3. Electronic Theses and Dissertations (ETDs) - All submissions
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Item Exploring the role of school leadership and management in enhancing school ethos and quality at two Gauteng schools(2018) Holmes, Ronnelle JamaineThis study seeks to explore the role of school leadership and management in enhancing the school ethos and quality and how these two elements can assist in improving schools in general. Two schools were selected in Johannesburg to conduct this research project, namely one public secondary school and one public primary school. The South African national education department has identified the poor quality of teaching in public schools as a key source to poor learner outcomes. Young learners require timeous guidance and direction in order to acquire the necessary skills to perform to a particular academic standard. According to this study, the concept of leadership and management is closely linked to the issues of learner achievement. Research also shows that the skills and knowledge of teachers and school leaders can be strengthened through ongoing professional development, reflection and dialogue. This study concludes that the role of leadership lies in each and every stakeholder since norms and ethos are being practiced almost every day at school. The current place for traditional management and control of schools starts from the head of the school and right down to the learners.Item Gender roles and leadership styles: an empirical evaluation of senior executive teams of public universities in Gauteng Province, South Africa(2018) Alahdal, KamalThe objective of this dissertation was to investigate the influence of gender roles on leadership styles, with regards to senior management staff at universities in Gauteng province. Women represent 51.1% of the South African population (Statistics South Africa, 2015), but their position in the workplace is still marginalised. Representation of women in senior management positions in South African universities are relatively low. Women are still marginalised in terms of progression to senior management positions, due to a number of factors including glass ceiling, and the leadership style adopted (Kayi, 2013). The Council of Higher Education (2013) reports that a total of 2664 senior management staff were employed across 23 public universities in South Africa, of which 1510 (56%) were men and 1154 (44%) were women. The study investigated the barriers that inhibit the progression of women to senior management positions and how leadership styles contribute to the gender gap within senior management. Theories such as the role congruity, think manager – think male paradigm and the social role theory provide theoretical grounding for the study. With regards to the research methodology, qualitative research techniques was utilised. Fourteen participants were chosen to participate in the study. The snowball sampling technique was utilised for this study. Data was analysed using thematic analysis, which includes familiarization, developing a thematic framework, indexing and mapping and interpretation. This study is limited to senior management staff, at universities within the Gauteng province; therefore, the findings of the study may not be generalizable to other universities in South Africa. The findings demonstrate that while all the respondents identify as being transformational leaders, it is necessary to develop and understand when to enforce transformational and transactional behaviours. Therefore, the environment in which one operates in and the circumstances encountered by leader’s influences leadership behaviours. The findings illustrate that woman in senior management positions are perceived to be underrepresented but only in certain roles and positions. There is a good representation of female leaders but it is the top management positions where males still dominate. Although the female leaders have experienced some barriers in their career progression, there is a general belief that gender stereotyping is becoming less of an issue. The respondents mentioned training, coaching and mentorship, workshops for men as well as monitoring legislations/equality targets as recommendations to addressing the gender imbalance within senior management teams.Item Exploring the role of foundation phase heads of department as instructional leaders in three primary schools in Gauteng: implications for teaching and learning(2018) Jugdav, CherylAs the quality of leadership makes an outstanding difference to school and learner outcomes, the purpose of this study is to explore the roles and responsibilities of the Foundation Phase (F.P.) Head of Department (HoD) as instructional leader and show how their leadership practices shape effective teaching and learning in three primary schools in Gauteng. Research has shown that schools require effective leaders and managers to provide the best possible education for learners and staff but this is clearly lacking in many schools today. Much research done on this topic has mainly focussed on the principal as instructional leader rather than the HoD who forms the main rationale for the study. This research explores the F. P. HoD (middle manager) and the roles they play as instructional leaders in promoting successful learner achievement in primary schools. A qualitative research method was employed to assess the perceptions of principals, HoDs and teachers in three schools in Johannesburg, South Africa. This study reports on the understanding and views of the participants as they perceive the role of the HoD as instructional leader and the implications of this for teaching and learning in the F.P. The study is positioned within a qualitative research approach. Face-to-face interviews were conducted with principals and HoDs in the schools. The Atlas. ti software programme was used to analyse the data extracted using codes and themes. Open-ended questionnaires were administered to teachers in the schools and the data was first transcribed and then analysed using Thematic Analysis. This involved identifying common themes, codes and patterns within the