questionnaires were administered to 25 principals of 25 secondary schools selected. The interviews, too, were administered to school committee members, pupils, teachers and nonteaching personnel of the 25 schools selected. All the nine (9) assistant directors
(AD’s) and the AD in charge of the management division of Ciskei Department of
Education and Culture, too, were interviewed to enable the author to tap their
wealth of knowledge and experience. To achieve optimum returns, the researcher,
inter alia, made use of assistants to administer the questionnaires and the
interviews. The study has revealed, inter alia, that the school and the community are
interdependent, partners in and co-responsible for the chi1dren’s education; that
the principal is the main link between his school and the community; that his
inspired leadership is a prerequisite for healthy school - community relations; and
that he has to carry his internal publics - the school committee, pupils, teachers
and non-teaching staff - along with him if he is to competently perform his
community relations role. Some of the major recommendations are: firstly, the school’s climate should be characterized by mutual confidence, trust, respect and recognition; secondly, the school committee (the governing body) should be enlarged to include
representatives of staff and pupils; thirdly, non-statutory bodies, like parent teacher student association (PTSAS), citizen advisory committees and alumni
associations should be established, as necessary; fourthly, schools must have
community relations policies and programmes; and lastly, principals must know
the socio-economic and geo-political characteristics of their communities through
surveys and other formal and informal contacts with parents and other community members.
Masters
1992-01-01T00:00:00ZThe Xhosa Philosophy of Life and the educational system of the Ciskei: An attempted reconciliationFeketa, Thamsanqa.Dhttp://hdl.handle.net/20.500.11837/19802024-03-11T11:39:21Z1980-12-01T00:00:00ZThe Xhosa Philosophy of Life and the educational system of the Ciskei: An attempted reconciliation
Feketa, Thamsanqa.D
Education is today a subject of general interest. A glance at the table of contents of most current newspapers and magazines reflects articles by educators, laymen, teachers and parents, each with some claim to authority, for there is a modicum of the educator in all
adult people. Education is viewed as a scapegoat on the one hand and as a panacea on the other; as the only hope for a better future or as the reason for our present moral decline, as a reflection of social ills, or as a mould of Society. Education is described as meaning all things to all people so much so hat one begins to wonder .if the different writers could possibly be talking about one and the same thing (Bowye, 1970: 20).
Maters
1980-12-01T00:00:00Z