3. Electronic Theses and Dissertations (ETDs) - All submissions
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Item Conceptualisations of ethical leadership and causes of unethical behavior in schools: perceptions of teachers and principals(2024) Mkhwane, Mellisa MatsedisoThis study explored the conceptualisations, experiences, practices, and awareness of, ethical leadership, accountability, and trust within schools in the South African context. Data was collected from school principals, post level-one, and -two teachers. This is a qualitative study that utilised a case study research design and is located under the interpretive paradigm. The findings of this study suggest that some principals and teachers possess significant understanding of ‘ethics’ and ‘ethical leadership’. However, most teachers that were interviewed did not fully understand what the terms meant. The study also found numerous causes of unethical leadership, lack of accountability, and trust. The causes include lack of, exposure to laws and regulations such as the SACE Code of Professional Ethics, respect, and value for prescribed rules, and regulations. This is because of the lack of accountability and intense repercussions by the department of Education (DoE). To combat high unethical practices there is a need to improve principals and teachers’ exposure to rules and regulations that guide the profession. This means that all stakeholders, thus SACE, DoE, and schools, assume responsibility of their respective positions to ensure that teachers and principals are fully knowledgeable with the rules and consequences of contravening them. In addition, ethical leadership, accountability, and trust should be promoted through workshops, and other developmental programs that can be organised by stakeholdersItem Exploring the role of ethical school leadership in promoting accountability and trust: a case study of two township schools in Johannesburg Central District(2024) Maimela, HlamalaniOver the past decades, the notion of ethics has been incorporated into the literature on leadership, culminating in the introduction of the concept of ethical leadership. This qualitative research case study explored the role of ethical leadership in promoting accountability and trust in two public schools in a township in Gauteng province. The data for the study was generated using telephonic semi-structured interviews, a self-administered questionnaire and a document review. Data were analysed using the thematic analysis approach. Firstly, the findings of the study revealed that for a school principal to be an ethical leader, who can use their leadership to promote accountability and trust, they must not only talk the walk, but they must also walk the talk. This means that the principal, as a leader, must be mindful of their actions and the type of decisions they take and ensure that these are always in the service and interests of their school community rather than self-serving. Secondly, the participants reported the problem of nepotism or favouritism. As a result, school principals, as leaders, could not hold certain people accountable for wrongdoing, which was the major driving force of unequal relations at their schools. Thirdly, the findings revealed that ethical leadership promoted accountability in that followers will support a leader who is the epitome of accountable and trusting conduct. The findings of the study point to the importance of ethical leaders using their leadership to promote accountability and trust and not only talk the walk but also walk the talk. Secondly, ethical leaders must be in touch with the needs and interests of their school community and must use their position and power in a socially responsible manner. In conclusion, findings suggest that nepotism and inadequate implementation of consequence management not only erode ethical leadership but also work against accountability and trust.Item The experiences and challenges of women teachers' lives.(2015-05-19) Nagan, SelmaThis study explores women teachers’ lives to understand their experiences of teaching in South Africa today. Accountability and a culture of performativity have to come to dominate schooling in South Africa. Since then, teachers have decreased discretion and autonomy over their work. This study examines the claim that educational reforms and initiatives have changed the nature of teachers’ work. This is a qualitative study drawing on autobiographies, journal entries and interviews. This study which was conducted with four women teachers from secondary schools, provides a commentary on their past experiences with the intention of exploring their identity formation, and how it frames the enactment of their personal and professional identities. The study analyses the ways in which women teachers experience the new mode of regulation which has changed the nature of professionalism and teacher identity. It examines the expansion of teachers’ roles and responsibilities and their negotiating a balance between work and family. The findings show that the women teachers bring into schools experiences gleaned from their personal history. A prominent feature in the narratives is the women teachers’ struggle to find a balance between the demands of home and school in the light of the new mode of teacher regulation. This thesis contributes to South African research on women teachers and their negotiation of the relationship between work and home.Item The state of readiness of Limpopo Health Department to implement a result-based monitoring and evaluation framework(2014-01-28) Dumela, Shinyumisa SellinahGlobally, there is an increasing emphasis on results-based monitoring and