MBA & MM Theses

Now showing 1 - 4 of 4

BARRIERS TO THE IMPLEMENTATION OF CHANGE IN SCHOOLS
(2011-07-14) MUTSHATSHI, ZWIDOFHELANGANI NICHOLAS
This study attempts to explore, through a qualitative approach, teachers, principals and school governing body member’s attitudes towards the implementation of curriculum change in schools. In particular, teachers’ perceptions, understandings of and readiness to implement Outcomes Based Education are assessed. The research examines teachers’ concerns with regard to curriculum change. Barriers to the implementation of change in schools are explored in the Tshadama and Zwithuzwavhudi Secondary Schools located in the Thohoyandou Area, at Tshinane Circuit in the Limpopo Province. The research explores the challenges of curriculum policy implementation through the use of a case study methodology. A comparison of the theory of change and the actual practice of change is made to identify ways to overcome barriers to implementation. The researcher hopes that this study adds to the pool of research data that is rapidly developing in this particular area of study in our context, and inspires others to further the research.
SKILLS DEVELOPMENT PROGRAMMES
(2011-06-23) Tsotetsi, Thabiso Paulus
Post 1994 a plethora of workshops and train programmes were offered to provide principals with opportunities to develop their management and leadership skills; and with the implementation of the Skills Development Act, No. 97 of 1998 and the Skills Development Levies Act, No. 9 of 1999, government intended to afford these opportunities to all employees including school principals. The purpose of this qualitative study was to investigate the impact of the training and formal accredited skills development programmes; whether principals were benefiting from the skills development legislation; and also to find out what their recommendations were regarding their skills development. The main two findings of the research were that the in-house training by mode of workshops and formal accredited skills development programmes had very little impact; and that principals were not benefiting from the skills development legislation. It was also established that principals regarded their continuous skills development as being important
THE ROLE OF LEADERSHIP IN SECONDARY SCHOOLS WITHIN
(2011-06-15) Sito, Paul Pule
The interplay between management and leadership significantly affects the successful implementation of public policies. Public managers sometimes overmanage their institutions, while under-leading them. A consequence of traditional authoritarian management can be demoralised and unmotivated personnel bent only on job-retention and unconcerned about service delivery. This study focused on how school managers in Tshwane West interacted with their environment to deliver quality education. The practices in well-performing schools in the township were observed and compared with those in less successful schools. Many principals were found to be confused about the difference between the concepts of leadership and management. They extensively relied on outdated management principles. Schools were mostly not using their avowed visions for the future as their focal point. But they were nevertheless anxious to produce good annual matriculation results. It was found that school leadership would benefits from empowering its employees. Some basic management principles are required to ensure accountability, especially with how budget is spent. But to render quality service, employees need to experience ownership of their environment. Largely informal, but far-reaching and sustainable leadership practices can facilitate this state of affairs
THE FINANCIAL MANAGEMENT OF SECTION 21 FUNDS IN
(2011-06-02) NGWENYA, MAPULE MAGDELINE
The South African Schools Act, Act 84 of 1996, states that the school principals are responsible for managing personnel and finance and should therefore plan, control and budget properly (Section 3). S/He is responsible for money and property and should therefore plan, control and budget properly in line with the South African Schools Act. The Act further puts emphasis on the overall control of the school finances as the responsibility of the school governing body (SGB). The SGB of the public school must establish a school fund and administer it in accordance with the direction issued by the principal. All the money received by a public school including fees and donations must be paid into the school account. The SGB would plan, according to their education needs, taking provincial policy into account, and all such expenditure must be accounted for. The purpose of this exploratory study was to investigate how previously disadvantaged schools are managing their section 21 funds. This was done by first looking at the formation of the school governing bodies, their roles in managing the school funds, and lastly challenges of functioning in an environment that is not unique to them. Section 21 status requires schools to be self-reliant. This status needs governors who are well versed in financial management skills. The study used a sample of four schools from the MEGA District 11 Soweto in the Gauteng Province. It used the exploratory case method as an instrument in data collection. The study has established that SGBs from previously disadvantaged schools lack skills and competencies to thrive in the self-reliant environment. In some instances no training was given. Where training was given, it was insufficient, as governors do not understand their roles. There was no clarity on who is accountable for the funds of the school. Central to this is the fact that some of the parents are functionally illiterate, while others lack interest in the running of their school. To them, the smooth running of the school is the sole responsibility of the principal and the teachers. This affects the financial contribution needed in their schools when compared to the former Model C schools. In order to avoid mismanagement of the funds, the study recommends that continuous training and support be provided on how funds should be used and managed.

MBA & MM Theses

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