data. The study uses the perceptions of the participants to draw conclusions to the research questions. In the findings, the participants’ responses demonstrated that when HoDs are directly involved with leading and managing the instructional programme in the F. P. it led to the improvement of learner performance and school results. The key questions are answered in the analysis and findings of the report. The participants in the study highlighted the challenges HoDs faced which hindered their roles as instructional leaders. Some of the challenges encountered by HoDs were the heavy workload, class teaching and lack of support from the District Office regarding curriculum delivery. Findings from the data analysed, show that HoDs play a crucial role in leading and managing the instructional programme to affect improved learner performance. This study shows that the success of schools is based on the effective instructional role of the HoD and how this leads to improved learner achievement and school performanceItem Leadership dilemmas of women in senior management positions (support) in higher education: strategy, struggles and survival: a case study at the University of Witwatersrand (Wits)(2017) Abrahams, LameseThe purpose of this study was to obtain a deeper understanding of what it takes for women to succeed in senior management positions (support) in higher education institutions. The findings not only offer a wealth of strategies for career success and for overcoming professional and personal challenges, but also sheds new light on critical factors that affect women’s experiences at work. This qualitative study was based primarily on confidential interviews with four senior female participants and two senior male participants. Before assuming their current posts, they worked in a variety of leadership capacities ranging from department head to executive positions at Wits. All interviews were transcribed verbatim, analysed and compared for salient themes. Six major themes emerged from this research: effective leadership strategies; tests and trials; maintaining focus and political savvy; numbers matter; gender as a two-edged sword; and competing as a woman. The results revealed that to succeed as an executive in a higher education institution, women must constantly overachieve, maintain good relationships with others, hold onto personal and institutional values to do the right things, expand themselves constantly, and utilize strong mentors’ assistance. When faced with implicit and explicit challenges such as unequal treatment, gender bias, resistance, political joggling, or personal struggles, they rely on private confrontation, emotional intelligence, and tenacity, as well as all possible support and resources to survive and thrive. The literature reviewed demonstrated that these factors are not exclusively experienced in the higher education sector and thus the results could be of interest to both the private and public sector. Given the importance of gender diversity in our modern society, the researcher believes that this study is critical in assisting Wits to understand why there are still so few females in senior management positions. It is hoped that the research will assist Wits to make changes to support the development and progression of more women into senior leadership roles in the future. iv Finally, although it is beyond the scope of this study to do more than speculate about the implications of the literature for leadership and gender issues, the relative lack of progress made during the last 40 years in terms of women occupying senior management positions, suggest that the discourse around these findings particularly at Wits needs to be more robust, redefined and more rigorous on the view to attracting, developing, retaining and promoting women into senior management positions.Item The facilitator's role in professional learning communities for inclusive education(2017) Matanhire, VimbayiProfessional learning communities (PLCs) for inclusive education are one way of teacher development for inclusive education. Professional learning communities are gradually being adopted in South African schools to equip teachers with knowledge and skills to teach learners from diverse backgrounds. This study investigated the role of the PLC facilitator for inclusive education in a full service school. My study was part of a bigger project that focused on a wide range of professional learning communities’ issues. Data was collected through semi-structured individual interviews of PLC facilitators, observation of PLC sessions and analysis of PLC sessions’ transcripts. Data was analysed using qualitative data analysis where I organised and sorted data into major organising themes and then used an open coding system. Data was presented in the form of figures, tables, excerpts and descriptions. The findings of the study showed that facilitators of PLCs for inclusive education assume multiple roles that contribute to building the community and knowledge for inclusive education among PLC members. Professional learning communities have the potential to dismantle anxieties associated with teaching learners from diverse backgrounds and of diverse abilities. PLCs also have the potential to develop teachers’ knowledge and skills for inclusive education.Item Partners for possibility: experiences of cross-sectoral partnerships designed to improve school leadership in South Africa(2017) Kirori, Maureen WambuiThis study explores a partnership model designed by Partners for Possibility (PfP), a South African non-profit organization (NPO) attempting to reform the country’s education system. Through its partnerships, PfP aims to address the identified problem of weak school leadership in order to improve the educational outcomes in schools. In this model, school principals of underperforming schools are paired up with business people with leadership experience for a period of one year to address the challenges facing their schools. The model includes a 12-month structured training programme which seeks to capacitate and support the paired principal and business leader in their partnership-building