evaluation (M&E) systems. The emphasis on M&E systems is driven by the need to: promote good governance; improve government’s performance and public accountability; comply with international donor funding requirements; achieve the millennium development goals; and respond to economic and social pressures experienced by countries. A readiness assessment is considered a critical first step and the foundation of results-based M&E system. In light of limited evidence, the aim of this study was to examine the state of readiness of the Limpopo Department of Health (LDOH) to implement the new results-based M&E policy framework. The research approach selected for this study was qualitative in nature, and provided a systematic inquiry of the state of readiness of the LDOH for the implementation of the new results-based M&E policy framework. The study employed in-depth interviews and document analysis to obtain information, in order to bring rich insights, meaning, values and holistic views to the study questions. A key finding that emerged from the study is the existence of an enabling legislative and policy environment for the implementation of the results-based M&E system. However, there are several factors that mitigate against the successful implementation of the results-based M&E system. These included sub-optimal leadership and accountability; structural weaknesses with high vacancy rates and unclear roles and responsibilities; lack of integrated management information and M&E systems; inadequate infrastructure and resources; and problems with M&E culture, capacity and skills development. The overall conclusion of the study is that the LDOH is not ready to implement a results-based M&E system. Key recommendations include dedicated resources (finances, staff, etc.) for implementation, strong leadership at political and management level, strengthening capacity and systems; and focus on the establishment of an integrated results-based M&E system, without neglecting processes and the organisational culture.Item Teachers' emotions towards assessment : what can be learned from taking the emotions seriously?(2014-01-03) Steinberg, CarolaThis doctoral thesis investigates a relatively under-researched aspect of teachers’ emotions: namely, teachers’ emotions towards assessment. It generates a conceptual framework and methodological tool for the investigation into and analysis of teachers’ assessment practice, which consists of three concepts: emotions, emotional rules and emotional labour. Following Nussbaum (2001), emotions are viewed as cognitive, i.e. as evaluative judgements of objects important to a person’s flourishing. Following Turner (2007, 2010), emotions are understood as a generalised symbolic medium exchanged between people within institutions, making positive emotions a desirable resource that enhance a person’s flourishing. The thesis also draws on Hochschild (1983/2003), Zembylas (2005), Theodosius (2008) and Archer (2000), to expand, systematize and operationalize the concepts of emotional rules and labour, which increase the visibility of teachers’ emotions and illustrate how assessment, like teaching, is an “emotional practice” (Hargreaves, 1998). This conceptual frame opens possibilities for further research into the nascent field of teachers’ emotions and assessment. Data was collected through seven focus group interviews with nineteen teachers. The teachers were selected as a purposive sample: committed to their work of enabling learner achievement, engaged in professional development and working in functional schools. A thick description of teachers’ emotions foregrounded three main ‘objects’ of assessment: learner achievement, the assessment practices of marking and giving feedback, and accountability demands. Findings show the identity of committed teachers’ as interdependent with learner achievement: teachers gain positive emotions and the motivation to continue their work when learners do well, but are disappointed and filled with self-doubt when learners do badly. In their assessment practice, committed teachers are often overwhelmed by endless marking, yet continuously strive to make judgements and give feedback in ways that are fair, just and empowering for learners. The “panic accountability” of departmental demands undermines and demeans teachers, generating outrage and alienation. Key claims arising from the research are: 1. Teachers’ emotions occupy a strategic position as an inevitable filter through which all policy aimed at achieving the national project of high learner achievement must pass, so teachers’ emotions towards assessment and accountability have the power to enhance or destabilise learner achievement and are thus a valid concern for educational research, policy and practice. 2. As seen through their emotional rules, committed teachers strive to live up to high ethical ideals and take responsibility not only for learner success but also learner failure. 