process. This study provides an in-depth investigation of the experiences of the partnerships and of the influence of the structured programme on these partnerships from the perspectives of the principals and of the business leaders. The effect of social differences on the partnerships was also considered. Among the theories used in this study are critical action learning and common ingroup identity. A qualitative research design was employed and data was collected from 10 school principals of “no fee” schools and from 12 business leaders. The results of the study reveal that the functionality of these partnerships is determined by their focus, which can be long-term and transformative or short-term and tending towards resolving the school’s immediate material needs. Further, these partnerships were found to be capable of improving school performance if the partners engaged in activities that promoted teaching and learning. Despite this potential, there was little monitoring of school performance. The results also indicate that the group-learning aspects included in the structured programme could encourage the partnership to focus on short-term goals which tend not to lead to long-term sustainable change in the school. The social tensions attributed to race and class divisions were found to have a minimal effect on the partnerships studied since the partners’ common vision, namely, to improve schools, allows them to maintain their unique identity either as principals or as business leaders. Because education reform is a complex and long-term project, the recommendations following this study point to the need for a more integrative approach in the PfP process, and a greater awareness of the need for a longer time scale in order to bring about the desired transformation in schools and consequently to South Africa’s education system.Item Governance and leadership challenges in the schools of Ekurhuleni South District 16(2016) Monareng, Madikana JosephThis study explored governance and leadership challenges at the Edenridge High School. The report uses a case study as well as an interactive qualitative analysis research methodology. It explores how the School Governing Body provides strategy to the school management team, with their educators, in order to implement the strategy in collaboration with the GDE policies, will ultimately lead to good governance and effective leadership and management in the school. The GDE policies and practices are used to address complex challenges in order to effect change. The researcher argues that despite the challenges which the SGB and SMT, as well as the educators in the school experience, change becomes evident. The stakeholders learn to work together, respect each other and forge ahead. These challenges brought about by insufficient provision of inservice trainings and relevant workshops to be conducted in schools contribute to shaping future developed and professional bodies of SGBs and SMTs in general, in their good governance strategies and effective leadership and management systems. If the systems in place are sustained, they then leave the stakeholders with the potential of becoming public servants of the future. The findings reveal that the Constitution of South Africa Act No. 108 of 1996, South African Schools Act (SASA) No. 84 of 1996, Employment of Educators’ Act (EEA) No. 76 of 1998, and the National Education Policy Act (NEPA) No. 27 of 1996 are not used sufficiently and substantively to influence change that must take place in schools. Discretion and common sense tend to have taken the place of education policies and practices in resolving problems and finding each other. While schools discuss embracing the ten fundamental values of the South African Constitution (Act 108 of 1996), living up to them continues to remain a challenge in practice. ii This study also investigates the role that SGB and SMT, together with the teaching staff (educators) play in governance, leadership and management of teaching and learning. The process takes place through the alternative approach of distributed - and instructional – leadership, in order to promote quality education. As a qualitative case study of only one township Gauteng secondary school, data was collected by means of questionnaires. Perceptions of the SGB, SMT and educators on distributed and instructional leadership embedded within governance, leadership and management were examined, as well as how the concept was applied in the day-to-day running of the school. It was found that the SGB’s, SMT’s and educators’ responses in the questionnaires, despite their extensive teaching and managing experience, related to the situation where the stakeholders were not fully aware of the implications of governance, leadership and management within the new dispensation. They vaguely referred to their roles as governors, leaders and managers without specifying how and what they were governing, leading and managing in their respective schools. Recommendations are that distributed leadership strategies in governance by the SGB could be found in the case study school to optimise the instructional leadership and management of teaching and learning by the SMT and educators, and that time should be granted for HODs and their principals within the SMT structure for the implementation of this instructional leadership and management. Challenges such as the ones mentioned above, including the recent fluctuation of matric results, which dropped by approximately 9% in 2015, (Basic Education Minister’s Speech, January 2015) moving the pass rate from 75,8% in 2014 down to 70,7% in 2015, will obviously be curbedItem Successful instructional leadership practices in challenging circumstances: a case study of one Qwaqwa township secondary school(2017) Mofokeng, Lehlohonolo IsraelThis study sought to explore successful instructional leadership practices in challenging circumstances. One township secondary school located in QwaQwa, Free State province, was used as the case study. The purpose of this study was to understand how the school has managed to consistently produce meritorious academic performances over the years despite facing multiple deprivations such as poverty, high crime rates and dilapidated learning infrastructure, among others. To better understand the instructional leadership approach, the study identified three key characteristics of successful instructional leaders and used them to form the basis for understanding whether the identified school principal applied them in responding to their learners‘ socio-economic challenges. This study was located within qualitative methodological approach with interpretivism as the research paradigm. The main data source was the in-depth interviews. The participants included the principal, head of department and two senior teachers. The study found the following to be key to the school‘s consistent plausible academic performance: (a) the main focus of the school was on ensuring the availability and efficient use of the instructional materials (b) the school principal took professional development of his academic staff seriously (c) there was a strong focus on managing teaching and learning (d) goal setting was seen as a driver towards achieving the academic goals of the school and (e) the effective use of the school‘s allocated instructional time was of great importance.Item Exploring principals' institutional instructional leadership practices in primary schools: a case study of two underperforming township primary schools in Ekurhuleni South District, Gauteng province(2016) Vilakazi, Nicholas SibusisoInstructional Leadership has been researched extensively in secondary schools in South Africa, and not much is known about it in South African primary schools. Instructional Leadership is concerned with teaching and learning and the behaviour of teachers in enhancing student or learner performance as the core business and function of schools. However, many principals in the low-functioning township primary schools do not conceptualise instructional leadership as such. Many of these schools continue to perform poorly academically. In a longitudinal study for the Matthew Goniwe School of Leadership and Governance (MGSLG) it was discovered that more than 500 school principals in Gauteng province did not conceptualise instructional leadership as their main role. The management of teaching and learning was ranked only seventh out of ten leadership activities. Principals shift their instructional leadership role to deputy principals and Head of Departments. This research explores principals’ structional leadership practices in relation to student achievement. This study employs a mixed-method approach which incorporates a qualitative and quantitative design and observation of principals’ instructional leadership practices. The participants in the study involve all levels of the teaching force which includes the principal, the deputy principal, the Head of Department (HoD) and the teachers in two township primary schools. The research findings reveal that school principals shift their instructional leadership to their lower level management colleagues. Key words: Instructional leadership, distributed leadership, student achievement, under-performance, curriculum managementItem An exploration of school leadership conceptualisations of homework: practices, affordances and constraints(2016) Audu, Juliana UgboHomework as an activity of formative assessment is a key instructional strategy in South African schools. However, it is a controversial topic, as there seems to be no consensus among researchers about its contribution to learning and learner outcomes (Cooper, 2007). To find out more about homework, this study explores school leaders’ views and opinions about homework: its practices, perceived value and challenges. The purpose of the study is to use what is learnt from school leaders about homework to improve its practice and enhance the contribution homework can make to learning and learner outcomes. This research reviews literature that forms the conceptual framework in line with assessment theory. It also examines literature that focuses on distributed leadership, i.e. shared leadership of two or more people sharing power and joining forces towards the accomplishment of a shared goal (MacNeil & McClanahan, 2005). This involves school leaders at different levels. This study is based on qualitative research, using a case study of one primary school in Soweto, Johannesburg west. The primary school is purposefully sampled because it does homework and is situated in a multiple deprived community (Maringe & Vilakazi, 2015). Interviews were conducted, using audio-tape recordings, with people in different levels of school leadership. The school homework policy was also analysed. Data collected were presented and analysed based on the research questions. The evidence from the research findings reveal that the school leaders view homework as a task given to learners to practise, search for knowledge, and prepare for future lessons. Although the participants acknowledged that homework is valuable they identified some factors as militating against its practice, thus affecting the contribution that it can make to learning and learner outcomes Four such factors include: incomprehensive school homework policy; teachers’ incompetency in the practice of homework; poor socio-economic status of parents; and lack of parental support. Based on the findings, the researcher concludes that if the factors inhibiting the effective practice of homework are interrogated, the practice of homework will improve and thus enhance its contribution to learning and learner outcomes. This is supported by international and national literature (see for example, Cooper, 2006; Bennett & Kalish, 2006; Eita, 2007; Felix, Dornbrack & Scheckle, 2008). This study also discovered the use of the Extra School Support Programme (ESSP) to aid struggling learners and orphans in the completion of their homework, which was found to be helpful. The study concludes by identifying policy, practice and research implications emerging from the findings. Keywords: Homework; formative assessment; Assessment; Homework policy; School leadership; Principal; Head of Department; Teachers; Learners; Parents