3. Teachers’ emotional labour makes visible how they strive to fulfil their moral purpose of learner achievement, yet are deeply demoralised by not receiving acknowledgement and respect from education authorities.Item The role of monitoring and evaluation in promoting good governance in South Africa: a case study of the Department of Social Development(2012-01-18) Naidoo, Indrakumaran ArumugamThis thesis set out to examine the role played by monitoring and evaluation (M&E) in promoting good governance in South Africa. It examined how M&E, in promoting democratic and good governance deliverables, such as transparency, accountability and learning, influences public administration practice. The reciprocity between democracy and M&E was demonstrated by assessing how the country managed democratic transition, the influence of globalisation on country practice, and specifically how the developmental State advances good governance. The thesis reviewed the evolution of M&E at the continental and country level, and also examined how the discipline has evolved over time, and its particular application in South Africa. A comprehensive overview of the oversight infrastructure was conducted, and tested against the performance of the Department of Social Development (DSD), the case study. Through an assessment of three distinct, but interrelated M&E perspectives, termed mandatory, persuasive and civic M&E, a differentiated picture of policy and actual performance was seen. It was found that mandatory M&E was strong, and the DSD generally performed well against this benchmark. Mandatory M&E also provided the legal basis and support for other forms of M&E. However, it was not always clear that compliance on its own leads to good governance. In examining persuasive M&E, the decision-making environment within the DSD was assessed, and the role of the DSD M&E function examined in terms of, amongst others, improving learning. Civic M&E revealed that the DSD has considered and acted upon the results of the non-government sector in revising its policies. However, there was no effective civic M&E at community level, largely due to uncoordinated or weak NGOs, many of whom were now contracted to the DSD. The research suggests that whilst information has been generated through different forms of M&E, without effective follow-through by decision-makers, it generated transparency, and not necessarily accountability. Furthermore, administrative compliance cannot on its own tantamount to good governance. The thesis argues for methodological pluralism, stronger civic M&E, and confirms the assertion that M&E promotes good governance.Item Learner performance disparities between former white and former black schools in Gauteng Province of South Africa after more than a decade of democracy.(2011-05-19) Baloyi, Hlengani GoldwinA Five-pillar conceptual framework -good social environment, focused instruction, well-trained and regularly supervised teachers, family background and language of learning and teaching- is used in this dissertation as a theoretical construct through which to make sense of persistent learner performance disparities between former white and former black schools in the South African public education system. This is a largely qualitative research project which employs a case study approach within a study area comprised of four purposive sample schools. The study is exploratory in nature in that it seeks to investigate why former white schools continue to perform better than former black schools despite massive educational changes made since 1994. I argue in this dissertation that teaching and learning processes between former white and former black schools are still fraught with huge inequalities, hence learner performance disparities. In other words, despite the investment, inputs and strategies since 1994, the education system in historically black schools is not working largely because of issues of classroom practice. A multi-method approach for data collection purposes was used in this study: testing, interviews, observations, intensive literature review and documentary analysis. Learner focus groups, maths teachers, teacher union representatives and school principals formed the backbone of research respondents in this project. The results show immense and unrelenting prevalence of inequalities and variations between former white and former black schools in terms of almost all aspects of teaching and learning processes. The essence of the results is that for the South African education system to achieve equitable learner performance across all schools, it must first achieve equity in terms of teaching and learning processes and needs.Item Quality assurance in higher education in Southern Africa : the case of the universities of the Witwatersrand, Zimbabwe and Botswana.(2010-03-03T09:44:45Z) Mhlanga, EphraimQuality assurance is increasingly becoming an important aspect of higher education institutions in developing countries, as expressed in the development of relevant policies, structures and systems at national and institutional levels. This thesis critically examines the nature of quality assurance policies and practices in selected universities in the Southern African Development Community (SADC), as well as the factors that shape these policies. Through a close examination of these policies and practices, the thesis explains why some universities realise better quality than others, even though they fall within the same geographical region and share relatively similar historical legacies. Although this study was largely qualitative, it did not preclude quantitative dimensions. Integrating the two approaches made it possible not only to triangulate data, but also to engage in multidimensional analysis of some of the phenomena under investigation. While debates in the literature locate quality assurance within internal and external discourses, this does not sufficiently explain the tensions that were observed amongst the various stakeholders within institutions, especially between management and academic staff. The manner in which institutional policies were developed, the role academic staff played in the process, and the reporting lines associated with institutional quality assurance arrangements, are reflected in staff perceptions on whether or not they regarded the policies as internal to the academic community and the extent to which they own the policies. The main contribution of this thesis to debates on quality assurance is its revelation of the complexities that arise in institutional policy making as a result of the highly differentiated nature of the academy. This aspect points at the need for institutions to pay particular care in adopting most appropriate strategies that privilege the organic development of policies within institutions. On the whole, institutions were mainly preoccupied with developing quality assurance policies and systems that are comparable to international standards, hence the heavy reliance on external/international expertise in doing so. Whilst this is not necessarily a iii bad thing, the quality assurance systems that were developed did not take into account the contextual peculiarities of the studied institutions. A direct consequence of this was the development of policies and mechanisms that are more concerned with standardisation of procedures than with enhancement of academic practice. Such quality assurance systems have not resulted in the self-improvement of institutions. The establishment of quality assurance policies and the putting in place of structures and procedures are necessary but not sufficient conditions for enhancing academic practice in universities.Item Caught in the "nest" : teachers' experiences of layered regulation of quality improvement : a case study of teachers working in five "achieving" public secondary schools in Gauteng.(2010-02-26T06:44:31Z) Cereseto, AntheaThis study investigates in what ways a relevant and reliable accountability system that supports and strengthens the professional responsibility of teachers could improve quality. The study explores three issues: why teachers believe their professionalism is under attack, what they believe can improve the quality of learning outcomes in their schools, and what model of teacher regulation emerges from their accounts. The study is conducted by means of a case study of five individual “quality teachers” and five focus groups of teachers from five diverse “achieving schools” in Gauteng, South Africa. The beliefs and experiences of these teachers are investigated by means of an interview using a semi-structured interview schedule, a written questionnaire and a drawing. The data is analysed using grounded theory analysis. The study finds that the teachers’ professional identity is fragile. There are factors operating mostly at the internal level of the school and at the level of teachers’ capacity that strengthen their professional identity but others, particularly from the external environment, tend to fragment it. The study finds that if teachers, who are embedded in a nest of contractual obligations, do not have capacity and the other layers of the nest do not support the teacher, neither the teacher nor the school can improve quality regardless of the amount of pressure placed on them. To deliver quality teachers require a balance between autonomy and control. This is best attained by ensuring that teachers’ internal capacity/accountability is aligned to external accountability demands. A teacher-centred model of accountability that recognises the moral obligation of all parties, understands that the teacher is at the centre of the process of quality education and consequently invests in building their instructional capacity, and ensures institutional alignment, emerges as an appropriate model for quality improvement. This model respects and strengthens the professionalism of teachers.Item Corruption and reform in democratic South Africa(2009-06-19T10:42:30Z) Camerer, Marianne IreneABSTRACT This thesis evaluates the effectiveness of public sector anti-corruption reform efforts in democratic South Africa. These reforms are contextualized within the international theory, literature and policy debate that has emerged over the past decade on the control of corruption within the context of democratic governance. To evaluate the effectiveness of anti-corruption reforms the thesis first covers a number of broad themes including: conceptions, causes and consequences of corruption; main theoretical approaches underpinning anti-corruption reforms; and methodologies to evaluate the effectiveness and seriousness of anti-corruption efforts. Specifically focusing on South Africa, the thesis looks at the nature and extent of corruption both pre and post 1994; recent legislative, institutional, and policy interventions to control public sector corruption; and, as an illustrative case study of grand corruption, an in-depth analysis of the government’s handling of allegations of corruption in the Strategic Defense Procurement Package or “arms deal.” The findings of the thesis are mixed: I argue that democracy is a necessary albeit insufficient condition for effectively fighting corruption. Although South Africa has an impressive array of institutions, laws and policies to counter public sector corruption, the most important ingredient for successful reforms, namely an indication of sustained political will, is not yet fully in evidence. The government’s mishandling of allegations of corruption in the arms deal is a case in point, suggesting chronic weaknesses on the part of institutions such as parliament to safeguard the public interest. Lack of regulation in the funding of political parties remains the “Achilles heel” of anti-corruption reform efforts. So far as concerns further theoretical framing of corruption studies I conclude that a focus on social empowerment (Johnston) in the context of democratic consolidation, including an active civil society and vigilant media, is crucial for the effective fight against corruption in new democracies such as South Africa.